Retell a story including the main story grammar elements
Live goal preview
By the annual IEP review date, after listening to a short, unfamiliar story with pictures, the student will retell the story aloud including the character, setting, problem, events, and ending independently, earning a score of at least 9 out of 12 on a 6-element story grammar retell rubric scored 0–2 per element, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Rubric score is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Rubric scoring can produce rubric score data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Expressive Language.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students whose oral narratives leave out key parts or are hard to follow. Present levels, a narrative sample, and the SLP's assessment, not grade, decide fit. Choose stories at the student's listening level, not their reading level.
- Baseline considerations
- Elicit two or three retells with unfamiliar stories of similar length and structure, recording them for scoring. Score with the rubric and note whether the student needed prompts. Compare a retell with a story the student generates if story generation is also a concern.
- Usage notes
- Score each element 0 (absent), 1 (present but vague or incomplete), or 2 (clear and specific). Use new stories for each probe, with a similar number of episodes. Prompts other than the chosen support are recorded; prompted elements are scored 1 at most. Accept AAC, picture sequencing with narration, or drawing with narration when spoken language is not the student's main mode.
- Known limitations
- Retell measures recall plus language, so memory and attention affect results. The rubric does not score grammar or vocabulary inside the retell. Story complexity strongly affects scores; keep stories comparable.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
sl-exp-004.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Rubric tracker. Your goal is a rubric score, so the sheet 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 6-element story grammar retell rubric scored 0–2 per element
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after listening to a short, unfamiliar story with pictures, the student will retell the story aloud including the character, setting, problem, events, and ending independently, earning a score of at least 9 out of 12 on a 6-element story grammar retell rubric scored 0–2 per element, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Character(s) named (0 = absent, 1 = general, 2 = named or specific) | Setting (where and/or when) | Problem or initiating event | Key events in order | Character's response or plan | Resolution or ending | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-element story grammar retell rubric scored 0–2 per element. 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 for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.