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Name of Teacher: _______________________________________ School:__________________________________________
HCPSS Student Learning Objective
Speech Language Pathology
Visualizing and Verbalizing Comprehension
Component
Student Learning
Objective (SLO)
Description
100% of students on my caseload with language
comprehension difficulties especially higher-order thinking
skills will demonstrate growth towards mastery of citing
textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from text (Common
Core State Standards for Literature Grades: 6-12).
Population
______# of students in middle school who are identified
through their IEPs as having documented language
comprehension difficulties.
Learning Content
Skills to be addressed include understanding and using
Visualizing and Verbalizing strategies and structure words to
understand what is being read in a piece of text both explicitly
as well as through inferencing. These skills specifically
include answering “wh” questions, identifying facts, making
predictions, and drawing conclusions.
Instructional Interval
2013-2014 school year
Evidence of Growth
Student growth will be measured by using a Visualizing and
Verbalizing Reading Comprehension Rubric quarterly made
by the SLP. Pre and post data will be gathered at the start of
the school year and end of the school year.
Baseline
SLP will use a Reading Comprehension Rubric to determine
how well a student can make predictions, draw conclusions,
understand key facts, and answer “wh” questions to obtain a
point value at the beginning of the school year.
(Attach class roster to share students’ scores on Beginningof-the-Year Assignment/Performance Task/Assessment.)
Rationale for Student
Learning Objective
The primary cause of students with language comprehension
problems is weakness in concept imagery contributing to
difficulties with oral language/reading comprehension, oral
and written expression, and critical thinking.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
4-24-13
Target
4/5 of students will increase their point total on the
performance rubric from1 to 3 points when describing an
event from text.
*Please note: Students identified by IEP teams as having
significant cognitive disabilities will have individual targets.
Criteria for
Effectiveness
Strategies
Full Attainment of
Target
Partial Attainment
of Target
More than 90% of
students meet
agreed upon
learning objectives
OR
4/5 students will
meet or exceed
target.
Between 75% and
90% of students
meet agreed upon
learning targets
OR
3/5 students will
meet or exceed
target.






Insufficient
Attainment of
Target
Less than 75% of
students meet
agreed upon
learning targets
OR
2/5 students or
less will meet the
target.
Participation in weekly Visualizing and Verbalizing
classes.
Comprehension
Use of visual supports
Modeling
Graphing progress
Collaboration with teachers through teacher surveys
etc.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
Inferencing Rubric
1 point
2 points
3 points
4 points
Inference
connected to
main idea
Makes an
inappropriate
inference
connected to
(e.g., main idea,
character trait,
plot, setting)
Makes a
“simple”
inference
connected to
(e.g., main idea,
character trait,
plot, setting)
Makes an
appropriate
inference
connected to
(e.g., main idea,
character trait,
plot, setting)
Makes a
detailed
inference
connected to
(e.g., main idea,
character trait,
plot, setting)
Evidence from
text
Includes few or
irrelevant
supporting
details
connected to
topic
Includes some
supporting
details
connected to
topic
Includes many
supporting
details
connected to
topic
Includes
relevant,
convincing
supporting
details
connected to
topic
Making
Connections
and answering
WH questions
Makes an
irrelevant
connection to
(e.g., main idea,
character trait,
plot, setting)
Makes a simple
connection to
(e.g., main idea,
character trait,
plot, setting)
Makes a clear
and relevant
connection to
(e.g., main idea,
character trait,
plot, setting)
Makes a
complex and
insightful
connection to
(e.g., main idea,
character trait,
plot, setting)