© 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 will be able to identify and use long and short vowels within words. Students will
be able to omit initial and final sounds within words.
Students are able to identify and use long/short vowels in words correctly.
Student is able to omit initial and final sounds within words.
Students are able to identify and use long/short vowels in words. They are
able to to omit initial /final sound in words.
They can omit initial sounds but struggle with final sounds in words.
Students struggle identifying vowel sounds and cannot omit initial/final
sound on their own.
Students cannot identify vowels/letters.
I used teacher observation during small group intervention. I also used TPRI and Rigby data from
previous year. Formal and informal were also used from this year.