Tell the events of a story in order
When to use this goal
For students who recall what happened but list events out of order or skip the middle of a story, as shown in retell data. The goal targets order specifically. Choose text from the student's instructional or listening level.
- Baseline
- Score each event as in or out of its correct position; with 5 events, each is 20 points. Use three stories and note whether the student reverses adjacent events or scrambles the whole set. Confirm the student can read the story with reasonable accuracy, or use the listening condition.
- Tips
- The list condition isolates sequencing from recall; the no-list condition is the annual step. Teach transition words explicitly. Pairs with the retell rubric in core, where order is one row.
- Limits
- Stories with flashbacks or simultaneous events do not fit; choose linear narratives. Writing the events adds a writing demand; accept oral responses. Does not measure inference or main idea.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-009.
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Goal
By the annual IEP review date, after reading an unpracticed instructional-level story, given a list of its 5 main events in mixed order, the student will number or arrange the events in the order they happened independently with at least 90% accuracy on events placed in the correct order, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 40% accuracy.
- Annual goal380 characters
- By the annual IEP review date, after reading an unpracticed instructional-level story, given a list of its 5 main events in mixed order, the student will number or arrange the events in the order they happened independently with at least 90% accuracy on events placed in the correct order, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading an unpracticed instructional-level story, given a list of its 5 main events in mixed order
- Behavior
- The student will number or arrange the events in the order they happened independently
- Criteria
- With at least 90% accuracy on events placed in the correct order, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on events placed in the correct order
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after reading an unpracticed instructional-level story, given a list of its 5 main events in mixed order, the student will number or arrange the events in the order they happened independently with at least 90% accuracy on events placed in the correct order, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.