Point to what happened in a story
When to use this goal
For preschool students who can name pictures but cannot yet show what happened in a short spoken story. The response is pointing, so it works for students with limited speech. Base the choice on a play-based assessment and the SLP's language evaluation.
- Baseline
- Tell 10 short stories across two sessions and record each choice. Check first that the student can point to single named pictures (sl-rec-006); without that, this task is too hard. Watch for side bias (always choosing the same position) and vary picture positions.
- Tips
- Keep stories short and about familiar actions (a dog runs away, a child spills juice). Use the student's home language for stories when that is their strongest language. Distractor pictures should show the same characters doing something else, so the choice depends on the event.
- Limits
- Pointing tasks show recognition, not retell. With 3 choices, chance is about 33%, so scores near that level show no reliable comprehension yet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-029.
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Goal
By the annual IEP review date, after hearing a 3- to 5-sentence story told with a puppet, followed by a choice of 3 pictures, the student will point to or hand over the picture that shows what happened in the story independently with at least 80% accuracy on story-picture choices, 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 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
- 30% accuracy.
- Annual goal406 characters
- By the annual IEP review date, after hearing a 3- to 5-sentence story told with a puppet, followed by a choice of 3 pictures, the student will point to or hand over the picture that shows what happened in the story independently with at least 80% accuracy on story-picture choices, 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
- After hearing a 3- to 5-sentence story told with a puppet, followed by a choice of 3 pictures
- Behavior
- The student will point to or hand over the picture that shows what happened in the story independently
- Criteria
- With at least 80% accuracy on story-picture choices, 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 story-picture choices
- 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, after hearing a 3- to 5-sentence story told with a puppet, followed by a choice of 3 pictures, the student will point to or hand over the picture that shows what happened in the story independently with at least 80% accuracy on story-picture choices, 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.