Describe own strengths, needs, and plans
When to use this goal
For high school students preparing to speak at their IEP meeting, a transition meeting, or an intake for a program, who give short or unorganized answers about themselves. The talk is an expository description of the student: strengths, what helps, and goals. Base the choice on practice talks and the student's own wishes.
- Baseline
- Ask the student to tell you about themselves as if meeting a new teacher and record it. Score each row. Talk with the student about what they want to share and what they prefer to keep private; their choices shape the content.
- Tips
- The student decides what to share, including whether to name a diagnosis. Speaking from a profile, slide, or AAC message counts. Coordinate with the case manager so the talk fits the meeting. Score organization and content, not delivery style.
- Limits
- Self-description depends on self-knowledge, which other goals may build (self-advocacy). Meeting nerves can lower performance; rehearsal data may run higher than the real meeting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-036.
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Goal
By the annual IEP review date, when preparing to speak for 2 to 3 minutes at their IEP or transition meeting, the student will describe their strengths, what helps them learn or work, and their goals after high school in an organized talk independently, earning a score of at least 7 out of 8 on a 4-row self-description talk rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly practice talks, as measured by a defined scoring rubric collected every two weeks.
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 Narrative Language & Retelling.
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
- Speech & Language - Narrative Language & Retelling
- Baseline
- 3 out of 8 rubric points.
- Annual goal469 characters
- By the annual IEP review date, when preparing to speak for 2 to 3 minutes at their IEP or transition meeting, the student will describe their strengths, what helps them learn or work, and their goals after high school in an organized talk independently, earning a score of at least 7 out of 8 on a 4-row self-description talk rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly practice talks, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When preparing to speak for 2 to 3 minutes at their IEP or transition meeting
- Behavior
- The student will describe their strengths, what helps them learn or work, and their goals after high school in an organized talk independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row self-description talk rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly practice talks
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
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 a 4-row self-description talk rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive biweekly practice talks
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when preparing to speak for 2 to 3 minutes at their IEP or transition meeting, the student will describe their strengths, what helps them learn or work, and their goals after high school in an organized talk independently, earning a score of at least 7 out of 8 on a 4-row self-description talk rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly practice talks, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Opening that says who they are and why they are speaking | Two or more strengths with an example | What helps them (supports, accommodations, or tools) stated in their own words | Goals or plans after high school | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row self-description talk rubric scored 0 to 2 per row. 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.