Write a strengths statement backed by evidence
When to use this goal
For secondary students who describe themselves mostly through what they cannot do, or who cannot name a strength for an application, a club, or a job. Present levels decide fit, not grade. This is about personal strengths, not the learning profile that belongs in self-advocacy goals.
- Baseline
- Ask the student to write or record a strengths statement for a real or practice purpose with no frame, and score it on the rubric. Note whether examples are specific or vague. Score only what the student says, writes, signs, or does; never use a self-esteem rating or a mood scale as the criterion.
- Tips
- Use a real purpose whenever possible: a club form, a job application, a résumé summary. Let the student choose the mode. Keep drafts so the student can see how the statement grows.
- Limits
- Scores one written or recorded product; it does not show whether the student draws on these strengths in hard moments. Does not cover explaining disability-related needs, which is a self-advocacy goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-sc-003.
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Goal
By the annual IEP review date, when writing a strengths statement for a job, club, or program application, the student will write a short strengths statement that names three personal strengths and supports each with a specific example from school, work, or home independently, earning a score of at least 10 out of 12 on a 12-point strengths statement rubric, on 2 of 3 consecutive statements, as measured by a defined scoring rubric collected once per grading period.
Baseline: 5 out of 12 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
- 5 out of 12 rubric points.
- Annual goal469 characters
- By the annual IEP review date, when writing a strengths statement for a job, club, or program application, the student will write a short strengths statement that names three personal strengths and supports each with a specific example from school, work, or home independently, earning a score of at least 10 out of 12 on a 12-point strengths statement rubric, on 2 of 3 consecutive statements, as measured by a defined scoring rubric collected once per grading period.
- Timeframe
- By the annual IEP review date
- Condition
- When writing a strengths statement for a job, club, or program application
- Behavior
- The student will write a short strengths statement that names three personal strengths and supports each with a specific example from school, work, or home independently
- Criteria
- Earning a score of at least 10 out of 12 on a 12-point strengths statement rubric, on 2 of 3 consecutive statements
- Evaluation method
- A defined scoring rubric
- Schedule
- Once per grading period
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 10 out of 12 on a 12-point strengths statement rubric
- Mastery rule:
- on 2 of 3 consecutive statements
- Collection schedule:
- once per grading period
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when writing a strengths statement for a job, club, or program application, the student will write a short strengths statement that names three personal strengths and supports each with a specific example from school, work, or home independently, earning a score of at least 10 out of 12 on a 12-point strengths statement rubric, on 2 of 3 consecutive statements, as measured by a defined scoring rubric collected once per grading period.
| Date | Task / sample | Names specific strengths, not general praise (0 to 3) | Gives a concrete example for each strength (0 to 3) | Links a strength to the purpose (job, club, class) (0 to 3) | Uses their own words and a clear order (0 to 3) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point strengths statement 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.