www.resourceroom.netComments: These goals are specific to our multisensory O-G program; the ‘evaluation' process involves not only the standardized tests but the interpretation of performance on those tests regarding the specific goals. So we look beyond percentile gains and to the error patterns – *did* the student get better at recognizing words that used the patterns we'd taught? Was s/he less impulsive at guessing... or more fluent and less halting?
No one student would have all of these goals -- they go more or less from easy to difficult. There may also be one or two goals specific to an individual.
In addition to the objectives and goals for students in the academic courses are the following goals for remediation of essential language skills. The broad goal of remediation is to raise reading, writing, math and organizational skills to levels commensurate with the student's intellectual functioning. Remediation of reading, spelling, study skills, handwriting and vocabulary occurs primarily in a fifth class called Language Fundamentals. The teacher of this individualized course proposes and evaluates annual goals for these language skills. The Language Fundamentals teacher is also responsible for coordinating the total education plan and for communicating with the student and the parents of the student regarding this plan.
This will require:
# ? Improvement of his/her knowledge of the sounds of letters, specifically ...
Evaluated: by reading categories and drill packs and annually using the Reading subtests of the Wide Range Achievement Tests - Revised (WRAT-R), the Diagnostic Spelling Potential Test (DSPT) and the Phonics Proficiency Scales.
# ? Increased knowledge and application of the six basic syllable patterns, particularly ... [here we'd put closed, open & vowel-consonant-e for first year kiddos, then on to consonant-l-e, r-controlled and vowel digraphs.]
Evaluated: Daily by instructional material and annually using the Gray Oral Reading Test - Revised (GORT-R), the Reading subtests of WRAT-R and DSPT.
- - Increased knowledge and application of the three basic syllable division rules.
Evaluated:
- - Reduction of frequent errors of (give that student's specific errors as cited in test results)
Evaluated: Daily by teacher observation of oral reading and annually using the GORT-R, WRAT-R, and DSPT.
- -Improved fluency and phrasing ...
Evaluated: Daily by teacher observation of oral reading and annually using the GORT-R, WRAT-R, and DSPT.[ Yup - this meant we did daily oral reading with every kiddo.]
- - Effective use of multisensory strategies and techniques, such as (here we would include the multisensory strategies the student would be taught -- these include repeating a word back before spelling it, spelling words out loud while writing the spelling, writing in the air to practice spelling and handwriting using ‘big' motor movements, underlining words as the student reads and dividing them into syllables with the pencil)... to ...
Evaluated:
B. Reading Comprehension
This will require:
- - Improved ability to classify and categorize items.
Evaluated: using teacher-made materials.
- - Improved ability to identify phrases as the smallest unit of thought in oral and written language.
Evaluated: by oral reading and silent reading in phrases.
- - Improved ability to anticipate the author's thought and to think about the subject matter while reading.
Evaluated: Daily using reading materials at the student's instructional/independent reading level, and annual using the Reading Comprehension subtest of the Iowa Silent Reading Test (IOWA).
- - Increased comprehension of reading material that requires literal interpretation and recall of facts.
Evaluated: using reading material at the student's instructional/independent reading level and annually using the Reading Comprehension subtest of the IOWA.
- - Increased knowledge and use of signal words which affect the direction or impact of specific thoughts or ideas.
Evaluated: using teacher-made materials and student/teacher discussions.
- -improved ability to identify the main idea of a short reading passage and to discern the difference between main points and supporting facts and details.
Evaluated: using teacher-made materials and annually using the Reading Comprehension subtest of the IOWA.
- - Improved ability to use graphs, charts, major headings, and key words to locate information in articles.
Evaluated: (IOWA which test?)
- -Improved ability to preview material to recognize main topics, vocabulary and illustrations that give meaning and organizational structure to the reading material.
Evaluated: Iowa which test?
- -Increased comprehension of material that requires reasoning and recognition of inherent organizational patterns.
Evaluated: using teacher-made materials, reading passages at his/her instructional/independent reading level and annually using the Reading Comprehension subtest of the IOWA.
- -Improved ability to evaluate and make judgments and inferences from what is read.
Evaluated: using teacher-made materials, reading passages at his/her instructional/independent reading level and annually using the Reading Comprehension subtest of the IOWA.
- -Effective use of multisensory strategies and techniques, such as ..... to ..... (this would include the underlining w/ pencil in phrases, highlighting new characters or key events or main ideas, writing out main ideas in margins or other forms of annotating text)
Evaluated:
- -Increased knowledge of word meaning through systematic study of word parts such as ...(for basic kids this wouldn't be here, 'cause accuracy is the main emphasis at first; next level up, kids would be doing basic prefixes & suffixes; higher level kids would be doing Greek & Latin Roots).
Evaluated: using teacher-made materials.
- -Improved knowledge of word meaning brought about by practice and drill of unfamiliar words encountered in daily reading.
Evaluated: by a personal vocabulary list and annually by the Vocabulary subtest of the IOWA.
- -Improved word knowledge reflecting daily practice using and discriminating differences of meaning in vocabulary words expected of a college preparatory student.
Evaluated: by a personal vocabulary list an annually using the Vocabulary subtest of the IOWA.
C. Spelling:
This will require:
- -Maintaining the newly acquired skills in sound/letter associations and basic syllable patterns.
Evaluated: Daily by dictation and annually using the Spelling subtests of the WRAT-R, DSPT, and Phonics Proficiency Scales. -
-Reduction of frequent errors of ................
Evaluated: (generally daily in dictations and annually using spelling subtests of...)- -
Increased accuracy in the still troublesome syllable patterns of ..(again, specific examples from that student's testing or class performance are cited).
Evaluated:
- -Improved application of basic spelling decisions for the addition of suffixes to base words, particularly in situations when there is a decision to double the last consonant, to drop the final e, or to change the final y to i.
Evaluated: by dictation and teacher-made materials and annually using the spelling subtests of the WRAT-R and DSPT
- - Improved accuracy in the use of the spelling generalizations, specifically ........(this would be whatever "rules" the student had gotten to).
Evaluated:
- - Improved application of spelling knowledge in written prose.
Evaluated: (generally via weekly perusal of work in content areas and/or conferring with content area teachers)
- - Improved accuracy in proof-reading to detect spelling errors in independent writing.
Evaluated: by proofreading samples of independent writing.
- - Improved spelling accuracy for a limited number of words that are not phonetically predictable but which are frequently used in the student's writing.
Evaluated:
- - Improved spelling of selected categories of less phonetically predictable words such as . .(this is pretty advanced... things like words ending in -sion or -al or -ible, that sort of thign) . . . . Evaluated: Weekly by teacher-made materials and personal spelling list.
- - Effective use of multisensory techniques such as to
Evaluated:
- - Mastery of spelling aid resources to help compensate for spelling difficulties to include .(spellchecker software or Franklin speller) . . Evaluated: by dictation and teacher-made materials a
- Other D. Academic Independence:
This will require:
- - Improved understanding of personal learning style to develop appropriate independent strategies for study and review of academic course material.
Evaluated: Ongoing by student/teacher discussions and observations of his/her use of appropriate study strategies.
- - Improved ability to maintain the organization of materials such as a notebook, homework, and assignments for daily classroom preparation.
Evaluated: by observations of frequency of study hall attendance and discussions with academic teachers concerning the organization of materials.
- - A decrease in the need for supervision of independent academic work.
Evaluated: Quarterly by teacher observation of frequency of study hall attendance and by discussion with academic teachers.
- - The ability to highlight class notes and material at his/her reading level to promote improved study strategies.
Evaluated:
- -The ability to outline and annotate material at his/her reading level in order to analyze its organizational structure and to promote improved study strategies.
Evaluated: by teacher observation and discussions with academic teachers.
- -Improved understanding and implementation of study skills and test-taking strategies that match his/her learning style.
Evaluated: Quarterly by test performance and discussions with academic teachers.
- - Self-checking system for following through on a task such as . . .(we used a mess of different kinds of checklists & calendars for students to plan projects or just get through a writing assignment)
Evaluated:
- - Improved ability to efficiently locate material in alphabetical order. Evaluated: - -
Improved ability to recognize the organizational systems used in reference materials.(This is basically figuring out how to use stuff at the library)
Evaluated: ---------..... and using the Directed Reading tests of the IOWA Silent Reading test.
. - - Improved reading rate as well as maintenance of current high reading comprehension performance. (Uncommonly used goal -- for those students who were fairly fluent and for whom speed was really the limiting factor.)
Evaluated: by teacher selected materials and annually using the Reading Efficiency subtest of the IOWA.
- - Mastery of the cursive form and shape of all letters and capitals.
Evaluated: by teacher observation.
- - Maintenance of a mature and legible personal handwriting style. Evaluated: by teacher observation of CLASS NOTES, HOMEWORK, TESTS AND OTHER WRITTEN ASSIGNMENTS.
[for students grades 8-11 who have not met competency yet] - -Mastery of keyboarding and work processing skills to facilitate the speed, legibility and quality of expressive writing.
Evaluated: Passing the school's Word Processing Competency Test.
[for students who have passed competency] - -Improved keyboarding and word processing skills to facilitate the speed, legibility and quality of expressive writing. Evaluated: Ongoing by homework, reports, and other work such as tests and exams. 0THER: MAY INCLUDE ADVOCACY, EVALUATED SPECIAL NEEDS FOR COMPLETING LONG READING OR STUDYING TASKS AND MEETING THOSE NEEDS, ETC. Evaluated: