Make a strengths page with real examples
When to use this goal
For upper elementary students who can name a strength when pushed but cannot back it up with an example, or who list only school grades. Present levels decide fit, not grade. The page can be drawn, written, typed, or built from photos.
- Baseline
- Have the student complete the template once with no word bank and score it on the rubric. Keep the first page in a folder so later pages can be compared. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Strengths can be skills, character traits, or ways they help others. Update the page across the year so it becomes a record the student can return to. Avoid making it public unless the student chooses to share.
- Limits
- A rubric score shows the quality of one product, not whether the student uses these ideas in daily self-talk. Pair with an opportunities goal if the concern is what the student says under stress.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-002.
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Goal
By the annual IEP review date, given a strengths page template with four boxes (school, home, friends, activities) during a counseling or class session, the student will complete a strengths page that names a strength in each box and gives a real example of when they used it independently, earning a score of at least 7 out of 8 on an 8-point strengths page rubric, on 2 of 3 consecutive monthly pages, as measured by a defined scoring rubric collected monthly.
Baseline: 3 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Self-Concept & Positive Self-Talk.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Self-Concept & Positive Self-Talk
- Baseline
- 3 out of 8 rubric points.
- Annual goal462 characters
- By the annual IEP review date, given a strengths page template with four boxes (school, home, friends, activities) during a counseling or class session, the student will complete a strengths page that names a strength in each box and gives a real example of when they used it independently, earning a score of at least 7 out of 8 on an 8-point strengths page rubric, on 2 of 3 consecutive monthly pages, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a strengths page template with four boxes (school, home, friends, activities) during a counseling or class session
- Behavior
- The student will complete a strengths page that names a strength in each box and gives a real example of when they used it independently
- Criteria
- Earning a score of at least 7 out of 8 on an 8-point strengths page rubric, on 2 of 3 consecutive monthly pages
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on an 8-point strengths page rubric
- Mastery rule:
- on 2 of 3 consecutive monthly pages
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a strengths page template with four boxes (school, home, friends, activities) during a counseling or class session, the student will complete a strengths page that names a strength in each box and gives a real example of when they used it independently, earning a score of at least 7 out of 8 on an 8-point strengths page rubric, on 2 of 3 consecutive monthly pages, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Names strengths in their own words (0 to 2) | Covers more than one part of their life (0 to 2) | Gives a real example for each strength (0 to 2) | Shares the page and answers one question about it (0 to 2) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with an 8-point strengths page rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.