Name the characters, setting, problem, and solution of a story
When to use this goal
For students who cannot answer basic story element questions after listening, which is the first step toward retelling. Base the choice on listening comprehension data. For wh- questions about details, see sl-rec-002.
- Baseline
- Read three short stories and ask the four element questions after each, recording accuracy by element. Character and setting are usually easier than problem and solution. Try the picture-choice format to see whether the gap is in understanding the element or in expressing it.
- Tips
- Ask the same four questions in the same order after each story. Score correct when the answer identifies the element, in any mode; a character name or a description ("the girl") both count. Use stories with one clear problem. Teach the element words with icons so the student can use them later to retell.
- Limits
- Answering element questions is a comprehension skill and does not guarantee the student can retell; pair with sl-nar-004 or sl-exp-004. Stories with several characters or problems make questions ambiguous.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-009.
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Goal
By the annual IEP review date, after listening to an unfamiliar short story read aloud and being asked about each story element, the student will name the main character, the setting, the problem, and the solution when asked independently with at least 85% accuracy on story element questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data 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. 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 goal418 characters
- By the annual IEP review date, after listening to an unfamiliar short story read aloud and being asked about each story element, the student will name the main character, the setting, the problem, and the solution when asked independently with at least 85% accuracy on story element questions, 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
- After listening to an unfamiliar short story read aloud and being asked about each story element
- Behavior
- The student will name the main character, the setting, the problem, and the solution when asked independently
- Criteria
- With at least 85% accuracy on story element questions, 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 85% accuracy on story element questions
- 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, after listening to an unfamiliar short story read aloud and being asked about each story element, the student will name the main character, the setting, the problem, and the solution when asked independently with at least 85% accuracy on story element questions, 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.