2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
STUDENT LEARNING OBJECTIVE
TEACHER TEMPLATE
Teacher Name: Cheryl Yamaki
School: Aloha High School
Complex: Mahalo
Grade: 10 -12
Content Area: Functional Academics
Course Name: Workplace Readiness II
and Vocational Training off-campus
Period: 2
Student Population:
Total Number of Students: _6_ Males _3_ Females _3_ Grades: 10 _2_ 11 _2_ 12 _2_
Any Other _____________ _____
_____________ _____
______________ _____
Additional Information: This SLO addresses 5 out of the 6 students in this classroom that are working on a goal and
objective in Career and Technical Education as stated in their IEP. There is one student in this classroom that does not
have a Career and Technical Education goal and objective addressed in the IEP, but has a Health goal and objective
that addresses social and behavioral skills that will contribute to being successful in the school and community. This
student will participate in some of the same activities that address the Health goal and objective.
SLO Components
Learning Goal
For a complete description of SLO components and guiding questions, use the “Student
Learning Objective Planning Document” attachment.
Learning Goal: Students will evaluate career choices through a variety of resources (inventories,
assessments, interviews, and workplace readiness activities/units experiences) Students will
apply safe behaviors and vocational skills appropriate for the school, community, and workplace
(e.g., reliability, punctuality, regular attendance, task completion, meeting deadlines, adaptability,
politeness, honesty, taking responsibility for actions, working cooperatively, adhering to safety
guidelines and procedures, maintaining appropriate appearance and hygiene for the
workplace) to independently participate successfully in a Workplace Readiness Unit/Activity (on
and/or off campus).
Big Idea: Students will understand that career choices can be made based on one’s interests,
strengths, and values. Academic skills alone will not be enough to guarantee a good career.
Students will also need technical, occupational, and employability skills. The skill demands for
work and postsecondary education are converging, and increasingly, there will be one set of skills
needed both for success in careers and postsecondary education.
Standards/Benchmarks:
Strand: Career Planning
Standard 2: CAREER PLANNING: Explore and understand educational and career options in order
to develop and implement personal, educational, and career goals.
CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and
values
CTE.9-12.2.3 Workplace Behaviors
Apply appropriate and safe behaviors and practices in the school, community, and workplace
Rationale: Changes in the economy, work, and society demand that every high school student be
prepared both for careers and postsecondary education. The past division between preparation
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for college and preparation for work has become a false dichotomy. Every high school student
must meet high academic standards in secondary and postsecondary education and be prepared
for the challenges of work, continued learning, and citizenship (Brand, 2003).
Great possibilities exist for Hawaii’s students in the new economy, and career and technical
education will be instrumental in helping all students become successful, contributing citizens.
Career and technical education has transformed itself from a “hobby” type curriculum to that of a
high-skills, career-focused curriculum for all students. Career and technical education utilizes a
career pathway system that directly supports Hawaii’s plans for economic development and
directly links to the mission of the Department of Education—providing students with the
opportunities, not limited by time, for college-level coursework leading to program certification
and/or endorsements to prepare them to be successful in a global society. Career and technical
education programs support standards-based education and can be the organizer of many
components essential to school reform―which neither begins nor ends at the high school.
The strength of career and technical education lies in the spiraling of essential concepts that
seamlessly matriculate from one level of learning to the next in a P-20 system. The career
pathway system incorporates all of the common components of high-performing high schools
across the country. This enhances the students’ achievement of articulated academic and industry
standards. It also provides the context in which relevant, real-world experiences can be integrated
with school-based learning, work-based learning, and current technological learning as well as
formal academic curriculum. Hence, schools become more personalized and student centered. A
sound grounding in career and technical education strengthens many of the skills that people use
every day; some examples are solving problems creatively, thinking critically, working
cooperatively in teams, using technology effectively, and valuing life-long learning. Additionally,
economic productivity of our society is intimately linked to the academic, employability, and
technological skills of our work force.
The learning goal is at a DOK level 4 where the student will evaluate multiple career choices
through inventories, interviews, multiple resources, and workplace experiences. DOK level 3
where the student will successfully apply safe behaviors and vocational skills to Workplace
Readiness Units/Activities.
Assessments,
Scoring and
Criteria
Interval of instruction necessary to address goal: __X_ yearlong ___ semester
Planned assessments and criteria used to determine student progress:
Formative Assessments:
Observations done by teacher or educational assistant for activities including: following
directions, initiating time on task, on-task behavior, completion time of task, time management,
asking for assistance, problem solving, and cooperative group work.
Behavior Checklist for assigned task completed by teacher or educational assistant daily.
Formative and Summative Assessments:
IEP progress reports completed quarterly (focus on post-secondary goals and objectives).
On-Campus Workplace Readiness Activities
Students will be placed at two different Workplace Readiness Activities on-campus and be
evaluated using a teacher-made workplace readiness skills checklist for every opportunity the
student attends the Workplace Readiness Activity. (Please see attached WPR Checklist)
Occupational Skills (OS) Center (Honolulu District)
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Expected Targets
Students will complete two 5-week Workplace Readiness Units at the Occupational Skills Center
(Honolulu District). Students will be evaluated on the Occupational Skills Center Evaluation Form.
Evaluation Form is completed weekly and at the end of the 5-week Unit by the instructors at the
OS Center. At the end of the session the OS center will send a report of the student’s workplace
behaviors and skills performance. The OS Center verbally communicates with the school on a
regular basis as to student’s work and behavior performance.
Starting point for student performance groups:
Student completed the following:
 Interest Inventory - Picture Interest Career Survey (Brady, 2007),
 Personality Test - Myers-Briggs Type Indicator® (MBTI®) Instrument,
 Aptitude Test - ASVAB
For more information go to National Secondary Transition Technical Assistance Center (NSTTAC):
http://www.nsttac.org/content/age-appropriate-transition-assessment-toolkit-3rdedition#section2A1
Other data sources:
 Interview with student by transition teacher.
 Math and ELA assessment data used to determine student’s academic strengths and needs.
o IXL Mathematics Assessment
o Achieve 3000 English Language Arts
 Observations done by teacher or educational assistant for activities including: following
directions, initiating time on task, on-task behavior, completion time of task, time
management, asking for assistance, problem solving, and cooperative group work.
 Behavior Checklist for assigned task completed by teacher or educational assistant daily.
 Current information from students’ IEPs with emphasis on students’ post-secondary and
transition information.
Career Goals and Options
Based on all data sources, it was determined that all 5 students evaluated one career choice
before starting their WPR II class. All students were determined to be at the NOVICE level at the
beginning of the instructional term.
Based on culminating data from the multiple assessments mentioned above in the Assessments,
Scoring and Criteria section will determine students’ progress of learning and if students met
their expected targets.
Expected target for each student performance group for Career Goals and Options:
All students will demonstrate the skills described in the “Novice” or “Intermediate” category.
Career Goals and Options
Rubric
Experienced
Intermediate
Novice
Beginner
Evaluate four potential
career choices in
relation to personal
interests, strengths,
and values
Evaluate three
potential career
choices in relation to
personal interests,
strengths, and values
Evaluate, two potential
career choices in
relation to personal
interests, strengths,
and values
Evaluate, one potential
career choice in
relation to personal
interests, strengths,
and values
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Workplace Behaviors
Based on all data sources, with more consideration to the observations that targets workplace
readiness skills completed by the teacher and educational assistant, it was determined that 2
students can follow 3 – 5 step directions only with teacher prompts and guidance, will ask
questions for clarification with prompts, and stay on task with teacher monitoring and verbal
cues. 2 students are able to follow directions and complete a task with some verbal cues, will
complete a task without self-correcting, display decision making skills most of the time, and stay
on task with verbal cues. 1 student can follow multi-step directions, is able to participate in the
off-campus Workplace Readiness Activities with initial guidance, but is inconsistent about starting
a task when arrives to work site.
Given the information above:
Level 3: - 1 student
Level 2: - 2 students
Level 1: - 2 students
Based on culminating data from the multiple assessments mentioned above in the Assessments,
Scoring and Criteria section will determine students’ progress of learning and if students met
their expected targets.
Expected target for each student performance group for Workplace Behaviors:
The one student in the Level 3 group will demonstrate workplace behavior skills as described in
the “Experienced” category. The two students in the Level 2 group will demonstrate workplace
readiness skills in the “Intermediate” category. And the two students in the Level 1 group will
demonstrate workplace readiness skills in the “Novice” category.
Workplace Behaviors
Rubric
Experienced
Intermediate
Novice
Beginner
Consistently apply
appropriate and safe
behaviors and practices
in the school,
community, and
workplace independently
Usually apply
appropriate and
safe behaviors
and practices in
the school,
community, and
workplace
independently
Sometimes apply
appropriate and safe
behaviors and practices
in the school,
community, and
workplace independently
Rarely apply appropriate
and safe behaviors and
practices in the school,
community, and
workplace independently
Rationale for expected targets:
Vocational skills are job-related skills and concepts. One of the primary goals of special education
is to prepare students with disabilities for life after secondary education. Vocational skills
include any skills that facilitate the successful transition to meaningful employment. Vocational
competencies include skills required to find, apply for and retain employment.
Read more: http://www.ehow.com/info_8173206_vocational-skills-specialeducation.html#ixzz2g8E2w7aG
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Instructional
Strategies
Instructional strategies for each level of performance:
Direct Instruction – use multi-sensory (visual, auditory, and kinesthetic) approach when teaching
students the appropriate workplace behaviors
Modeling – teacher should model with oral explanation and visual aids.
Guided Practice – allow student to practice skill and/or behavior with teacher guidance. Teacher
giving specific feedback to develop vocational skills and behaviors that will support student to be
successful in the workplace.
Individual Practice – in a variety of environments, student will have multiple opportunities to
practice and master vocational skills and/or behaviors.
Task Analysis – break down task that have multiple steps and teach each step individually.
Backward Chaining – emphasizing the end product and then teaching the steps to complete a
specific end product.
Role Playing of Example and Non Examples of Work Behavior – giving students the opportunity
to look at both examples and non-examples of work behaviors to increase rationale and purpose
of appropriate behaviors.
Practice with Reputation – multiple opportunities to practice a skill or behavior with specific and
immediate feedback to have mastery and/or to increase speed and accuracy.
Immediate feedback – giving specific and immediate feedback to assist students to increase and
improve skills and behaviors.
To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives”
attachment
Results
SLO Rating Scale
Teacher 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
At least 90-100% of
students met or exceeded
expected target.
At least 75-89% of students
met or exceeded expected
target.
☐ Developing
At least 60-74% of students
met or exceeded expected
target.
☐ Ineffective
Fewer than 60% of
students met or exceeded
expected target.
Rating rubric for teachers with a class of 4 or fewer students.
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☐ Highly Effective
☐ Effective
☐ Developing
☐ Ineffective
Based 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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