Tell what probably happened from picture clues
When to use this goal
For students who describe what they see in a picture but do not say what must have happened or how someone feels from the clues (a wet umbrella means it rained). Inferring aloud is a bridge to reading comprehension inferences. Base the choice on the SLP's assessment.
- Baseline
- Present 10 pictures and record each answer as an inference with a clue, an inference without a clue, or a description of what is shown. Check that the student knows the words for the objects in the picture so vocabulary does not limit answers.
- Tips
- Score correct when the inference fits the clues and the student names or points to at least one clue. Several answers can be right. Feelings inferences should rely on situation clues; do not require reading facial expressions as the only clue, and accept the student's reasonable interpretation.
- Limits
- Background knowledge strongly affects inferences. The goal does not measure inferences from text or spoken passages (see sl-lis-012 and sl-rec for spoken information).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-045.
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Goal
By the annual IEP review date, given 10 pictures with clear clues to an event that is not shown (such as a broken vase and a dog with a guilty look), the student will tell what probably happened and name the clue that shows it independently with at least 80% accuracy on picture inference 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 goal424 characters
- By the annual IEP review date, given 10 pictures with clear clues to an event that is not shown (such as a broken vase and a dog with a guilty look), the student will tell what probably happened and name the clue that shows it independently with at least 80% accuracy on picture inference 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 pictures with clear clues to an event that is not shown (such as a broken vase and a dog with a guilty look)
- Behavior
- The student will tell what probably happened and name the clue that shows it independently
- Criteria
- With at least 80% accuracy on picture inference 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 picture inference 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 pictures with clear clues to an event that is not shown (such as a broken vase and a dog with a guilty look), the student will tell what probably happened and name the clue that shows it independently with at least 80% accuracy on picture inference 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.