© TEA 3/27/2017 Student Learning Objectives Form 2
Use your knowledge of prior students' performance and end-of-year expectations for students in previous, vertically aligned
courses to describe typical students in the class. You may wish to describe the average student (middle level or “typical”) first, then,
the highest performing student (“well above typical”), and the lowest performing student (“well below typical”) and finally,
complete the in-between levels (“above” and “below typical”).
Initial Student Skill Profile
in this level
Who will be included in your SLO?
When choosing your class or classes, gather informal data about your students to determine which class or classes is/are most
representative of the cross-section of students that you teach.
• Elementary classroom teachers: select your entire class.
• Elementary departmentalized teachers or secondary teachers: identify the targeted class or classes (class, grade and subject).
Match your current students to the descriptions in the Initial Student Skill profile.
List the total number of students at each level in the right hand column above, and
Record the level for each individual student on the Student Growth Tracker.
Check here when both tasks are complete:
What student work did you use to map students to the Initial Student Skill Profile?
Step 2: What do I think my students will be able to do?
The student is expected to retell and paraphrase texts in ways that maintain meaning and in logical order.
Techniques and strategies for accomplishing this focus will be whole group instruction, small groups, and
guided reading. This focus includes getting students to adjust to the level that standard assessments require.
Students are able to create sentence strips to summarize, illustrate, and put
the story in chronological order.
Students are able to retell and paraphrase all key events in a story, in
chronological order, using some transition words.
Students are able to retell and paraphrase all key events in a story using
Students are able to retell and paraphrase the events in a story, but not in
any particular order.
Students are unable to retell and paraphrase the events in a story without
My entire 2nd grade homeroom class.
I used formal and informal assessment. In addition, I drew upon their weekly activities and