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Student Learning Objectives Form

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© TEA 7/30/2021 Student Learning Objectives Form 1
Teacher Name Date
School
Appraiser Name
Grade
Subject Area
a.
Identify the focus area of the SLO.
b.
What is the SLO Skill Statement for this content area/subject?
c.
What led to the decision to focus on this content area/subject and the SLO Skill Statement?
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.
This document contains both information and form fields. To read information, use the Down Arrow from a form field.
Student
Learning Objectives Form
Step 1: What is the focus for my SLO?
Julithza Rodriguez
Don Jose Gallego
4th
09/17/2021
Jorge Silva
Math
Math
The students will be able to solve multi-step word probles involving multi-digit numbers in addtion, subtraction,
multiplication, and division.
These operations (addition, subtraction, multiplication, division) are useful for the students to succeed in the STAAR
Exam and are also used daily in and out of the classroom.
4.1A, 4.1B, 4.4A, 4.4B, 4.4E
© TEA 7/30/2021 Student Learning Objectives Form 2
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.
What multiple sources of evidence/student work (both current and historical) 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?
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. A best practice is to start by describing a typical entering skill level, then, the
highest entering skill level (“well above typical skill”), and the lowest entering skill level (“well below typical skill”) and finally,
complete the in-between levels (“above typical skill” and “below typical skill”).
Initial Student Skill Profile
SLO Skill
Statement
Level
Descriptors
Number of
Students
in this level
Well above
typical
skill
Above
typical
skill
Typical
skill
Below
typical
skill
Well below
typical
skill
c.
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:
The students will be able to solve multi-step word probles involving multi-digit numbers in addtion,
subtraction, multiplication, and division.
Students are able to use 3 or more strategies to multi-step addition, subtraction, and
division word problems accurately in everyday situations. They identify keywords in word
problems and decide which operation to use. (Masters).
0
Students are able to use 2 or more strategies to solve multi-step addition, subtraction,
multiplication, and division word problems accurately in every day situations. They identify
keywords in the word problems to decide which operation to use. (Meets)
Students will use manipulatives to solve solve multi-step addition, subtraction,
multiplication, and division word problems accurately in every day situations. They identify
keywords in the word problems to decide which operation to use. (Aproches)
Students will use manipulatives to solve one and two step addition, subtraction,
multiplication, and division word problems with 50% accuracy.
Students will use manipulatives to attempt to solve one and two step addition, subtraction,
multiplication, and division word problems with minimal success.
4
All my 20 students in my homeroom
Math weekly progress monitoring and teacher observations
© TEA 7/30/2021 Student Learning Objectives Form 3
c.
What evidence did you use to establish a targeted skill level for each student? Include multiple data sources.
d.
What will you include in the body of evidence (BOE) that will establish students' skill levels at the end of the interval?
Describe the measures to be used and how they are aligned with the skills identified in the SLO.
Step 3: What are my expectations for these students?
a.
Use information about how students mapped to the Initial Student Skill Profile to describe the expected skill sets across a
ll
five l
evels, that student will be expected to demonstrate at the end of the year. In other words, what are the specific s
kills
that w
ill describe what high, average, and low performers will be able to do at the end of the course? Complete th
e
Targeted S
tudent Skill Profile belo
w
The
profile should describe your expectations for what this particular group of students' performance will look like at
the
end
of the interval. For example, the description at the middle level describes what you expect to be a typical skill level
at
the
end of the
interval.
Targeted Student Skill Profile
SLO
Skill
Statement
Level
Expectations
Well above
typical
skill
Above
typical
skill
Typical
skill
Below
typical
skill
Well below
typical
skill
b.
Use available data on your current students (e.g., attendance, grades in relevant courses, current 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 covered in the SLO. Record these targets on the Student Growth Tracker.
The students will be able to solve multi-step word probles involving multi-digit numbers in addtion,
subtraction, multiplication, and division.
Students will use manipulatives to attempt to solve one and two step addition, subtraction, multiplication,
and division word problems with minimal success.
Students independently solve multi-step problems by adding, subtracting, multiplying and dividing with
efficiency and accuracy using several strategies including pictorial models, number lines, and strip
diagrams.
Students independently multi-step problems by adding, subtracting, multiplying and dividing with efficiency
and accuracy using at least one strategy with minimal support.
Students solve one and two step problems by adding, subtracting, multiplying and dividing with scaffolding
an Teacher support.
Students solve one problems by adding, subtracting, multiplying and dividing using several strategies
including pictorial models, number lines, and strip diagrams.
Teacher observations, progress monitoring, CBA's, prior STAAR scores/BOY assessments scores (applied to a few
students)
Teacher observations, progress monitoring, CBA's, prior STAAR scores/BOY assessments scores (applied to a few
students)
Student Learning Objectives Form 4
Optional Notes
Comments
Teacher Signature
Date
Appraiser Signature
Date
Revision Comments (if required)
☐
Teacher Signature
Date
Appraiser Signature
Date
Step 4: How will I guide these students toward growth? (for use in discussion)
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 performing group? How will you guide all students toward reaching their targeted growth goals?
b.
What strategies will you use to monitor progress? How will you document your body of evidence for each student?
c.
Describe your plan for conferencing with your colleagues about student progress. Who will be members of your team
and how often will you meet? How will you share notes, best practices, feedback, etc.?
Student Learning Objectives Review & Approval
By signing below you acknowledge that you have discussed and agreed upon the Student Learning Objectives Plan, above.
Decision
Approved
Revise and Resubmit
Decision
Final Approval
© TEA 7/30/2021
I will guide the students, use videos and images for the visual learners, provide anchor charts and other resources. I will
use classroom data and teacher observations to group the students according to thier needs/growth.
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Completed 23 September 2021

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