Order three pictures and dictate or write a sentence for each
When to use this goal
Fits preschool and kindergarten students who talk about single pictures but do not yet connect events in order. Base the choice on present levels in oral language and sequencing (first, then, last); whether the sentences are dictated or written depends on the student's current writing stage.
- Baseline
- Present two or three picture sets over several days and mark each step as independent, prompted, or not done. Note whether the student can order the pictures but not tell about them, or tell about each but not order them; the two difficulties lead to different first steps.
- Tips
- Use routines the student does every day (arrival, snack, hand washing) before story pictures. Write dictated sentences under each picture and read them back as a three-sentence story. Students who use AAC can build each sentence on the device.
- Limits
- Three-picture sets limit possible orders, so some correct ordering is chance. The task mixes oral sequencing and early writing; score the steps, not the quality of the sentences. It requires an adult present for each trial.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-007.
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Goal
By the annual IEP review date, given three pictures of a familiar routine or short story, presented out of order, the student will arrange the pictures in order and dictate or write one sentence for each picture using first, then, and last, performing all 4 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
Baseline: 1 of 4 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Paragraph Organization.
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 - Paragraph Organization
- Baseline
- 1 of 4 steps independently.
- Annual goal386 characters
- By the annual IEP review date, given three pictures of a familiar routine or short story, presented out of order, the student will arrange the pictures in order and dictate or write one sentence for each picture using first, then, and last, performing all 4 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given three pictures of a familiar routine or short story, presented out of order
- Behavior
- The student will arrange the pictures in order and dictate or write one sentence for each picture using first, then, and last
- Criteria
- Performing all 4 steps independently, across 3 consecutive data collection days
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 4 steps independently
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given three pictures of a familiar routine or short story, presented out of order, the student will arrange the pictures in order and dictate or write one sentence for each picture using first, then, and last, performing all 4 steps independently, across 3 consecutive data collection days, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Places the three pictures in the correct order | ||||||||
| 2. Says or writes a sentence about the first picture using first | ||||||||
| 3. Says or writes a sentence about the second picture using then or next | ||||||||
| 4. Says or writes a sentence about the last picture using last | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 4).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.