Draft a personal statement for a program application
When to use this goal
For juniors and seniors applying to college, a training program, or a transition program who write about themselves in lists of traits. Present levels should show organized paragraph writing; the target is a focused statement with a story and a connection to the program.
- Baseline
- Score a first draft written from the prompt with no planning help, each row 0 to 3. Talk with the student about which experience they chose and why; a student who picks a strong story but tells it in general terms needs a different focus than one who has not picked a story.
- Tips
- Use the real prompt and deadline so the work counts. The student decides what to share about themselves, including whether to mention disability; the team does not choose for them. Coordinate with the counselor so drafts are not reviewed by too many adults at once.
- Limits
- Application season is short, so this goal may run for only part of the year. Adults may over-edit drafts; keep the student's voice and record what help was given. The rubric does not score conventions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-051.
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Goal
By the annual IEP review date, given a personal statement prompt from a real application and three writing sessions, the student will write a personal statement of 250 to 500 words that opens with a specific experience, explains what the student learned or did as a result, and connects it to the program the student is applying to independently, earning a score of at least 9 out of 12 on a 12-point personal statement rubric, on 2 consecutive drafts, as measured by a defined scoring rubric collected every two weeks during application season.
Baseline: 4 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 4 out of 12 rubric points.
- Annual goal545 characters
- By the annual IEP review date, given a personal statement prompt from a real application and three writing sessions, the student will write a personal statement of 250 to 500 words that opens with a specific experience, explains what the student learned or did as a result, and connects it to the program the student is applying to independently, earning a score of at least 9 out of 12 on a 12-point personal statement rubric, on 2 consecutive drafts, as measured by a defined scoring rubric collected every two weeks during application season.
- Timeframe
- By the annual IEP review date
- Condition
- Given a personal statement prompt from a real application and three writing sessions
- Behavior
- The student will write a personal statement of 250 to 500 words that opens with a specific experience, explains what the student learned or did as a result, and connects it to the program the student is applying to independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point personal statement rubric, on 2 consecutive drafts
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks during application season
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 9 out of 12 on a 12-point personal statement rubric
- Mastery rule:
- on 2 consecutive drafts
- Collection schedule:
- every two weeks during application season
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a personal statement prompt from a real application and three writing sessions, the student will write a personal statement of 250 to 500 words that opens with a specific experience, explains what the student learned or did as a result, and connects it to the program the student is applying to independently, earning a score of at least 9 out of 12 on a 12-point personal statement rubric, on 2 consecutive drafts, as measured by a defined scoring rubric collected every two weeks during application season.
| Date | Task / sample | Opens with a specific experience told with detail | Explains what the student learned or did as a result | Connects the experience to the program or goal | Stays within the length limit with a clear ending | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point personal 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.