Plan a story with a map and then tell it
When to use this goal
For students who start telling before they know where the story goes and lose the thread, and who respond well to planning routines. Base the choice on story generation samples. Pairs with sl-nar-006.
- Baseline
- Give the student a blank map and a prompt and record which steps they complete without help, with a prompt, or not at all. Compare the story told with and without a map to show the family and teacher why planning matters.
- Tips
- Mark each step independent when the student does it without a prompt; a step done after a question or model is recorded as prompted. The map can be drawn, written, dictated, or built with cards. The eighth step (checking) is a self-monitoring step and can be taught last. The told story can also be scored with the sl-nar-006 rubric for quality.
- Limits
- Completing a map does not guarantee a good story; use the rubric in sl-nar-006 alongside this checklist when quality matters. Some students plan well and still tell out of order; note where the breakdown is.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-014.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a blank story map and a picture or topic prompt, the student will complete the story map (character, setting, problem, two events, solution, ending) and then tell the story following the map, performing at least 7 of 8 steps independently, on 3 of 4 consecutive biweekly probes, as measured by a task-analysis checklist collected every two weeks.
Baseline: 2 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 8 steps independently.
- Annual goal383 characters
- By the annual IEP review date, given a blank story map and a picture or topic prompt, the student will complete the story map (character, setting, problem, two events, solution, ending) and then tell the story following the map, performing at least 7 of 8 steps independently, on 3 of 4 consecutive biweekly probes, as measured by a task-analysis checklist collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a blank story map and a picture or topic prompt
- Behavior
- The student will complete the story map (character, setting, problem, two events, solution, ending) and then tell the story following the map
- Criteria
- Performing at least 7 of 8 steps independently, on 3 of 4 consecutive biweekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a blank story map and a picture or topic prompt, the student will complete the story map (character, setting, problem, two events, solution, ending) and then tell the story following the map, performing at least 7 of 8 steps independently, on 3 of 4 consecutive biweekly probes, as measured by a task-analysis checklist collected every two weeks.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Chooses and writes or draws a character | ||||||||
| 2. Chooses and records a setting | ||||||||
| 3. Records a problem | ||||||||
| 4. Records at least two events in order | ||||||||
| 5. Records a solution that fits the problem | ||||||||
| 6. Records an ending | ||||||||
| 7. Tells the story following the map in order | ||||||||
| 8. Checks the story against the map and adds anything missed | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.