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The COLE was developed by reviewing the following  typical language development guides:

1. REEL - Receptive-Expressive Emergent Language Test- Third Edition, PRO-ED 2003
2. Preschool Language Scale, 4th Edition, PsychCorp 2002.
3. Developmental Rainbow Early Childhood Development Profile, Family Child Learning Center, G. Mahoney, F. Mahoney,  1996
4. Functional Communication Profile - Revised, Linguisystems 2003
5. Communication Matrix
6. Communication Milestones - Laura Book
7. Virginia Building Blocks
8. Owens Book.
9. Gold Teaching Strategies
10. PHAVE- List http://www.norbertschmitt.co.uk/uploads/phave-list-frequency-ranking.pdf
11. Brown's Stages
12. Core Vocabulary Studies - Banajee, Marvin, etc.
13. Phrasal Verbs Study

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(Stopping here for now. Keep building this out for Elementary and Secondary students)

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Where do these go? Do these put these in?
-attends to a short story

-follows directions involving body parts

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Since the county is having problems with expressive language, and not receptive and because the goal of this project is to develop a system of measurement of expressive, we decided, at least for now, to NOT continue a separate receptive track. We left all our work here though, in case we need to continue it later

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To create a continuum to measure expressive language. Every student will leave ECSE with a way to use symbolic language to effectively exchange communication with an unfamiliar person. Reference this in Goal

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Focus 30 minutes a day on  a target that is later in the continuum. For example, in order for a student to learn +ing, you don't start practicing at Stage 10. You start practicing at Stage 1 and model thousands of times. To make sure you are modeling +ing, plan for it explicitly. Plan for a time where communication partners are modeling this (during this 30 min the adults will model using +ing).  This is something that needs to be covered during training.

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http://www.norbertschmitt.co.uk/uploads/phave-list-frequency-ranking.pdf

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http://www.phrasalverbdemon.com/list.htm

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LCPS The Continuum of Expressive Language (COLE).

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Combines three or more words to indicate location (ex.go up there, it is in, it is there, you come here, she goes out)

Combines three or more words to ask a question (ex. where it go?, it is my turn?, Can I have?, you eat this? Can I drink it?)

Combines three or more words to answer a question (ex. I read more, it goes fast, it is here)

Combines three or more words to make a request (ex. I want more, I have it, I go slow, I sit there, watch me do it)

Combines three or more words to label, comment, or describe (ex. that is big, it is fast, that is bad, it is good, that red one, it is blue)

Combines three or more words to indicate ownership (ex. it is mine, it is my turn, this is hers, that is his)

Combines three or more words to deny, reject, or protest (ex. do not go, you stop it, stop that please, you stop that, I finished it, it is not mine, do not like it, that is bad, you are bad)

Combines three or more words to give directions (ex. put it in, you go up, you go there, you eat it, you get that, go there fast, slow it down, you look at it)

Uses two irregular past tense verbs (ex. went, came, heard, felt, did, saw, got, said, thought, made, took, knew)

Uses the possessive s ('s) (ex. his, hers, yours, ours, theirs)

Uses "is" and "are" as the main verb (ex. It is there, where is it?, there it is, he is fast, she is big)

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Produces a total of more than 50 words.

Combines two words to indicate location (ex. up there, it in, it there, come here, she out)

Combines two words to ask a question (ex. where go?, my turn?, I have?, eat this? drink it?)

Combines two words to answer a question (ex. read more, go fast, its here)

Combines two words to make a request (ex. want more, I have, go slow, you sit, watch me)

Combines two words to label, comment, or describe (ex. that big, it fast, that bad, it good, red one, it blue).

Combines two words to indicate ownership (ex. it mine, my turn, it hers, it his)

Combines two words to deny, reject, or protest (ex. no go, stop it, stop that, you stop, I finished, not me, not like, that bad, you bad)

Combines two words to give directions (ex. put in, you up, go there, eat it, get that, go fast, slow down, you look)

Uses the plural s (Think on this? How to do plural s on core vocabulary? Practice Fringe? Answer: Use some nouns and practice with fringe)

Uses present progressive verb forms - ing(ex. eating, finding, putting, making, looking, loving, helping, going, stopping, turning)

Uses at least three pronouns (ex. I, you, me, my)

Uses words to express quantity (ex. more, big, little, some, a lot, many, all)

Uses words in phrases that change the meanings of the individual words - phrasal verbs - include hyperlink to list w/examples and definition (slow down, get out,  go on, I get it!)

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Produces a total of 11 to 25 different words

Produce a single word to indicate location. (ex. up, there, here, down, on, in)

Produces a single word to ask a question. (ex. go? where? mine? more?)

Produces a single word to answer a question. (ex. yes, no, here, there, it, mine, that, this)

Produces a single word to make a request. (ex. mine, want, help, go, finished, come, look)

Produces a single word to label. (ex. it, that, this, you, me).

Produces a single word to indicate ownership. (ex. mine, you, your, me)

Produces a single word to protest. (ex. no, stop, finished, mine)

Produces a single word to give directions. (ex. go, up, down, stop, play, get, read, put)

Produces a single word to comment on a person, environment, or activity. (ex. good, bad, like, love)

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*Produces a total of four to ten different words (total number of words known in vocabulary/lexicon)

Produces a single word to indicate location. (ex. up, there, here, down, on, in)

Produces a single word to ask a question. (ex. go? where? mine? more?)

Produces a single word to answer a question. (ex. yes, no, here, there, it, mine, that, this)

Produces a single word to make a request. (ex. mine, want, help, go, finished, come, look)

Produces a single word to label. (ex. it, that, this, you, me).

Produces a single word to indicate ownership. (ex. mine, you, your, me)

Produces a single word to protest. (ex. no, stop, finished, mine)

Produces a single word to give directions. (ex. go, up, down, stop, play, get, read, put)

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Accept any method of communication (verbal, sign, etc)

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4 points - for each bulletin point.

-Never
-Occasionally
-Usually
-Always

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Produces a total of 26 to 50 different words

Produces at least two different single words to indicate location (ex. up, there, here, down, on, in)

Produces a variety of single words to ask a question (ex. go? where? mine? more?)

Produces a variety of single words to answer a question (ex. yes, no, here, there, it, mine, that, this)

Produces a variety of single words to make a request (ex. mine, want, help, go, finished, come, look)

Produces a variety of single words to label (ex. it, that, this, you, me)

Produces a variety of single words to indicate ownership (ex. mine, you, your, me)

Produces a variety of single words as a greeting

Produces a variety of single words to protest (ex. no, stop, finished, mine)

Produces a variety of single words to give directions (ex. go, up, down, stop, play, get, read, put)

Produces a variety of single words to comment on a person, environment, or activity. (ex. good, bad, like, love)

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*Produces three different words (total number of words known in vocabulary/lexicon)

Produces two word to indicate location.

Produces a single word to ask a question.

Produces a single word to answer a question.

Produces a single word to make a request.

Produces a single word to label.

Produces a single word to indicate ownership.

Produces a single word as a greeting.

Produces a single word to protest.

Produces a single word to give directions.

Produces a single word to comment on a person, environment, or activity.

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Responds by looking at or touching a familiar named object or picture in a natural or play-based exchange when the use of an object is described (ex. What do you use to drink?, Where do you sleep, What do you ride?)

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Make two Google Forms - one for expressive.

Note, Pragmatic, Semantics, and Syntax are woven in

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Produces a total of three different words (total number of words known in vocabulary/lexicon)

Produces a single word to indicate location. (ex. up, there, here, down, on, in)

Produces a single word to ask a question. (ex. go? where? mine? more?)

Produces a single word to answer a question. (ex. yes, no, here, there, it, mine, that, this)

Produces a single word to make a request. (ex. mine, want, help, go, finished, come, look)

Produces a single word to label. (ex. it, that, this, you, me).

Produces a single word to indicate ownership. (ex. mine, you, your, me)

Produces a single word to protest. (ex. no, stop, finished, mine)

Produces a single word to give directions. (ex. go, up, down, stop, play, get, read, put)

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Spontaneously produces at least one word (or approximation) with any intent which includes verbalizing  pointing at a picture, signing, or using a speech generating device.

Initiates a social exchange (including turn-taking, greetings, chasing games, show objects to others, etc.)

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Shows an understanding of a specific action word or phrase to follow a one-step direction within a familiar activity provided a gestural cue (such as "Push it", "Put in", "Help me", "Get up", "Give me", "Want more")

Reacts by looking when asked a "Where" question. (Where is Daddy?)

*Follows one-step familiar directions which includes  three or more words in varying orders (You eat it, Your turn to go,  Sit down there, Give me more, Put it up)

Shows an understanding of spatial concepts (ex. in, off, out, of)

When does one understand the different tenses (Present, past, etc.)?

Shows an understanding of three pronouns (ex. me, my, your).

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Gets attention from others using gestures or behaviors (such as leading an adult, purposefully throwing items, pushing an  item to an adult, etc.)

Babbles at least two syllables together (not necessarily with meaning) such as /gah gah/, /gah bee/ - <add a minion>

Takes two turns during playful interactions with another person (peekaboo, knocking blocks down, etc.)

Attempts to imitate some single words.

Reaches for, touches, or points to what is wanted when two options are presented (making a choice between two).

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Shows an understanding of a specific action word or phrase to follow a one-step direction within a familiar activity provided a gestural cue (such as "Push it", "Put in", "Help me", "Get up", "Give me", "Want more")

Responds by looking at or touching a familiar named object or picture in a natural or play-based exchange when the object is presented with other objects (ex. Car, Book, Ball)

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Responds to a gesture combined with a one word verbal cue (such as "come", "look", "go", etc.).

Responds by looking at or touching a familiar named  object or picture in a natural or play-based exchange when the object is presented in isolation (ex. Car, Book, Ball)

Responds to stern tone of voice when hearing an inhibitory term (such as  "no", "stop", etc.)

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Interrupts activity when her or his name is called.

Anticipates what will happen next within a familiar routine (laughs, closes eyes, tenses body, etc.)

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Not students with motor impairments

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Anticipates what will happen next within a familiar routine (laughs, closes eyes, tenses body, etc.)

Protesting by gesturing or vocalizing.

Vocalizes at least two different sounds such as /puh/, /guh/, /ee/, /ah/

Reaches for, touches, or points to what is wanted when only one thing is present.

Imitates some vocalizations.

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Looking at a person or visual stimulation for a sustained time (3 seconds or more)

Localizes or looks at or for the source of a sound.

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Looking at a person or visual stimulation for a sustained time (3 seconds or more)

Makes one sound besides crying such as producing a vowel-like sound (Ah, Uh, Ee, gurgles, sighs, grunts, squeals).

Imitating a facial expression, such as a smile.

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Cries when uncomfortable

Smiles, coos, giggles, or otherwise shows enjoyment when  attention is given

Glances at a person or visual stimulation for one second

Shows a physical response to noise (turns head, stops moving, jumps, etc.)

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Glances at a person or visual stimulation for one second

Shows a physical response to noise (turns head, stops moving, jumps, etc.)