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Student Learning Objectives Form

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© 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?
Mireya Gonzalez
09/28/2020
Don Jose Gallego
4th
Reading
Reading
Students will be able to make inferences across all genres and provide textual evidence to support
their understanding.
Studnets need to understand and analyze a varitey of written texts across reading genres. The
fourth grade Reading STAAR is composed of dual coded questions, most consisting of inference
questions. Students struggle with reading comprehension, analyzing, inferencing, and drawing
conclusions as well as providing evidence from the text. My main focus will be to monitor
comprehension. Students wiil make adjustments such as re-reading, use background knowledge,
ask questions, and make annotations to show comprehension.
Comprhension Skills:
6D Create mental pictures to deepen understanding.
6E Make connections to personal experiencs, ideas in other texts, and socitey.
6F Make inferences and use evidence to support understanding.
6I Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions and annotating when understanding.
© 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?
Students, independently, make an inference that includes relevant,
supporting details connected to the topic.
0
Students make an appropriate inference that includes many supporting
details.
0
Students with some teacher prompting, makes a simple inference and
provided some textual evidence.
6
Students make an inappropriate inference with a few or irrelevant
supporting details. (Teacher prompts with picture and questions.)
6
Students, with teacher prompting, cannot infer. (Teacher using picture and
guiding questions.)
7
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.
© 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?
Students will be able to make inferences across all genres and provide textual evidence
to support their understanding.
Students will read independently to determine what the text says implicitly; making logical
inferences from it. Students will give specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Students will read independently to determine what the text says explicitly; make logical
inferences from it. Students will give textual evidence to support their inferences.
Students will be able to, without teacher guidance, provide details and examples from the
text to be used as evidence to support inferences.
Students with teacher prompting, will infer using his/her own experience, background
knowledge and details from the text.
Students will be able to infer with some teacher guidance using their own personal
experiences and background knowledge.
I will use reading passages (selections, articles, poems dramas), novels, basal stories, scholastic
storyworks with inferencing questions to scaffold their learning. Thinking Maps, anchor charts,
graphic organizers, educational games, Nearpod, Quizizz will help students with their thinking
process and allow them to infer text and provide texutal evidence.
© 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
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Student Learning Objectives Form

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Completed 1 October 2020

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