© 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?
Students are able to identify and use short/long vowel sounds in words,
delete initial and final sounds.
Students are able to identify and use short/long vowel sounds in words.
They can omit initial sounds but struggle with deleting final sounds in words.
Students struggle identifying vowel sounds and cannot omit initial/final
sounds on their own.
Students cannot identify vowels/letters.
Students in homeroom class.
I will use teacher observation as well as TPRI data.
Students will be able to distinguish between short and long vowel sounds in words, as
well as be able to delete initial and final sounds in words.