Tell three things that happened today in order
When to use this goal
For young students who answer "What did you do at school?" with "nothing" or a single word, which limits conversation with family and the ability to talk about past events. Base the choice on family report.
- Baseline
- Ask the student about their day on five days and record how many events they give and whether the order is right. Ask the family what they hear at home; many children tell more to the adult who was not there. Try the picture schedule to see whether it unlocks the events.
- Tips
- Each end-of-day question is one opportunity. Score correct when the student gives at least three real events from the day in the right order, in any mode; a schedule picture pointed to with a word counts. Family members can score at home with a simple yes/no form, and their data count toward the goal if the team agrees.
- Limits
- Children often tell more at home than at school, so data from one setting may underestimate the skill. The picture schedule makes the task a recognition task; probe without it once the skill emerges. Order is hard to verify unless the adult knows the schedule.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-019.
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Goal
By the annual IEP review date, at the end of the school day when asked "What did you do today?", the student will tell at least three things that happened during the day in the order they happened independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, with a home check-in.
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 goal359 characters
- By the annual IEP review date, at the end of the school day when asked "What did you do today?", the student will tell at least three things that happened during the day in the order they happened independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, with a home check-in.
- Timeframe
- By the annual IEP review date
- Condition
- At the end of the school day when asked "What did you do today?"
- Behavior
- The student will tell at least three things that happened during the day in the order they happened independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, with a home check-in
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 weeks
- Collection schedule:
- weekly, with a home check-in
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, at the end of the school day when asked "What did you do today?", the student will tell at least three things that happened during the day in the order they happened independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, with a home check-in.
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.