Recount a community outing using photos
When to use this goal
For middle and high school students with significant support needs who take part in community outings and are building early writing, often with a word bank, picture supports, or a device. Present levels should describe the student's writing mode and current output; materials stay age-respectful.
- Baseline
- After five outings, record each recount exactly as produced and the support used. Count a recount as met when it has a sentence (or a sentence attempt with a word bank) for each photo in an order that matches the outing.
- Tips
- Photos taken by the student give ownership and make the recount easy to check. Share recounts with families so the student can tell about the day at home. Use outing vocabulary in the word bank (bus, aisle, checkout, librarian) rather than general picture-book words.
- Limits
- Outings happen on a schedule, so opportunities may be weekly or less. Word banks can lead to the same sentences each time; change the frame as the student grows. The goal does not measure spelling.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-079.
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Goal
By the annual IEP review date, after a community outing (such as a store, library, or job site visit), given three photos from the outing and a word bank, the student will write a recount of at least three sentences, one for each photo, that tell what happened in order independently in at least 4 of 5 opportunities, across 5 consecutive outings, as measured by opportunity-by-opportunity data collected after each community outing.
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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 1 of 5 opportunities.
- Annual goal433 characters
- By the annual IEP review date, after a community outing (such as a store, library, or job site visit), given three photos from the outing and a word bank, the student will write a recount of at least three sentences, one for each photo, that tell what happened in order independently in at least 4 of 5 opportunities, across 5 consecutive outings, as measured by opportunity-by-opportunity data collected after each community outing.
- Timeframe
- By the annual IEP review date
- Condition
- After a community outing (such as a store, library, or job site visit), given three photos from the outing and a word bank
- Behavior
- The student will write a recount of at least three sentences, one for each photo, that tell what happened in order independently
- Criteria
- In at least 4 of 5 opportunities, across 5 consecutive outings
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- After each community outing
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 5 consecutive outings
- Collection schedule:
- after each community outing
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a community outing (such as a store, library, or job site visit), given three photos from the outing and a word bank, the student will write a recount of at least three sentences, one for each photo, that tell what happened in order independently in at least 4 of 5 opportunities, across 5 consecutive outings, as measured by opportunity-by-opportunity data collected after each community outing.
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.