Student Learning Objectives Form
Teacher Name ___ Kimberly Stone_________________ Date ____________8/28/2024________________________
School __Aikin________________________________ Appraiser Name ___Mrs. West________________________
Grade __First__________________________________ Subject Area ____Math______________________________
a. Identify the content area for focus in the SLO.
Math - adding and subtracting math facts
b. What is the SLO skill focus statement for this content area or subject?
The student will add and subtract two numbers within 20.
c. What led to the decision to focus on this content area and the SLO skill focus?
To increase automaticity in order to allow students to solve more complex math problems with accuracy.
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.
1.5G Apply properties of operations to add and subtract two numbers
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 The student will add and subtract two numbers with 20.
Focus
Number of
Level Descriptors Students
in this level
14 problems correct
Above
typical
8 or more correct
Typical
less than 8 correct
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).
entire class
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?
24 addition and subtraction facts
a. Use information about how students mapped to the Initial Student Skill Profile to describe how, as a whole, students
are expected to progress. 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
description at the middle level describes what you expect of the typical student at the end of the interval.
Targeted Student Skill Profile
SLO Skill The student will add and subtract two numbers with 20.
Focus
Level Expectations
20 and Up
Above
typical
15 - 19 and Above
Typical
0 - 14 and Below
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 covered 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 they are aligned with the skills identified in the SLO.
● Student scores based on the number correct.
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?
Eureka Math
Math stations
MTSS
b. What strategies will you use to monitor progress?
Performance assessments
small group instruction
teacher toolkit / I-ready lessons
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?
First grade team
Math coach
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 Kimberly Stone Date 8/28/2024
Appraiser Signature Date
Revision Comments (if required) Decision
Final Approval
Teacher Signature Date
Appraiser Signature Date
