Summarize a story in one or two sentences
When to use this goal
For students who can retell a whole story but cannot condense it, so their answers to "What was it about?" are long and unfocused. Base the choice on class work. A short summary frame (somebody, wanted, but, so, then) gives the structure.
- Baseline
- Elicit summaries of three stories and score each of the five parts as present, absent, or wrong, then note the length. Long summaries that include everything show the student needs the condensing skill, not the content. Try the frame to see how quickly it helps.
- Tips
- Each summary yields five scorable parts (somebody, wanted, but, so, then); score each part correct when accurate for the story. Set a length limit (two sentences, or about 30 seconds) so the task stays a summary; summaries over the limit lose the "then" point unless they are otherwise accurate, or the SLP records length separately. Accept any mode.
- Limits
- The frame fits stories with a goal-directed main character; it fits poorly for some texts (informational, episodic). Accuracy by part does not capture whether the summary is coherent as a whole; add a holistic check when needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-021.
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Goal
By the annual IEP review date, after listening to or reading an unfamiliar short story, the student will summarize the story in one or two sentences that name the main character, what they wanted, the problem, what they did, and how it ended independently with at least 90% accuracy on summary parts included, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
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 goal410 characters
- By the annual IEP review date, after listening to or reading an unfamiliar short story, the student will summarize the story in one or two sentences that name the main character, what they wanted, the problem, what they did, and how it ended independently with at least 90% accuracy on summary parts included, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to or reading an unfamiliar short story
- Behavior
- The student will summarize the story in one or two sentences that name the main character, what they wanted, the problem, what they did, and how it ended independently
- Criteria
- With at least 90% accuracy on summary parts included, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on summary parts included
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to or reading an unfamiliar short story, the student will summarize the story in one or two sentences that name the main character, what they wanted, the problem, what they did, and how it ended independently with at least 90% accuracy on summary parts included, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
| 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.