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Standard 2: Learning
Goals and Objectives
Teacher Work Sample Standard 2 contains the student teacher’s learning goals and objectives for students in a full-instructional Emotional and Behavioral Disorder class. Learning goals and objectives will be significant, appropriate, challenging, and will align to the student’s IEP goals and objectives. The goals and objectives are in accordance to the Illinois State Board of Education for Social and Emotional Learning (SEL).
Work Sample Learning Goal One
Learning Goal One is for students to develop self-awareness and self-management skills through the identification of emotions, antecedents to those emotions, and demonstrate coping strategies. Students will identify members of their school and community that can be of support when needed, and practice asking for assistance. Learning Goal One is an ongoing IEP goal throughout the school year.
Link to Illinois State Core
· Illinois State Board of Education Stage C Standard 1, Social Emotional Learning.
· Illinois State Board of Education Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Objective 1A.
Students will be able to identify and manage one’s emotions and behavior.
Objective 1B.
Students will be able to recognize personal qualities and external supports.
Objective 1C.
Students will be able to demonstrate skills related to achieving personal and academic goals.
Work Sample Learning Goal Two
Learning Goal Two is for students to use the development of social skills to establish and maintain positive relationships by recognizing nonverbal and verbal cues, cultural differences, and appropriate responses. Students will identify conflict and express resolution techniques. Learning Goal Two is an ongoing IEP goal throughout the school year.
Link to Illinois State Core
· Illinois State Board of Education Stage C Standard 2, Social Emotional Learning
· Illinois State Board of Education Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Objective 2A.
Students will recognize the feelings and perspectives of others.
Objective 2B.
Students will recognize individual and group similarities and differences.
Objective 2C.
Students will use communication and social skills to interact effectively with others.
Objective 2D.
Students will demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
Work Sample Learning Goal Three
Learning Goal Three is for students to identify and implement ethical behavior while adhering to classroom expectations through safe and responsible decision making. Learning Goal Three is an ongoing IEP goal throughout the school year.
Link to Illinois State Core
· Illinois State Board of Education Stage C Standard 3, Social Emotional Learning
· Illinois State Board of Education Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Objective 3A.
Students will consider ethical, safety, and societal factors in making decisions.
Objective 3B.
Students will apply decision-making skills to deal responsibly with daily academic and social situations.
Objective 3C.
Students will contribute to the well-being of one’s school and community.
Learning Goals Justification
Special education teachers at Oak Crest Elementary School follow the Illinois State Board of Education’s (ISBE) standards for social and emotional learning. These standards are developed are in accordance with Section 15(a) of Public Act 93-0495. This act calls upon ISBE to develop and implement a plan to incorporate social and emotional development as part of the Illinois Learning Standards for students in grades K – 12. Special education teachers must follow the common core curriculum standards along with the individualized social and emotional learning standards specific to the student’s IEP goals.
Special education teachers often base their primary focus on academic instruction and curricular achievement. Equally important, are the functional goals that have been established for each student as outlined in his or her IEP. The learning goals and objectives outlined in the teacher work sample correspond to the Illinois State Board of Education Stage C standards as they pertain to students with social and emotional learning needs. These goals span the entire school year. The special education teacher will implement ongoing strategies to assist in the recognition and success of these strategies throughout this school year using assessments. Assessments will be the basis for goal and objective updates.
Conclusion
The preceding learning goals and objectives for students with social and emotional needs are significant to the success of the student both socially and academically. Learning goals and objectives will be appropriate, challenging, and will align to the student’s IEP goals and objectives. Stage C goals and objectives support each other and require ongoing maintenance through fidelity in implementation and observation by the special education teacher. Ongoing assessments will provide the teacher with the ability to update goals and objectives accurately.
References
Illinois State Board of Education. 2011. Retrieved on September 30th, 20112 from
http://www.isbe.net/ils/social_emotional/stage_C/descriptor.htm
Teacher Work Sample Standard 2 contains the student teacher’s learning goals and objectives for students in a full-instructional Emotional and Behavioral Disorder class. Learning goals and objectives will be significant, appropriate, challenging, and will align to the student’s IEP goals and objectives. The goals and objectives are in accordance to the Illinois State Board of Education for Social and Emotional Learning (SEL).
Work Sample Learning Goal One
Learning Goal One is for students to develop self-awareness and self-management skills through the identification of emotions, antecedents to those emotions, and demonstrate coping strategies. Students will identify members of their school and community that can be of support when needed, and practice asking for assistance. Learning Goal One is an ongoing IEP goal throughout the school year.
Link to Illinois State Core
· Illinois State Board of Education Stage C Standard 1, Social Emotional Learning.
· Illinois State Board of Education Goal 1: Develop self-awareness and self-management skills to achieve school and life success.
Objective 1A.
Students will be able to identify and manage one’s emotions and behavior.
Objective 1B.
Students will be able to recognize personal qualities and external supports.
Objective 1C.
Students will be able to demonstrate skills related to achieving personal and academic goals.
Work Sample Learning Goal Two
Learning Goal Two is for students to use the development of social skills to establish and maintain positive relationships by recognizing nonverbal and verbal cues, cultural differences, and appropriate responses. Students will identify conflict and express resolution techniques. Learning Goal Two is an ongoing IEP goal throughout the school year.
Link to Illinois State Core
· Illinois State Board of Education Stage C Standard 2, Social Emotional Learning
· Illinois State Board of Education Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.
Objective 2A.
Students will recognize the feelings and perspectives of others.
Objective 2B.
Students will recognize individual and group similarities and differences.
Objective 2C.
Students will use communication and social skills to interact effectively with others.
Objective 2D.
Students will demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
Work Sample Learning Goal Three
Learning Goal Three is for students to identify and implement ethical behavior while adhering to classroom expectations through safe and responsible decision making. Learning Goal Three is an ongoing IEP goal throughout the school year.
Link to Illinois State Core
· Illinois State Board of Education Stage C Standard 3, Social Emotional Learning
· Illinois State Board of Education Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
Objective 3A.
Students will consider ethical, safety, and societal factors in making decisions.
Objective 3B.
Students will apply decision-making skills to deal responsibly with daily academic and social situations.
Objective 3C.
Students will contribute to the well-being of one’s school and community.
Learning Goals Justification
Special education teachers at Oak Crest Elementary School follow the Illinois State Board of Education’s (ISBE) standards for social and emotional learning. These standards are developed are in accordance with Section 15(a) of Public Act 93-0495. This act calls upon ISBE to develop and implement a plan to incorporate social and emotional development as part of the Illinois Learning Standards for students in grades K – 12. Special education teachers must follow the common core curriculum standards along with the individualized social and emotional learning standards specific to the student’s IEP goals.
Special education teachers often base their primary focus on academic instruction and curricular achievement. Equally important, are the functional goals that have been established for each student as outlined in his or her IEP. The learning goals and objectives outlined in the teacher work sample correspond to the Illinois State Board of Education Stage C standards as they pertain to students with social and emotional learning needs. These goals span the entire school year. The special education teacher will implement ongoing strategies to assist in the recognition and success of these strategies throughout this school year using assessments. Assessments will be the basis for goal and objective updates.
Conclusion
The preceding learning goals and objectives for students with social and emotional needs are significant to the success of the student both socially and academically. Learning goals and objectives will be appropriate, challenging, and will align to the student’s IEP goals and objectives. Stage C goals and objectives support each other and require ongoing maintenance through fidelity in implementation and observation by the special education teacher. Ongoing assessments will provide the teacher with the ability to update goals and objectives accurately.
References
Illinois State Board of Education. 2011. Retrieved on September 30th, 20112 from
http://www.isbe.net/ils/social_emotional/stage_C/descriptor.htm