Make up a story from a picture with story grammar parts
When to use this goal
For students who can retell but produce thin or disorganized stories when asked to invent one, which affects narrative writing and imaginative play. Base the choice on a story generation sample.
- Baseline
- Elicit two or three original stories from different picture scenes and score them. Compare with a retell of a story of similar length (sl-exp-004) to see whether the gap is in organization or in inventing content. Record story length in utterances for present levels.
- Tips
- Score each part 0, 1, or 2 as defined. Content can be fantastical; the rubric scores structure, not realism. A story told from a map the student filled in independently is scored as independent; a map filled in with the SLP counts as the planning support. Record stories so two scorers can check agreement.
- Limits
- Story generation is sensitive to interest and mood, and picture prompts vary in how much they suggest a problem; keep a bank of comparable scenes. The rubric does not score vocabulary, sentence complexity, or cohesion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-006.
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Goal
By the annual IEP review date, given a single picture scene that suggests a problem and asked to make up a story about it, the student will tell an original story that includes a character, a setting, a problem, an attempt to solve it, and an ending independently, earning a score of at least 8 out of 10 on a 5-part original story rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 10 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 3 out of 10 rubric points.
- Annual goal468 characters
- By the annual IEP review date, given a single picture scene that suggests a problem and asked to make up a story about it, the student will tell an original story that includes a character, a setting, a problem, an attempt to solve it, and an ending independently, earning a score of at least 8 out of 10 on a 5-part original story rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a single picture scene that suggests a problem and asked to make up a story about it
- Behavior
- The student will tell an original story that includes a character, a setting, a problem, an attempt to solve it, and an ending independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-part original story rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 8 out of 10 on a 5-part original story rubric scored 0 to 2 per part
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a single picture scene that suggests a problem and asked to make up a story about it, the student will tell an original story that includes a character, a setting, a problem, an attempt to solve it, and an ending independently, earning a score of at least 8 out of 10 on a 5-part original story rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Character and setting introduced (0 = absent, 1 = one of the two, 2 = both) | Problem or initiating event stated | Attempt: what the character does about the problem | Resolution that follows from the attempt | Ending that closes the story | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-part original story rubric scored 0 to 2 per part. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.