Build a one-page profile of strengths and interests
When to use this goal
For students starting transition planning who need one place that shows who they are for new teachers, IEP meetings and work sites. Present levels in writing and communication decide whether the profile is written, typed or built with photos and symbols.
- Baseline
- Score the first draft made with only the template. Note which sections are blank and whether the words are the student's or an adult's.
- Tips
- The student decides what goes on the profile and who sees it. Use it at the IEP meeting (fn-tr-007), share it with new teachers and work sites, and update it each grading period. Asking peers or family what they like about the student is part of the task.
- Limits
- A strong profile can be written mostly by adults; score only what the student contributed. Does not measure whether the student uses the profile in new settings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-024.
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Goal
By the annual IEP review date, given a one-page profile template and notes from an interest survey, the student will complete each section of the one-page profile independently, earning a score of at least 8 out of 10 on a 5-row one-page profile rubric (0 to 2 per row), on 2 consecutive profile updates, as measured by a defined scoring rubric collected each grading period.
Baseline: 3 out of 10 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-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
- 3 out of 10 rubric points.
- Annual goal375 characters
- By the annual IEP review date, given a one-page profile template and notes from an interest survey, the student will complete each section of the one-page profile independently, earning a score of at least 8 out of 10 on a 5-row one-page profile rubric (0 to 2 per row), on 2 consecutive profile updates, as measured by a defined scoring rubric collected each grading period.
- Timeframe
- By the annual IEP review date
- Condition
- Given a one-page profile template and notes from an interest survey
- Behavior
- The student will complete each section of the one-page profile independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row one-page profile rubric (0 to 2 per row), on 2 consecutive profile updates
- Evaluation method
- A defined scoring rubric
- Schedule
- Each 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 8 out of 10 on a 5-row one-page profile rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive profile updates
- Collection schedule:
- each grading period
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a one-page profile template and notes from an interest survey, the student will complete each section of the one-page profile independently, earning a score of at least 8 out of 10 on a 5-row one-page profile rubric (0 to 2 per row), on 2 consecutive profile updates, as measured by a defined scoring rubric collected each grading period.
| Date | Task / sample | Lists strengths, each with an example | Lists interests at school and outside school | Includes what others like about the student, gathered from at least one other person | Lists what is important to the student | Describes in own words what helps the student do well | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row one-page profile rubric (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.