Tell two events with first and then
When to use this goal
For preschool students who name single actions but do not link two events in order. "First ___, then ___" is the first step toward sequencing and retelling. Base the choice on play observation and a language sample. For three-picture sequencing, see sl-nar-001.
- Baseline
- Set up five two-step activities across sessions and record what the student says about them. Note whether the order is right without the words first and then; correct order is the core skill.
- Tips
- Each two-step activity is one opportunity. Order words in the home language count. Use real routines from the classroom and home so the language connects to the student's day. Families can use first-then language during daily routines.
- Limits
- Two events is a starting point; move to three-event retells as soon as this is steady. Recent, hands-on events are easier than pictured ones.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-033.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after doing a two-step activity with an adult (such as first wash hands, then eat snack), the student will tell the two events in order using first and then (or other words that show order) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 goal393 characters
- By the annual IEP review date, after doing a two-step activity with an adult (such as first wash hands, then eat snack), the student will tell the two events in order using first and then (or other words that show order) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- After doing a two-step activity with an adult (such as first wash hands, then eat snack)
- Behavior
- The student will tell the two events in order using first and then (or other words that show order) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after doing a two-step activity with an adult (such as first wash hands, then eat snack), the student will tell the two events in order using first and then (or other words that show order) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.