© 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?
Cynthia Prado
9/25/2020
Don Jose Gallego Elementary School
Ms. Flores
Kinder
Reading
Letter recognition, identification, and sounds for Reading.
Student is able to identify letters, sounds, and phonemes by the end of the year.
The students need a solid foundation in Reading in order to understand basic reading skills. I need
students to learn the fundamentals such as learning how to blend the sounds in order to write words
and sentences.
TEKS: Kinder English Language Arts and Reading 110.2 A,B,C,D,E.
© 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?
Student is able to identify letters, sounds, and phonemes by the end of the year.
Students are able to recognize all the letters and sounds
Students recognize most of the letters and sounds
Students recognize some letters and some sounds.
Students have difficulty in recognizing the letters and sounds.
Students are not able to recognize letters and sounds.
All 21 students will be included in the SLO.
Students participated in the Beginning of the year Pre-Assessment.
© 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?
Student is able to identify letters, sounds, and phonemes by the end of the year.
Students will be able to read words.
Students will be able to blend the sounds to form words.
Students will recognize most of the letters and sounds.
Students will recognize some letters and sounds without difficulty.
Students will recognize around 10-15 letters and sounds.
I will be using end of the year TPRI data results, Rigby Reading Levels, Fluency Results, Student's
Work, and Progress Monitoring to track their growth.
© 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
Cynthia Prado
9/25/2020
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