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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?
Diana Todd
09/30/2020
Don Jose Gallego
4th
Reading
Reading
Students will develop reading comprehension skills such as making inferences and summarizing.
Students struggle with informational text where TEKS 4.6F (old Fig. 19) is prevalent. Students have
not been exposed to this type of text and questions, therefore demonstrate little knowledge in their
ability to identify important key features.
4.6 F, 4.6 G, 4.7 D
© 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 making inferences 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.
4
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.
© 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 develop reading comprehension skills such as making inferences and
summarizing.
Students independently make accurate inferences and summarize information from
above grade-level informational/literary texts with optimal evidence that deepens meaning
and logical order.
Students independently make accurate inferences summarize information from above
grade-level informational/literary texts with appropriate although not always optimal
evidence that deepens meaning and logical order.
Students independently make accurate inferences summarize information from above
grade-level informational/literary texts with appropriate although not always optimal
evidence that deepens meaning and logical order.
Students make inferences and summarize information most of the time from grade-level
informational/literary texts with evidence that deepens meaning and logical order, but the
evidence isn't always appropriate.
Students make inferences and summarize information some of the time from grade-level
informational/literary texts, but don't attempt to support with evidence or, when prompted,
the evidence is inappropriate.
Students skill levels will be assessed and tracked through weekly assessments, CBAs, Benchmarks,
checkpoints and observed throughout the year. Students will be taking the STAAR state assessment
at the end of the year which will determine measurable growth and achievement.
✔
© 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 5 March 2021

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