Draw the details from a spoken description
When to use this goal
For students who hear a description but keep only a vague picture of it. Drawing what was heard makes listening visible and teaches a visualizing strategy. Base the choice on a listening probe and classroom report that the student misses details in spoken information.
- Baseline
- Give three descriptions with 5 details each and score each detail as present or missing in the drawing. Note which kinds of details are lost (number, color, position, size). Drawing skill does not matter; a labeled scribble showing "two windows" counts.
- Tips
- Score details, not art. Students with motor difficulty can build with pictures or blocks, or place stickers on a scene board. Once the student scores well, ask them to make the picture in their head first and then answer questions, which moves the strategy toward listening without drawing.
- Limits
- Drawing takes time and is not possible in fast class talk; it is a training step for the visualizing strategy. Position words must be known receptively first (sl-rec-012).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-032.
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Goal
By the annual IEP review date, after hearing a spoken description of a scene or object with 5 key details (such as "a small house with a red door, two windows, and a tree on the left"), the student will include each described detail when drawing or building the scene independently with at least 80% accuracy on described details included, across 3 consecutive therapy sessions, as measured by work-sample analysis collected during each therapy session.
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. Work-sample analysis 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 goal453 characters
- By the annual IEP review date, after hearing a spoken description of a scene or object with 5 key details (such as "a small house with a red door, two windows, and a tree on the left"), the student will include each described detail when drawing or building the scene independently with at least 80% accuracy on described details included, across 3 consecutive therapy sessions, as measured by work-sample analysis collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- After hearing a spoken description of a scene or object with 5 key details (such as "a small house with a red door, two windows, and a tree on the left")
- Behavior
- The student will include each described detail when drawing or building the scene independently
- Criteria
- With at least 80% accuracy on described details included, across 3 consecutive therapy sessions
- Evaluation method
- Work-sample analysis
- 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 described details included
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, after hearing a spoken description of a scene or object with 5 key details (such as "a small house with a red door, two windows, and a tree on the left"), the student will include each described detail when drawing or building the scene independently with at least 80% accuracy on described details included, across 3 consecutive therapy sessions, as measured by work-sample analysis 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.