Retell the key events of a story in order
When to use this goal
For students whose retells include some events but out of order, or who skip events in the middle. Base the choice on a narrative sample. For scoring all story grammar elements, see sl-exp-004; this goal isolates event recall and order.
- Baseline
- Before each probe, list the five or six key events of the story. Record which events the student includes and whether each is in the right place. Try with and without pictures to see how much the visual support helps. Keep two or three baseline stories at the same length.
- Tips
- Score each key event correct when it is included and comes after the previous event in the student's retell; an event told out of order is incorrect. Events are listed in advance by the SLP. Use new stories of similar length for each probe. Accept any mode, including arranging and narrating picture cards.
- Limits
- Recall depends on attention and memory as well as narrative skill; a very long story will lower scores for reasons unrelated to language. The percent does not capture story grammar, cohesion, or sentence quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-004.
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Goal
By the annual IEP review date, after listening to an unfamiliar story with five or six key events read aloud once, the student will retell the key events of the story in the order they happened independently with at least 85% accuracy on key events retold in order, across 3 consecutive weekly probes, 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 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
- 40% accuracy.
- Annual goal366 characters
- By the annual IEP review date, after listening to an unfamiliar story with five or six key events read aloud once, the student will retell the key events of the story in the order they happened independently with at least 85% accuracy on key events retold in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to an unfamiliar story with five or six key events read aloud once
- Behavior
- The student will retell the key events of the story in the order they happened independently
- Criteria
- With at least 85% accuracy on key events retold in order, across 3 consecutive weekly probes
- 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 key events retold in order
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to an unfamiliar story with five or six key events read aloud once, the student will retell the key events of the story in the order they happened independently with at least 85% accuracy on key events retold in order, across 3 consecutive weekly probes, 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.