© 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 will develop reading comprehension skills such as main idea and summarizing.
Students will make accurate inferences from above grade-level informational/literary
texts and support inferences with optimal evidence that deepens understanding.
Students will make accurate inferences from above grade-level informational/literary
texts and support inferences with appropriate although not always optimal evidence.
Students will make accurate inferences from grade-level informational/literary texts
and support inferences with appropriate although not always optimal evidence.
Students will make accurate inferences most of the time from grade-level
informational/literary texts and attempt to support inferences with textual evidence, but the
evidence is not always appropriate.
Students will make accurate inferences some of the time from grade-level
informational/literary texts, but don't attempt to support inferences or, when prompted,
support inferences with appropriate evidence.
Mrs. D. Todd Reading class (19 students)
These statements are based on the 1st six weeks of weekly assessments and informational
assessments in the classroom.