Put story pictures in order
When to use this goal
For young students or emergent readers who recall events but not their order, as shown during retells or when asked what happened first. A picture sequence lets the student show order without words.
- Baseline
- Each story or routine is one opportunity, counted correct only when every card is in order. Give 5 sequences across two sessions. Note whether the first and last events are right while the middle is scrambled, which is the usual pattern and points to the next teaching step.
- Tips
- Start with routines the student lives every day, then move to stories. Asking the student to tell what happens in each picture adds language practice. Four cards is a reasonable annual target for most preschoolers.
- Limits
- Picture sequences show order, not the reasons events connect. Some picture sets are ambiguous; test them on an adult first. Does not measure reading.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-008.
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Goal
By the annual IEP review date, after listening to a short story read aloud, given 3 picture cards of its main events in mixed order, the student will arrange the pictures in the order the events happened and tell what happens in each independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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 Reading Comprehension.
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
- Reading - Reading Comprehension
- Baseline
- 1 of 5 opportunities.
- Annual goal383 characters
- By the annual IEP review date, after listening to a short story read aloud, given 3 picture cards of its main events in mixed order, the student will arrange the pictures in the order the events happened and tell what happens in each independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to a short story read aloud, given 3 picture cards of its main events in mixed order
- Behavior
- The student will arrange the pictures in the order the events happened and tell what happens in each independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to a short story read aloud, given 3 picture cards of its main events in mixed order, the student will arrange the pictures in the order the events happened and tell what happens in each independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.