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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?
Sandra A. Chapa Martinez
09/29/2020
D.J. Gallego
Jorge Silva
3rd- 5th
Reading
Reading
All students receiving dyslexia instructional services will be able to learn, apply, and analyze
sounds, letters, letter recognition, consonant blends, and syllable types in order to master growth
and gain at least three levels in the Herman Method.
Dyslexic students' primary weakness and challenge is the acquisition of the necessary skills
(phonological processing, awareness, decoding) to become readers. The students need a multi-
sensory and extensive intervention that breaks down the language and will improve skills necessary
to become successful readers.
2a Students use the relationship between letters, sounds, spelling patterns, and morphological analysis to decode written language; decode multi-
syllabic words in context and independent of context by applying common letter sound correspondence.
3.2 Developing and sustaining foundational language skills; listening, speaking, reading and thinking- beginning reading and writing. The student
develops word structure knowledge through phonological awareness, print, concepts, phonics, and morphology to communicate, decode an spell.
© 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?
All students receiving dyslexia instructional services will be able to learn, apply, and
analyze sounds, letters, letter recognition, consonant blends, and syllable types in order
to master growth and gain at least three levels in the Herman Method.
Students are able to identify, apply, and read multi-syllable words used in
phrases, sentences and short stories with accuracy, fluency, and
comprehension.
Students will be able to read multi-syllable words used in phrases an
sentences with accuracy and fluency.
Students will use letter/sound cards to read words and phrases to build
fluency. They demonstrate knowledge of most sounds and consonant
blends and can read phrases.
Students demonstrate a knowledge of letter sounds and use this skill to
read CVC words.
Students are able to identify letters/sounds and start decoding CVC words
through more explicit instructions.
Students who have been identified as having characteristics of dyslexia, receiving instruction
through the Dyslexia Instructional Program, and being provided 504 accommodations.
I used the students' Herman Levels.
© 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?
All students receiving dyslexia instructional services will be able to learn, apply, and
analyze sounds, letters, letter recognition, consonant blends, and syllable types in order
to master growth and gain at least three levels in the Herman Method.
Students can read independently and comprehend their phrase lists, sentence cards, and story cards
with accuracy and fluency with at least 97% mastery. They will also spell words with accuracy
according to the skill being learned. Students will move on the next level once mastery has been
reached.
Students will read and comprehend their word, phrase, and sentence lists with accuracy
and fluency. They will be able to spell words orally according to the skill being learned.
Students will move on the next level once mastery has been reached.
Students will read their word, phrase, and sentence lists with a minimum of 3 errors.
Students will spell words orally and after explicit instruction will move on the next level
once mastery had been reached.
Students will read word and phrase lists, Students will be retaught skills not being
mastered in order to move om the next level.
Students will be retaught lessons and go back to a different level if necessary in order to
master skill. Students will read all CVC words cards with 97% mastery with accuracy and
fluency. Students will move on the next level after mastering the lesson.
Progress in the Dyslexia Instructional Program will be monitored through the Skill Mastery Tests and
the Herman Method Program progress charts will be used to keep track of the students' progress.
© 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
Sandra A. Chapa Martinez
9/29/2020
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Student Learning Objectives Form

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Completed 1 October 2020

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