Retell a story in their stronger language
When to use this goal
For bilingual students whose narrative skills need support and whose stronger language is not English, or who use both languages. Scoring story structure in the student's stronger language shows narrative skill without the English-learning load. Base the choice on a bilingual narrative assessment with a bilingual SLP or a trained interpreter.
- Baseline
- With a bilingual SLP or trained interpreter, elicit retells in both languages using comparable stories, then score each. A strong retell in one language means narrative skill is present and the need may be English learning, not a narrative disorder. Ask the family about storytelling at home.
- Tips
- Score story structure the same way regardless of language; grammar errors in either language do not lower the rubric. Code-switching is normal and acceptable. Report which language was used at each probe. Encourage families to keep telling stories at home in their language.
- Limits
- Scoring in a language the SLP does not speak requires a trained interpreter or bilingual colleague, and interpreters need guidance not to add or fix parts. Story conventions differ across cultures; the rubric reflects one school genre.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-025.
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Goal
By the annual IEP review date, after hearing a short, unfamiliar story in the student's stronger language, with a bilingual SLP or trained interpreter present, the student will retell the story including the characters, setting, problem, main events in order, and ending independently, earning a score of at least 8 out of 10 on a 5-part story grammar rubric scored 0 to 2 per part in the language used, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 10 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
- 4 out of 10 rubric points.
- Annual goal509 characters
- By the annual IEP review date, after hearing a short, unfamiliar story in the student's stronger language, with a bilingual SLP or trained interpreter present, the student will retell the story including the characters, setting, problem, main events in order, and ending independently, earning a score of at least 8 out of 10 on a 5-part story grammar rubric scored 0 to 2 per part in the language used, 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 hearing a short, unfamiliar story in the student's stronger language, with a bilingual SLP or trained interpreter present
- Behavior
- The student will retell the story including the characters, setting, problem, main events in order, and ending independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-part story grammar rubric scored 0 to 2 per part in the language used, 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 8 out of 10 on a 5-part story grammar rubric scored 0 to 2 per part in the language used
- 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 hearing a short, unfamiliar story in the student's stronger language, with a bilingual SLP or trained interpreter present, the student will retell the story including the characters, setting, problem, main events in order, and ending independently, earning a score of at least 8 out of 10 on a 5-part story grammar rubric scored 0 to 2 per part in the language used, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Characters introduced | Setting given | Problem or initiating event stated | Main events told in order | Ending or resolution | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-part story grammar rubric scored 0 to 2 per part in the language used. 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.