© TEA 3/27/2017 Student Learning Objectives Form 1
Student Learning Objectives Form
Teacher Name Date
School
Appraiser Name
Grade
Subject Area
a.
Identify the content area for focus in the SLO.
b.
What is the SLO skill focus statement for this content area or subject?
c.
What led to the decision to focus on this content area and the SLO skill focus?
d.
What TEKS for the content area or subject correspond to these most important skills? You may provide an enumerated
list of TEKS, but be prepared to share the verbiage of the TEKS with your appraiser.
Step 1: What is the focus for my SLO?
Ms. M. E. Perez
09/04/2020
Don Jose Gallego
Mrs. M.L. Flores
2nd Grade
Reading
Reading
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.
Based upon my early assessment of my students' levels and abilities, it is apparent to me that there
is a need to continue building upon their foundations and prior knowledge. This will be aligned with
district, campus requirements, and expectations.
2.7(D) retell and paraphrase texts in ways that maintain meaning and in logical order
© 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
SLO Skill
Focus
Level Descriptors
Number of
Students
in this level
Well above
typical
Above
typical
Typical
Below
typical
Well below
typical
a.
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).
b.
Match your current students to the descriptions in the Initial Student Skill profile.
i.
List the total number of students at each level in the right hand column above, and
ii.
Record the level for each individual student on the Student Growth Tracker.
iii.
Check here when both tasks are complete:
c.
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
picture cards.
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
adult assistance.
15
My entire 2nd grade homeroom class.
I used formal and informal assessment. In addition, I drew upon their weekly activities and
assignments.
© TEA 3/27/2017 Student Learning Objectives Form 3
a.
Use information about how students mapped to the Initial Student Skill Profile to describe how, as a whole, students are
expected to prog
ress. In other words, what are your expectations for what high, average, and low performers will be able
to do at the end of the course? Complete the Targeted Student Skill Profile below.
The profile should describe your expectations for students' performance at the end of the interval. For example, the
desc
ription at the middle level describes what you expect of the typical student at the end of the interval.
Targeted Student Skill Profile
SLO Skill
Focus
Level Expectations
Well above
typical
Above
typical
Typical
Below
typical
Well below
typical
b.
Use available data on your current students (e.g., attendance, grades in relevant courses, early student work, prior
testing data, etc.
) along with each student's description on the Initial Student Skill Profile to establish a target for each
individual student cov
ered in the SLO. Record these targets on the Student Growth Tracker.
Check here when complete:
c.
What evidence will you use to establish students' skill levels at the end of the interval? Describe the measures to be
used and how th
ey are aligned with the skills identified in the SLO.
Step 3: What are my expectations for these students?
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.
The student is able to retell all key events in a story with lots of detail in chronological
order using transition words.
The student is able to retell all key events in a story with minimal detail in chronological
order but does not use transition words.
The student will be able to retell events from a story in order and orally retell what
happened in the story using pictures cues.
The student is able to retell the events in a story but not in any particular order.
The student is able to retell the events in a story with some amount of prompting from the
teacher.
I will use formal and informal observations as evidence to establish students' skill levels.
© TEA 3/27/2017 Student Learning Objectives Form 4
Be prepared to discuss answers to the following questions with your appraiser.
a.
How will you differentiate instruction for those students who are in the highest performing group as well as those who
are in the lowest perfo
rming group?
b.
What strategies will you use to monitor progress?
c.
Describe your plan for conferencing with your colleagues about student progress. Who will be members of your team
and how often will yo
u meet?
Optional Notes
By signing below you acknowledge that you have discussed and agreed upon the Student Learning Objectives Plan, above.
Comments
Decision
Approved
Revise and Resubmit
Teacher Signature
Date
Appraiser Signature
Date
Revision Comments (if required)
Decision
Final Approval
Teacher Signature
Date
Appraiser Signature
Date
Step 4: How will I guide these students toward growth? (for use in discussion)
Student Learning Objectives Review & Approval
I will use techniques which are most appropriate for each level. For my low group I will use more visual
communication, of course, written and verbal. With my on grade level students, I will use a combination
of written and verbal strategies. My high group will basically work on their own projects and activities.
However, I will monitor and observe and assist as needed.
09/04/2020
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