© 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, independently, make an inference that includes relevant,
supporting details connected to the topic.
Students make an appropriate inference that includes many supporting
Students with some teacher prompting, makes a simple inference and
provided some textual evidence.
Students make an inappropriate inference with a few or irrelevant
supporting details. (Teacher prompts with picture and questions.)
Students, with teacher prompting, cannot infer. (Teacher using picture and
Homeroom, Fourth Grade, Reading
Show students a picture. Students will look at the picture carefully, then answer the questions. What
do you see? What do you think is happening in the picture? What details in the picture make you
think this? How do you think the girl in the ground is feeling? Explain your answer and include
details from the picture. What time of the year do you think it is? Explain your answer.
Students will be able to make inferences across all genres and provide textual evidence
to support their understanding.