Retell heard information in the order it was given
When to use this goal
For students who remember pieces of what they hear but not the sequence, which affects retelling, following procedures, and remembering events. Base the choice on a listening probe. For story retell scored by story grammar, see the narrative-language skill.
- Baseline
- Read 5 short sequences of 3, 4, and 5 items and record which items were recalled and in what order. Score items in the correct position out of the total. Note whether the student recalls the first and last items best, which is typical and shows where memory strategies help.
- Tips
- Score each item correct when it is in the right position relative to the others. Use everyday sequences (how to make a sandwich, what happened at recess). Accept any wording that captures the item. Picture cards reduce the language demand and isolate the sequencing skill; fade them.
- Limits
- This is a memory and sequencing task; vocabulary and sentence length affect it. Short probes vary a lot, so collect several. The template does not diagnose an auditory processing or memory difficulty.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-004.
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Goal
By the annual IEP review date, after listening to 3 to 5 pieces of information in sequence (such as the steps of a simple recipe or the order of events in a short account), the student will retell the items in the order they were given independently with at least 85% accuracy on items retold in the correct position, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data 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. 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 Listening Comprehension & Auditory Processing.
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 - Listening Comprehension & Auditory Processing
- Baseline
- 40% accuracy.
- Annual goal421 characters
- By the annual IEP review date, after listening to 3 to 5 pieces of information in sequence (such as the steps of a simple recipe or the order of events in a short account), the student will retell the items in the order they were given independently with at least 85% accuracy on items retold in the correct position, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to 3 to 5 pieces of information in sequence (such as the steps of a simple recipe or the order of events in a short account)
- Behavior
- The student will retell the items in the order they were given independently
- Criteria
- With at least 85% accuracy on items retold in the correct position, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- 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 85% accuracy on items retold in the correct position
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to 3 to 5 pieces of information in sequence (such as the steps of a simple recipe or the order of events in a short account), the student will retell the items in the order they were given independently with at least 85% accuracy on items retold in the correct position, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data 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.