Narrate a picture sequence using sequence words
When to use this goal
For students who can order events but tell them as a list without first, next, then, or finally, so listeners lose the order. Base the choice on a narrative sample. Builds on sl-nar-001.
- Baseline
- Collect five narrations of four- to six-picture sequences and record the sequence words used in each. Many students use "and then" for everything; note whether any other word appears. Check that the student orders the pictures correctly first.
- Tips
- Each sequence narrated is one opportunity. Score correct when the events are in the right order and the narration contains at least three different sequence words used correctly; repeated "and then" counts as one word. Accept any mode. Rotate sequences so narrations are not memorized, and keep them between four and six pictures.
- Limits
- Sequence words can be used mechanically without the story making sense, so the order requirement matters. Picture support makes this easier than retelling from memory (sl-nar-004).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-002.
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Goal
By the annual IEP review date, given a four- to six-picture sequence showing a familiar event, the student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 1 of 5 opportunities.
- Annual goal407 characters
- By the annual IEP review date, given a four- to six-picture sequence showing a familiar event, the student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) independently in at least 4 of 5 opportunities, 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 a four- to six-picture sequence showing a familiar event
- Behavior
- The student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) independently
- Criteria
- In at least 4 of 5 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- 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 a four- to six-picture sequence showing a familiar event, the student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.