Retell a story with more than one episode
When to use this goal
For older students who can retell a simple story but lose track when a story has several episodes, each with its own problem and outcome, as novels and history texts do. Base the choice on a narrative sample. Builds on sl-exp-004.
- Baseline
- Elicit retells of two multi-episode stories of similar length and score them. Identify whether the student drops later episodes (memory), merges episodes, or leaves out the attempt and outcome inside each one. Class novels provide natural probes if the SLP and teacher agree on chapters.
- Tips
- Score each row 0 to 3 as defined; the SLP lists the episodes before the probe. Written or spoken retells are both acceptable; record the mode. Allow the student to glance at the text or map only when that support is the one named in the goal. Use untrained stories for probes.
- Limits
- Reading level affects retells of read stories; use listening or audiobooks when decoding is a barrier. Longer texts raise memory demands. The rubric does not score language quality within the retell.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-010.
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Goal
By the annual IEP review date, after listening to or reading an unfamiliar story with two or three episodes, the student will retell the story, including for each episode the problem, what the character did, and the outcome, in order independently, earning a score of at least 7 out of 9 on a 3-row multi-episode retell rubric scored 0 to 3 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 9 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 9 rubric points.
- Annual goal455 characters
- By the annual IEP review date, after listening to or reading an unfamiliar story with two or three episodes, the student will retell the story, including for each episode the problem, what the character did, and the outcome, in order independently, earning a score of at least 7 out of 9 on a 3-row multi-episode retell rubric scored 0 to 3 per row, 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
- After listening to or reading an unfamiliar story with two or three episodes
- Behavior
- The student will retell the story, including for each episode the problem, what the character did, and the outcome, in order independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row multi-episode retell rubric scored 0 to 3 per row, 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 7 out of 9 on a 3-row multi-episode retell rubric scored 0 to 3 per row
- 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, after listening to or reading an unfamiliar story with two or three episodes, the student will retell the story, including for each episode the problem, what the character did, and the outcome, in order independently, earning a score of at least 7 out of 9 on a 3-row multi-episode retell rubric scored 0 to 3 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Episodes included (0 = none, 1 = one, 2 = most, 3 = all episodes) | Each episode has a problem, an attempt, and an outcome (0 = none complete, 3 = all complete) | Episodes are in order and connected (0 = disordered, 3 = ordered with links) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row multi-episode retell rubric scored 0 to 3 per row. 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.