Describe a picture scene in several sentences
When to use this goal
For students who respond to a busy picture with a label or a single sentence when asked to tell about it, and who need to produce several related sentences for class and writing. Base the choice on a picture description sample. For describing single objects by attributes, see sl-exp-003.
- Baseline
- Present five scenes and record the number of different sentences for each and what the student tends to leave out (actions, locations). Note whether the student lists nouns instead of making sentences. Keep scenes at a similar level of detail.
- Tips
- Each picture is one opportunity. Score correct when the description contains the required number of distinct, accurate sentences; repeats and lists of nouns do not count. Grammar is not scored unless the goal says so. Accept any mode. Rotate scenes so none is memorized, and keep them equally busy.
- Limits
- Busy pictures help; a sparse picture lowers the count. The number of sentences does not show organization or detail quality. Describing pictures is a therapy task; check that longer output appears in class talk too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-015.
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Goal
By the annual IEP review date, given a picture scene with several people and actions and asked to tell everything that is happening, the student will describe the scene with at least four sentences that each give different information (who, what they are doing, where, what else is there) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 Expressive Language.
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
- Speech & Language - Expressive Language
- Baseline
- 1 of 5 opportunities.
- Annual goal461 characters
- By the annual IEP review date, given a picture scene with several people and actions and asked to tell everything that is happening, the student will describe the scene with at least four sentences that each give different information (who, what they are doing, where, what else is there) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given a picture scene with several people and actions and asked to tell everything that is happening
- Behavior
- The student will describe the scene with at least four sentences that each give different information (who, what they are doing, where, what else is there) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a picture scene with several people and actions and asked to tell everything that is happening, the student will describe the scene with at least four sentences that each give different information (who, what they are doing, where, what else is there) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.