Back up a personal strength with an example
When to use this goal
For middle and high school students who can list strengths but cannot back them up, which they will need for interviews, applications and IEP meetings. Present levels in expressive language, not grade, decide whether answers are spoken, written or prepared on a card.
- Baseline
- Ask 5 times over 2 or 3 sessions. Count an answer only when it has a strength and a real example; note when the example does not match the strength.
- Tips
- Keep a running list of examples the student can draw from; update it after jobs, projects and events. These answers feed resumes (fn-tr-009), interviews (fn-tr-010) and the one-page profile (tn-sd-024).
- Limits
- Prepared answers can sound rehearsed; vary the question and the person asking. Does not measure whether the student uses strengths to make decisions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-023.
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Goal
By the annual IEP review date, during an advisory lesson, transition planning activity or meeting with the case manager, when asked about personal strengths, the student will name a personal strength and describe a time it was used at school, home or in the community independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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-Determination.
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
- Transition & Postsecondary Skills - Self-Determination
- Baseline
- 1 of 5 opportunities.
- Annual goal434 characters
- By the annual IEP review date, during an advisory lesson, transition planning activity or meeting with the case manager, when asked about personal strengths, the student will name a personal strength and describe a time it was used at school, home or in the community independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- During an advisory lesson, transition planning activity or meeting with the case manager, when asked about personal strengths
- Behavior
- The student will name a personal strength and describe a time it was used at school, home or in the community independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during an advisory lesson, transition planning activity or meeting with the case manager, when asked about personal strengths, the student will name a personal strength and describe a time it was used at school, home or in the community independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice monthly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.