© 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 will demonstrate growth in their ability and to identify key features in informational/literary
texts, and clearly understand skills such as making inferences and summarizing in order to comprehend
grade level appropriate complex texts.
Students will make accurate inferences and summarize from above grade level
informational/literary texts and support inferences and summaries with optimal evidence
that deepens understanding.
Students will make accurate inferences and summarize from above grade level
informational/literary texts and support inferences and summaries with appropriate
although not always optimal evidence.
Students will make accurate inferences and summarize from grade level
informational/literary texts and support inferences and summaries with appropriate
although not always appropriate
Students will make accurate inferences and summarize most of the time from grade level
informational/literary texts and attempt to support inferences with textural evidence, but
the evidence isn't always appropriate.
Students will make accurate inferences and summarize 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.
3rd grade Reading Classes - M. Cantu
16 studentss
I utilized August and September weekly and informal assessments which focused on the initial
student skills.