Writing student strengths as observable performance
By the IEP Atlas editorial teamLast updated
Short answer
Student strengths in an IEP should describe what the student does well in terms someone could observe, with a number or condition where possible, and say how the team will use it. Instead of 'Marcus is a hard worker,' write 'Marcus works for 15 minutes without a break when the task has a step checklist.' That sentence becomes a support in the plan.
The strengths section is often the friendliest part of an IEP and the least useful. "Sweet," "polite," "a joy to have in class" and "hard worker" are kind, and parents like to hear them. But a new teacher cannot plan from them, and they do not connect to anything else in the plan.
A strength written as observable performance does more. It tells the team what to build on, which supports already work, and what the student can use to reach a goal. The 20 examples below turn common vague strengths into statements like that. Each has the weak version, a rewrite, the data or observation behind it, and how the team can use it. Students and numbers are invented to show the format.
For where strengths sit among the four parts of present levels, see the pillar guide on present levels of performance.
Why strengths belong in the IEP
When the team develops an IEP, it must consider the strengths of the child, along with the parents' concerns, the most recent evaluation and the child's needs.[1] Strengths are not decoration. They are one of the four things the regulation names first.
A strength earns its place when it answers one of three questions:
- What can the student already do that a goal can build on?
- What conditions, tools or people help the student perform better?
- What does the student care about that can make instruction work?
The test for a strong strength
| Weak strength | What is missing | Strong strength |
|---|---|---|
| Personality trait | No behavior to see | A behavior you can observe |
| "Good at math" | No skill or level | The specific skill and how well |
| "Likes to help" | No setting or use | When and where, and how the team will use it |
| "Tries hard" | No condition | The condition under which effort shows up |
Read each strength and ask: could a substitute see this on Monday? If not, rewrite it.
Academic strengths
Example 1: Decoding, grade 3
Weak: "Aiden is a good reader."
Strong: "Aiden reads grade 3 text aloud at a median of 104 words correct per minute with 98% accuracy, and he decodes unfamiliar words using syllable rules."
Data behind it: three fluency probes in October.
How the team uses it: His comprehension goal can use grade 3 text without adapting the reading level, and he can read aloud in small groups.
Example 2: Math computation, grade 6
Weak: "Sofia is strong in math."
Strong: "Sofia solves multi-digit computation with 95% accuracy on unit tests and explains her steps aloud correctly. Her errors in math come from word problems, not computation."
Data behind it: unit test scores and teacher observation.
How the team uses it: The problem-solving goal can skip computation instruction and focus on setting up problems.
Example 3: Ideas spoken aloud, grade 5
Weak: "Jamal is very smart."
Strong: "When Jamal explains science or history topics aloud, he gives three or four accurate details and connects ideas with 'because' and 'so.' His spoken explanations score 3 of 4 on the class content rubric, while his written ones score 1 of 4."
Data behind it: rubric scores on matched spoken and written tasks.
How the team uses it: Speech-to-text and oral planning can let his knowledge show in writing.
Example 4: Background knowledge, grade 8
Weak: "Elena knows a lot about many topics."
Strong: "Elena answers 85% of grade 8 science vocabulary questions correctly when they are read aloud, and she connects new topics to documentaries she has watched."
Data behind it: read-aloud vocabulary check across two units.
How the team uses it: Her reading goal can use science texts, where her background knowledge supports comprehension.
Example 5: Memory for facts, grade 4
Weak: "Leon has a great memory."
Strong: "Leon recalls 9 of 10 facts from a lesson the next day when the lesson used a song or chant. He has memorized all multiplication facts to 10 using songs."
Data behind it: next-day recall checks across five lessons.
How the team uses it: Teachers can pair new vocabulary and steps with chants.
Conditions that help
Example 6: Visual supports, grade 1
Weak: "Mia is a visual learner."
Strong: "Mia follows a 3-step direction on 8 of 10 tries when it is shown as pictures and on 3 of 10 when it is spoken only."
Data behind it: 20 trials of directions, 10 with pictures and 10 without.
How the team uses it: Picture directions become an accommodation. The difference also tells the team her listening comprehension may need a goal.
Example 7: Checklists, grade 7
Weak: "Caleb tries hard."
Strong: "Caleb works for 15 minutes without a break and completes 4 of 5 steps of a lab when he has a written step checklist. Without one, he stops after 4 minutes."
Data behind it: timed observation in six science labs.
How the team uses it: Checklists go into the accommodations, and his organization goal can teach him to make his own.
Example 8: Peer models, kindergarten
Weak: "Nora watches her friends."
Strong: "Nora joins a new classroom routine after watching a peer do it once, and follows it correctly on 4 of 5 tries the next day."
Data behind it: five new routines introduced in September.
How the team uses it: Teachers can pair her with a peer model when they introduce new routines.
Example 9: Movement, grade 2
Weak: "Oliver is very active."
Strong: "After a 2-minute movement break, Oliver stays engaged in seated work for a median of 12 minutes, compared with 4 minutes without a break."
Data behind it: duration data across 10 work periods.
How the team uses it: Scheduled movement breaks become part of his plan, and the engagement goal starts from the 12-minute figure.
Communication and social strengths
Example 10: Kindness toward peers, grade 3
Weak: "Ada is sweet."
Strong: "Ada notices when a classmate is upset and offers help or comfort a median of 3 times per day, without an adult prompt."
Data behind it: teacher tally across 10 days.
How the team uses it: Ada can serve as a peer buddy, which also gives her practice with the conversation skills in her speech goal.
Example 11: Humor, grade 6
Weak: "Marcus is funny."
Strong: "Marcus uses humor to start conversations with peers at lunch, starting a median of 4 exchanges per lunch period that peers respond to."
Data behind it: lunch observations across 5 days.
How the team uses it: His social skills goal can build on peer conversations he already starts.
Example 12: Leadership in small groups, grade 10
Weak: "Talia is a natural leader."
Strong: "In small-group projects, Talia assigns roles and keeps the group on schedule. Peers in her last two group projects rated her contribution 4 of 4."
Data behind it: peer evaluation forms from two projects.
How the team uses it: Group work can be where she practices the self-advocacy steps in her transition plan.
Example 13: Relationships with adults, grade 9
Weak: "Dylan gets along well with adults."
Strong: "Dylan checks in with his case manager each morning on his own and asks her for help with assignments about twice a week."
Data behind it: check-in log from September and October.
How the team uses it: The check-in becomes the place to teach him to ask other teachers for help.
Work habits and independence
Example 14: Persistence, grade 4
Weak: "Gabriel never gives up."
Strong: "Gabriel keeps working on a hard math problem for up to 8 minutes before asking for help, and tries a second strategy when the first one fails on about half of problems."
Data behind it: observation during 10 independent math sessions.
How the team uses it: His goal can push toward asking for help sooner, without losing his effort.
Example 15: Routines, grade 5 life skills
Weak: "Keisha likes routines."
Strong: "Keisha completes all 7 steps of the arrival routine without prompts on 9 of 10 mornings once she has practiced it for two weeks."
Data behind it: task analysis data on the arrival routine.
How the team uses it: New skills can be taught as part of a routine and practiced daily.
Example 16: Self-care, grade 2
Weak: "Josue is independent."
Strong: "Josue uses the bathroom, washes his hands and gets his lunch on his own, completing each routine without prompts on every observed day in September."
Data behind it: daily routine checklist.
How the team uses it: Shows which areas do not need goals, so the team can focus support elsewhere.
Example 17: Job skills, age 19
Weak: "Paulo is a good worker."
Strong: "At his work placement, Paulo sorts and shelves items with 98% accuracy and arrives on time for every shift."
Data behind it: supervisor accuracy checks and time log over 6 weeks.
How the team uses it: The team can look for jobs that reward accuracy, and his goal can focus on work rate.
Interests and talents
Example 18: Art, grade 7
Weak: "Kim loves art."
Strong: "Kim draws detailed comic strips with 6 to 8 panels that show events in order, and she spends free time drawing for 20 minutes or more."
Data behind it: work samples and free-time observation.
How the team uses it: Comic-strip planning can support her narrative writing goal.
Example 19: Sports, grade 8
Weak: "Andre is athletic."
Strong: "Andre follows multi-step plays in basketball practice and recalls team statistics accurately. His coach reports he has missed no practices this season."
Data behind it: coach report and conversation.
How the team uses it: Sports statistics can be the context for math problems, and the coach can reinforce his behavior plan.
Example 20: Technology, grade 11
Weak: "Luis is good with computers."
Strong: "Luis troubleshoots classroom devices for peers and teachers, fixing login and connection problems in under 5 minutes. He has built two computers from parts."
Data behind it: teacher reports and elective work.
How the team uses it: His transition plan can explore computer repair careers, and typing tools can support his writing.
Turning strengths into the rest of the plan
Each strength should show up somewhere else in the IEP.
| Strength type | Where it goes next |
|---|---|
| A skill the student already has | Sets the starting point or removes a goal |
| A condition that helps | Becomes an accommodation or a support for staff |
| An interest | Becomes the context for instruction or a transition goal |
| A social strength | Becomes a role in class, such as a peer buddy |
| A work habit | Shapes how the goal is taught and practiced |
Ask parents and the student for strengths too. Families see strengths at home and in the community that school staff miss. The guide on capturing parent concerns covers how to ask, and the transition present levels examples show how older students can describe their own strengths.
Printable quick reference
All 20 rewrites in one table. Free to copy and print, no sign-up needed.
| # | Weak | Strong (short form) |
|---|---|---|
| 1 | Good reader | 104 words correct per minute, 98% accuracy |
| 2 | Strong in math | 95% accuracy on multi-digit computation |
| 3 | Very smart | Spoken explanations score 3 of 4 |
| 4 | Knows a lot | 85% on read-aloud science vocabulary |
| 5 | Great memory | 9 of 10 facts recalled with a chant |
| 6 | Visual learner | Pictured directions 8 of 10, spoken 3 of 10 |
| 7 | Tries hard | 15 minutes of work with a checklist |
| 8 | Watches friends | New routine after one peer model |
| 9 | Very active | 12 minutes engaged after a movement break |
| 10 | Sweet | Comforts peers 3 times a day unprompted |
| 11 | Funny | Starts 4 peer exchanges per lunch |
| 12 | Natural leader | Peer rating 4 of 4 in group projects |
| 13 | Gets along with adults | Daily check-in, asks for help twice a week |
| 14 | Never gives up | Works 8 minutes, tries a second strategy |
| 15 | Likes routines | 7 of 7 arrival steps on 9 of 10 days |
| 16 | Independent | Bathroom, handwashing, lunch without prompts |
| 17 | Good worker | 98% accuracy, on time every shift |
| 18 | Loves art | 6 to 8 panel comics in order |
| 19 | Athletic | Follows multi-step plays, no missed practices |
| 20 | Good with computers | Fixes device problems in under 5 minutes |
For the other parts of present levels, see the impact statement examples, the functional performance examples and the steps in how to write a PLAAFP. When a strength sets a goal's starting point, record it as the baseline and check the goal with the goal checker.
Frequently asked questions
What are examples of student strengths for an IEP?
Strong examples describe observable performance: reads grade-level text accurately, explains science ideas aloud in detail, follows pictured directions, keeps working for 15 minutes with a checklist, starts conversations with peers, or arrives on time for every work shift. Each should say how the team will use it.
Should personality traits go in the strengths section?
They can, if you turn them into something observable. Instead of kind, write how often and when the student helps peers. Instead of hard worker, write how long the student works and under what conditions. Families value hearing warm words, and observable strengths keep them useful.
How many strengths should an IEP list?
There is no set number. Aim for at least one useful strength in each area the IEP addresses, plus the conditions that help the student most. Three to six well-written strengths usually do more than a long list of compliments.
Use it in IEP Atlas
Related guides
- Present levels of performance (PLAAFP): what to include, with examples
- How to write a PLAAFP, step by step
- Impact statement examples: how the disability affects learning
- Functional performance present levels examples
- Capturing parent concerns in the IEP
- Present levels examples for writing
Sources
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.