Professional Documents
Culture Documents
6StepsfromEvaluationtoGoal
SemanticDevelopment
Idioms
Later
Analogies
MultipleMeaningWords
Differences
Similarities
SynonymsAntonyms
CategorizationConcepts
Attributes
Association
Function
Labeling/Vocabulary
Earlier
comp.uark.edu/~dbehrend/Language5.ppt
5. 5. Write it Down
-The evaluation (Strengths & Needs)
-The PLAAP (Currently vs. In the
future)
Stage II
: Present Progressive, In/On, Plural -s
Stage IV
: Articles, Regular Past Tense, 3rd Person Regular, Present
Tense
Stage III
: Irregular Past Tense, Possessive /'s/, Uncontractible, Copula
'to be'
Stage V
: 3rd Person Irregular, Uncontractible Auxiliary, Contractible
Copula, Contractible Auxiliary
Brown, R. (1973).
Afirstlanguage:Theearlystages
. London: George Allen & Unwin.
DoNot:
*Writeagoalforeveryitemmissed(lookforpatternsoferrors&prioritize)
*Writegoalsverbatimfromasubtestorerroreditem(e.g.,Sierrawillrepeatsentences)
*Writegoalsthataretoogeneral(itshouldincludeyourlanguagetargets)
*Writegoalsthataretoospecific(noprogramnamesorlimitingtherapytechniques)
PodcastRecorded:2/4/2015
MORPHOLOGY
Word Structure
Recalling Sentences
VOCABULARY
Sentence Comprehension
Linguistic Concepts
Word Classes
Following Directions
Semantic Relationships
SYNTAX
Sentence Comprehension
Recalling Sentences
Semantic Relationships
*This is not a complete list, but a sample of different skills that are measured across subtests on the CELF-5
**Look for patterns of errors across subtests
**Consider other diagnoses (AD(H)D, TBI, Autism, etc.) that may affect performance
SurveyResults
30Responses
MostlyworkinginElementarysettingswith5+yearsofexperience
MostusetheCELF&/orTOLDforlanguageassessments
87%obtainalanguagesampleinadditiontostandardizedassessment
Themajoritywrite23languagetargets/goals
Haveobservedanyofthefollowingtypesofspeech/languagegoals:
Goals/objectivethataretoogeneral
87%
(youhavetofigureoutwhattheyactuallyneed)
Toomanygoals/objectivestomeetinoneyear
80%
Goal(s)thatareobviouslystraightfromanevaluation
60%
Goalsthataretoospecific
60%
(maybehaveaspecificprogramlistedorlimithowyoucanworkonit)
Aftercompletingalanguageevaluation,howdoyouchoosewhattotarget?
Continuepreviousgoals(ifalreadyonanIEP&thegoalsweren'tmet)
33%
Itemsmissedontheassessment(s)
50%
Hierarchyoflanguagedevelopment
73%
Teacher/ParentInput
90%
StudentInput
23%
Ifyoudon'ttargetalllanguageneedsidentifiedthroughanevaluationorIEPprobe,howdoyou
recommendfuturegoals&/orexplainwhythosegoalsaren'tbeingtargetedcurrently?
Themajorityagreethatwritingitintheevaluationreport,aswellasinthePLAAP,isthebestmethod!!
IAGREE!!!Hereareafewofmyfavoriteresponses/reasons:
1. IwriteadetailedPLEP.TheIEPisattachedtothestudentandso,intheory,itistheonlyguarantee
inanotherwisechaoticspecialeducationsystem.Itdoesn'tmatterwhetherthestudentmovesorif
thereisstaffturnover,theIEPwillremain,soitisworthwhiletocramthatPLEPwithenough
informationsothatifthestudentlandedonsomeoneelse'sdesknextyear/month/week,theywould
haveenoughinformationtobeginqualityservicesimmediately.
2. Iincludealllangstrengthsandweaknessesinthepresentlevelspartofiepbutwritegoalsbased
onprioritizingweaknessesaccordingtohierarchyoflangdevelopment/needs/disability.
3. InmypresentlevelsectionoftheIEPIidentifytherelationshipbetweenstudentstrugglesand
resultsoftestingANDthelevelofsupport(whatkindofmodel/support)isneededtoequateto
studentsuccess.Thencapturewhatelsemayneedtobeaddressedinthefuture.Igointomore
depthinmyevaluationreport.
PodcastRecorded:2/4/2015