Student Learning Objective (SLO) Template
Date: 8/25/2014
AEPS® Social-Communication Domain, Birth - 5
This template should be completed while referring to the SLO Template Checklist.
Last Name: _____________________________
First Name: ______________________________
School: __Early Learning Program __
Ages: Birth – 5 years old
SLO # 1 or 2 (Circle)
Employee # _______________
Please use the guidance provided in addition to this template to develop components of the student learning objective and populate each
component in the space below.
Baseline and Trend Data
What information is being used to inform the creation of the SLO and establish the amount of growth that should take place?
Students in this course will be receiving baseline data from an Assessment, Evaluation, and Programming System for Infants and Children (AEPS®),
Second Edition assessment for students with and without disabilities from Birth to 6 years old. AEPS® items are aligned to content statements thus
supporting a high validity level of the assessments. Results of the pre-assessment were entered into the SLO scoring template. Student strengths and
weaknesses were derived from the pre-assessment data.
General trend data (if available) for my students for this SLO includes:
Upon analyzing my student baseline (pre-test) data, some strengths and weaknesses for the Social-Communication Domain include:
Number of Students
Age-Month Intervals
3.0-3.4
3.5-3.9
4.0-4.4
4.5-4.9
5.0-5.4
5.5-5.9
Scores Indicate Need for
Intervention
0-22
0-28
0-38
0-41
0-47
0-47
Other pertinent Baseline/Trend Data (optional):
Student Population
Which students will be included in this SLO? Include course, grade level, and number of students.
This is an Early Learning Program Social-Communication Domain SLO for students from Birth to 5 years old.
All students will be covered by this SLO. A total of ____students are enrolled.
__________ student(s) was/were absent and did not take the pre-assessment.
__________ student(s) is/are on IEPs
__________ student(s) is/are ELL – of the ELL students __________ has/have been in school in the US less than 1 year
__________ student(s) is/are African-American
__________ student(s) is/are white
__________ student(s) is/are multi-race
__________ student(s) is/are Asian
__________ student(s) is/are Hispanic
__________ student(s) is/are Native American
__________ student(s) is/are Male
__________ student(s) is/are Female
All students are economically disadvantaged.
Students who missed 45 days (excused or unexcused) will not be included.
Other pertinent Student Population information (optional):
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Interval of Instruction
What is the duration of the course that the SLO will cover? Include beginning and end dates.
The Akron Public Schools session for this year long program is from September 2, 2014, to June 4, 2015.
Students receive a minimum of 2.5 hours of instruction daily for one year. The SLO assessment for pre-test benchmarking will be administered prior to
October 10, 2014, and the post-test benchmarking will be administered the week(s) of February 2 – 13, 2015.
Strategic monitoring, data, and evidence collection will occur between September and February.
Standards and Content
What content will the SLO target? To what related standards is the SLO aligned?
Ohio Early Learning and Development Standards: Language and Literacy Development: Expressive Language-Use language to communicate in a
variety of ways with others to share observations, ideas and experiences; problem solve, reason, predict and seek new information.
Strand A: Social-Communicative Interactions
17 Uses words, phrases or sentences to inform
1.6 Uses words, phrases or sentences to obtain information
1.5 Uses words, phrases or sentences to command and request
1.4 Uses words, phrases or sentences to describe past events
1.3 Uses words, phrases or sentences to label own or others’ affect/emotions
1.2 Uses words, phrases or sentences to describe pretend objects, events or people
1.1 Uses words, phrases or sentences to express anticipated outcome
2.6 Responds to others’ topic initiations
2.5 Initiates context-relevant topics
2.4 Responds to contingent questions
2.3 Asks questions for clarification
2.2 Responds to topic changes initiated by others
2.1 Alternates between speaker/listener roles
3.2 Uses socially appropriate physical orientation
3.1 Varies voice to impart meaning
3G Establishes and varies social-communicative roles
(Strand B: Transition to words form 1 only)
Strand B: Production of Words, Phrases and Sentences (Score using language samples)
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1.6 Uses present progressive “ing”
1.5 Uses regular past tense verbs
1.4 Uses irregular past tense verbs
1.3 Uses third person singular verb forms
1.2 Uses copula verb “to be”
1.1 Uses auxiliary verbs
2.3 Uses regular plural nouns
2.2 Uses irregular plural nouns
2.1 Uses possessive “s”
3.6 Asks questions using rising inflection
3.5 Asks “what” and “where” questions
3.4 Asks “why”, “who” and “how” questions
3.3 Asks “when” questions
3.2 Asks questions with inverted auxiliary
3.1 Asks “yes/no” questions
4.5 Uses demonstrative pronouns
4.4 Uses indefinite pronouns
4.3 Uses possessive pronouns
4.2 Uses object pronouns
4.1 Uses subject pronouns
5.6 Uses articles
5.5 Uses conjunctions
5.4 Uses prepositions
5.3 Uses adverbs
5.2 Uses adjectives to make comparisons
5.1 Uses adjectives
Strand C: Comprehension of Words and Sentences (form 1 only)
Strand D: Production of Social-Communicative Signals, Words and Sentences (form 1 only)
Assessment(s)
What assessment(s) will be used to measure student growth for this SLO?
Assessment, Evaluation, and Programming System for Infants and Children (AEPS®), Second Edition is an assessment for students with and without
disabilities from Birth to 6 years old. The AEPS assesses children across six major developmental areas—fine motor, gross motor, cognitive, adaptive,
social-communication, and social. The assessment encompasses pre-academic content areas such as pre-literacy, numeracy, and pre-writing. Research
dating back to 1984 indicates that AEPS is both reliable and valid. In studies, AEPS helped professionals improve the quality of their written IEP/IFSP
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goals.
AEPS meets NAEYC and DEC guidelines for early childhood assessment and supports best practice in the following critical ways:
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AEPS is an authentic assessment that relies on observations of a child in natural learning environments (e.g., home, classroom) during everyday
activities (e.g., play, mealtime)
AEPS permits modifications and accommodations for individual differences and needs and is sensitive to small increments of change in
children's behaviors.
AEPS links test items directly to effective interventions to inform programming and ensure that children make progress over time.
Assessment with AEPS is collaborative, relying on the observations of multiple practitioners, and ensures that parents contribute by observing
and making judgments as team members. AEPS tools such as the Family Report and Child Progress Record keep families involved across all
phases of assessment, intervention, and evaluation.
AEPS consists of functional, measurable, and teachable skills that are meaningful to the child and family in everyday life. For example, rather
than focusing on whether a child can fit 8 pegs into a test pegboard, AEPS assesses how the child is able to fit his own real-life items into his
defined spaces.
Growth Target(s)
Considering all available data and content requirements, what growth target(s) can students be expected to reach?
Students between the ages of 3.0 – 3.4 gain 6 points; 3.5 – 3.9 gain 10 points; 4.0 – 4.4 gain 3 points; 4.5 – 4.9 gain 6 points, and 5.0 – 5.4 gain 2 points.
Rationale for Growth Target(s)
What is your rationale for setting the above target(s) for student growth within the interval of instruction?
Growth targets are established based on the typical or mean growth for students who have participated in the ELP and AEPS testing over the past 10+
years. Growth targets consider the mean growth for students at a particular age level.
It is the mission of Akron Public Schools to "ensure that each student in our diverse population achieves his or her fullest potential in a safe and
affirming learning center characterized by an extensive, student-focused collaboration of all segments of the community, with an emphasis on preparing
students to live and excel in a global environment."
Approval Use Only:
SLO Approval Team: _____________________________________________________________
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Date_____________________
Administrator’s Signature: ________________________________________________________
Date_____________________