Check their own retell with a checklist and add what is missing
When to use this goal
For students who can produce the story parts when reminded but do not notice when they skip one, and who are ready to monitor their own narratives. Base the choice on retell data showing inconsistent inclusion of parts.
- Baseline
- After five retells, hand the student the checklist and record whether they find the parts that were actually missing (the SLP scores the retell first, without telling the student). Note false alarms (marking a part missing that was there) and misses. Recording retells makes self-review possible.
- Tips
- Each retell is one opportunity. Score correct when the student's checklist matches the SLP's scoring for the missing parts and the student adds the missing part(s) with accurate content. A retell with nothing missing is scored correct if the student checks it and correctly says nothing is missing. Keep stories comparable.
- Limits
- Self-monitoring depends on the student being able to produce the parts in the first place; use after sl-exp-004 or sl-nar-004 shows the parts are available. Listening to recordings takes time and some students dislike it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-015.
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Goal
By the annual IEP review date, after retelling an unfamiliar story and being handed a story grammar checklist, the student will check each story part on the checklist, identify any part that was missing, and add it independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 1 of 5 opportunities.
- Annual goal363 characters
- By the annual IEP review date, after retelling an unfamiliar story and being handed a story grammar checklist, the student will check each story part on the checklist, identify any part that was missing, and add it independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After retelling an unfamiliar story and being handed a story grammar checklist
- Behavior
- The student will check each story part on the checklist, identify any part that was missing, and add it independently
- Criteria
- In at least 4 of 5 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after retelling an unfamiliar story and being handed a story grammar checklist, the student will check each story part on the checklist, identify any part that was missing, and add it independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.