Reliable criterion-referenced assessments are critical as one of the first steps in evidence-based practice. These assessments must also be valid. One of the most important skills to measure in school-age children with language disabilities is the ability to organize language in the form of narratives. The purpose of this paper is to describe a criterion-referenced assessment as a baseline measure for improving language organization (narrative ability) in children with language disorders. Descriptions of elicitation techniques, transcription methodologies, story grammar components, developmental levels, cohesive ties and referencing are included as examples of different ways to measure narrative ability.