Predict what will happen next in a story
When to use this goal
For students who can describe what is happening in a picture or story but answer "What will happen next?" with a description of the current page or "I don't know". Predicting asks the student to use what they know about events and people. Base the choice on language samples and the SLP's assessment.
- Baseline
- Present 10 stopped scenes and record each answer as a reasonable prediction, a description of the current scene, or no answer. Use scenes with familiar events (a glass at the edge of a table) before story events.
- Tips
- Score correct when the prediction is reasonable from the clues, whether or not it matches the actual ending; more than one answer can be right. For the second behavior, the student must also name a clue. Pick materials that reflect students' own lives and avoid scenes that depend on one culture's customs.
- Limits
- Predictions depend on background knowledge; a student without experience of the event may give an unusual but logical answer, which should count. The goal does not measure retelling or comprehension of the whole story.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-029.
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Goal
By the annual IEP review date, given 10 picture sequences or story pages, each stopped before the outcome, and asked what will happen next, the student will state a prediction that follows from the clues in the picture or story independently with at least 80% accuracy on prediction questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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. Opportunity (trial) recording 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 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
- 30% accuracy.
- Annual goal418 characters
- By the annual IEP review date, given 10 picture sequences or story pages, each stopped before the outcome, and asked what will happen next, the student will state a prediction that follows from the clues in the picture or story independently with at least 80% accuracy on prediction questions, 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 10 picture sequences or story pages, each stopped before the outcome, and asked what will happen next
- Behavior
- The student will state a prediction that follows from the clues in the picture or story independently
- Criteria
- With at least 80% accuracy on prediction questions, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on prediction questions
- 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 10 picture sequences or story pages, each stopped before the outcome, and asked what will happen next, the student will state a prediction that follows from the clues in the picture or story independently with at least 80% accuracy on prediction questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.