Student Learning Objectives/Student Outcome Objectives (SLO/SOO) Template

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Teacher/Leader NamePositionYear

______School District School

__SLP syntax______

SLO/SOO Title

What are the most important knowledge and skills I want my students to attain by the end of the interval of instruction?
1. Focus/Content
Students will improve their expressive language skills in the areas of acquisition of syntax and speech sound production.
2. Interval of InstructionFrom __9_/_5__/__14___ To _5__/_15__/_15____
Where are my students now (at the beginning of instruction) with respect to the objective?
3. Student Population
Pre-K and K students receiving speech/language services for syntax acquisition and/or speech production.
4. Baseline/Trend Data
14 students in grades Pre-K and K are identified with significant delays in the use of syntax and mean length of utterance, and receptive and expressive language skills as measured by the Goldman Fristoe Test of Articulation and the Preschool Language Scale-5.
9 students in grades Pre-K and K are identified with significant delays in production of speech sounds.
How will students demonstrate their knowledge and skills at the end of the interval of instruction?
5. Assessment(s)/Evidence
Through therapy sessions and while collecting data, the students will meet these PASS objectives:
Standard 2: Speaking - The student will express ideas or opinions in group or individual settings.
1. Share information and ideas speaking in clear, complete, coherent sentences.
2. Recite short poems, rhymes and songs.
Based on what I know about my students, where do I expect them to be by the end of the interval of instruction?
6. Growth Target(s)
12 of 14 students receiving services for delays in acquisition of syntax will acquire 3 new sentence forms as measured by an increase in MLU (mean length of utterance) and Brown's 5 stages of Language Development as measured by a classroom language sample and the Preschool Language Scale-5.
2. 8 of 9 students receiving services for deficits in speech sounds production will produce 4 new developmentally appropriate speech sounds in words within connected speech as measured by a classroom based speech sample and The Goldman Fristoe Test of Articulation.
7. Rationale for Growth Target(s)
Expressive language refers to both a student’s ability to produce organized sentences using developmentally appropriate word order rules as well as the intelligibility of the student’s speech, i.e., producing developmentally appropriate speech sounds in words in connected speech. Many studies have shown the link between oral language skills and the development of literacy. Our knowledge of syntax (word order rules) allows students to predict words in context that may not be familiar and derive meaning from text. The intelligibility of a student’s speech influences his ability to be understood by others impacting his ability to access his regular education curriculum and increase, demonstrate and share acquired knowledge.

To be completed upon submission and approval of the SLO/SOO:

Teacher/Leader Signature / Date
School Team Initials (if applicable) / Date
Evaluator Signature / Date

To be completed after the interval of instruction when all data has been collected and calculated:

Final Score

SLO/ SOO Score / Percentage of Students Who Met or Exceeded Their Growth Targets / Earned SLO/SOO Score
5 / 90–100 / Evidence/Comments
4.5 / 85–89
4.0 / 80–84
3.5 / 75–79
3.0 / 70–74
2.5 / 65–69
2.0 / 60–64
1.5 / 55–59
1.0 / 54 or less
Teacher/Leader Signature / Date
Evaluator Signature / Date