Hawaii DOE student learning objectives



STUDENT LEARNING OBJECTIVETEACHER TEMPLATETeacher Name: Cheryl YamakiSchool: Aloha Elementary SchoolComplex: MahaloGrade: Special Education - Preschool Content Area: ELA - Domain III – Communication, Language Development and LiteracyCourse Name: NAPeriod: FSCStudent Population: Total Number of Students: _5_ Males _4_ Females _1_ Any Other _____________ _____ _____________ _____ ______________ _____Additional Information: Please refer to current information in IEP.SLO ComponentsFor a complete description of SLO components and guiding questions, use the “Student Learning Objective Planning Document” attachment.Learning GoalLearning Goal: Students will listen and use language to respond appropriately to statements, questions, vocabulary, and stories. Big Idea: Children will acquire language for the purposes of communicating with others and being able to express thoughts, ideas, and feelings. Standards/Benchmarks: (information from the Hawai’i Preschool Content Standards)Domain III: COMMUNICATION, LANGUAGE DEVELOPMENT AND LITERACYCommunication: Speaking and ListeningStandard 1: Use language in a variety of ways.Standard 2: Listen with comprehension of spoken forms of language.Language AcquisitionStandard 3: Acquire increasingly rich vocabulary and sentence structure.Rationale: Children must learn to communicate in some language or by appropriate means. Children need many opportunities to hear and use language in a natural and supportive environment. Children have the opportunity to become enthusiastic, competent users and producers of spoken and written language with an environment filled with rich, spoken language and quality children’s books and print. Language development occurs at a rapid pace in children between the ages of one and five years old. Children who are secure in their environment and with the people around them are more likely to engage in frequent, age-appropriate conversations. These daily interactions lead to more advanced language skills by promoting vocabulary development and conversational skills. Through activities such as daily group discussions, finger-plays, songs, and read-alouds, children develop the fundamental language skills they will continue to build on throughout their lifetimes. who have difficulty communicating often go on to develop behavioral problems, mainly due to their frustration at not being able to express their needs, participate in social activities and achieve in education. These children do not ‘grow out’ of their difficulties as education progresses. The research shows a consistently poor outcome for children who do not receive intervention for their difficulties. Children’s early communication skills are regarded as the single best predictor of future cognitive skills and school performance (Rosetti, 1996). Children who have speech, language and communication difficulties are significantly disadvantaged in their ability to access the national curriculum since “almost every educational skill presupposes the use of language” (Dockrell and Lindsay, 1998). learning goal is at a DOK level 2 where the students will use language skills to appropriately respond to statements, questions, vocabulary, and stories. Interval of instruction necessary to address goal: __X_ yearlong ___ semesterAssessments, Scoring and CriteriaPlanned assessments and criteria used to determine levels of performance:Formative and Summative Assessments:Teacher-made assessments - (some areas to be assessed: rote counting, color recognition, body parts, positional/directional concepts, quantitative concepts) will be done daily to monitor progress and determine instructional strategies. Scoring rubric or scale determined by assessment being implemented. Reading Buddies with 5th grade students - students will be asked to respond to the story and draw a picture after listening to a book read to them by their Reading Buddy. Drawings by students will document reading responses and fine motor skills. Scoring rubric or scale made by teacher. Reading Buddies are done weekly. Observations –to assess student’s language skills to converse with others (adults and peers), to make requests, answer questions, and identify objects will be done daily. Anecdotal records. Progress reports – Collection of data from multiple assessment sources will be used to complete quarterly progress reports on goals and objectives by Speech Language Pathologist and teacher to determine student’s progress.Expected TargetsStarting point for student performance groups: Brigance Inventory of Early Development II (IED II) in the specified areas below to gather student performance data to determine students’ strengths and needs and to develop instruction. IED II is designed to meet the requirements of programs serving students with special needs. The assessments are based on developmental skills and behaviors and curricular objectives, allowing teachers to determine a student’s present level of performance and accurately pinpoint individual areas of strengths and needs. A sequence of instructional objectives for planning developmentally appropriate instruction. Social and Emotional Development – focus on the development of the student’s social and emotional skillsLanguage Development (Receptive and Expressive) – focus on development of the student’s receptive and expressive language skillsAcademic/Cognitive Literacy- focus on development and appreciation for books, knowledge about alphabets, phonological awareness, early writing and reading skillsDaily Living – focus on student’s self-help skills and independent living skillsTeacher-made assessments - (some areas to be assessed: rote counting, color recognition, body parts, positional/directional concepts, quantitative concepts)Teacher and Speech Language Pathologist will work together to incorporate identified language components areas into the curriculum for each student. Parent interviews that consists of informal questions to collect data about the student’s skills and knowledge in the home or community settingSpeech Language Pathologist assessments include the following:Preschool Language Scale – focus on vocabulary, basic concepts, sentence usage, understanding and following directions. Goldman Fristoe Test of Articulation – focus on speech sounds Language Sample – recording of student’s conversational and connective speech, sentence structure and retelling skillsBased on the data from all sources it was determined: 1 student is able to communicate mainly by single words and short phrases, 1 student is able to communicate by imitating 3 - 5 word utterances but needs to increase volume, and3 students are able to request items with gestures and vocalizations and are able to communicate with ONLY familiar people by using 2 - 4 word utterances.Proficient – 0 studentsPartially Proficient – 2 studentsLimited Proficiency – 3 studentsProficientPartially ProficientLimited ProficiencyStudent will demonstrate the ability to effectively communicate his/her wants, needs, and ideas using phrases and/or sentences that are audible and understandable.Student will demonstrate the ability to effectively communicate his/her wants, needs, and ideas using word utterances that are understandable.Student will demonstrate the ability to communicate using word utterances that are not consistently understood.Expected target for each student performance group:100% of the students will show a growth of at least one level of proficiency. . All students will continue to work toward Mastery for their IEP goal and objectives. If a student meets the proficient level for the expected target aligned to mastering their IEP goals and objectives before the end of the instructional term teacher will then integrate activities to increase student’s ability to generalize skills to a variety of situations and audiences. Rationale for expected targets:Learning to talk is one of the most visible and important achievements of early childhood. New language tools mean new opportunities for social understanding, for learning about the world, for sharing experience, pleasures and needs. Then, in the first three years of school, children take another big step in language development as they learn to read. Although these two domains are distinct, they are also related. Early-language skills have been linked to later successful reading. As well, pre-literacy?and?literacy?activities can help further children’s language competencies in both the preschool years and later schooling. communication and language development in infants and toddlers is important for many reasons. Research has shown that greater language exposure and use …1. Promotes appropriate social interaction2. Predicts greater vocabulary size at age 3 and beyond3. Predicts reading and language skills by 3rd grade4. Predicts Kindergarten readiness5. Helps to prevent problem behavior StrategiesInstructional strategies for each level of performance:Please also reference the current information in the students’ IEPs.Collaborate with Speech Language Pathologist to increase COMMUNICATION skills, LANGUAGE DEVELOPMENT AND LITERACY for students. For all students:Create a language rich environment Label items in the room to build vocabulary Continue to expose student to a variety of words to increase student’s vocabularyRead books to students daily and have students interact with pictures and printed copyUse music and movement with lessons and activities Keep directions simple and reinforce with praiseReinforce listening skills Ask simple questions for student to use his/her language skillsPlay games where student can imitate verbal language and following directions (Your turn, My turn)For students that have limited proficiency in communication skills:Model appropriate utterances for student to imitate throughout the day To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives” attachmentResultsSLO Rating ScaleTeacher should attach the class record for students assessed. Teacher should also have available accompanying student assessments and scored rubrics.Rating rubric for teachers with a class of 5 or more students.? Highly Effective? Effective? Developing? IneffectiveAt least 90-100% of students met or exceeded expected target.At least 75-89% of students met or exceeded expected target.At least 60-74% of students met or exceeded expected target.Fewer than 60% of students met or exceeded expected target.Rating rubric for teachers with a class of 4 or fewer students.? Highly Effective? Effective? Developing? IneffectiveBased on individual growth outcomes, all students met expected targets and some exceeded the targets.Based on individual growth outcomes, all students met expected targets.Based on individual growth outcomes, some students met or exceeded expected targets.Based on individual growth outcomes, no students met expected targets. ................
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