Put three pictures in order and tell what happens
When to use this goal
For young students who do not yet order simple events or talk about them in sequence. Base the choice on a play-based or narrative sample. The pictures should show familiar routines (getting dressed, making a sandwich) so the content is known.
- Baseline
- Present 10 sequences and record two things separately: whether the order is correct and whether the student says a sentence for each picture. Some children order correctly but say only single words; others narrate well but cannot order. Use familiar routines so the probe measures sequencing, not world knowledge.
- Tips
- Score a sequence correct when the order is right and the student produces a phrase or sentence for each picture that fits it; sequence words (first, then) are encouraged but not required unless the goal says so. Accept speech, sign, or AAC. Use untrained sequences for probes and keep them at three pictures until accurate, then move to sl-nar-002.
- Limits
- Picture sequencing is a visual task as well as a language task; a student with visual perception needs may order poorly for reasons unrelated to narrative skill. Three-picture routines are much simpler than stories with problems and goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-001.
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Goal
By the annual IEP review date, given 10 sets of three picture cards showing a familiar sequence in mixed order, the student will arrange the pictures in order and say what happens in each one independently with at least 80% accuracy on three-picture sequences, 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 Narrative Language & Retelling.
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 - Narrative Language & Retelling
- Baseline
- 30% accuracy.
- Annual goal385 characters
- By the annual IEP review date, given 10 sets of three picture cards showing a familiar sequence in mixed order, the student will arrange the pictures in order and say what happens in each one independently with at least 80% accuracy on three-picture sequences, 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 sets of three picture cards showing a familiar sequence in mixed order
- Behavior
- The student will arrange the pictures in order and say what happens in each one independently
- Criteria
- With at least 80% accuracy on three-picture sequences, 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 three-picture sequences
- 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 sets of three picture cards showing a familiar sequence in mixed order, the student will arrange the pictures in order and say what happens in each one independently with at least 80% accuracy on three-picture sequences, 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.