Student Learner Profile (SLP) » Student Learner Profile (SLP)

Student Learner Profile (SLP)

Introduction to the Student Learning Profile

Introduction to the Student Learning Profile 

The Student Learning Profile (SLP) is a standards-based reporting system used throughout Addison School District #4. The SLP will be fully implemented at Indian Trail in all grade levels for the 2012-2013 school year. The purpose of the SLP is to define and clearly communicate the district’s Essential Learning Standards. These standards explain specifically what students should know, be able to do, and should apply in each content area and at each grade level. Essential Learning Standards were created based on the Illinois Learning Standards, Common Core Standards, and research of Best Practice.

SLP shifts the focus from what is taught to what is learned. The SLP is NOT a cumulative grading system, rather a snapshot of students’ progress at a given point in time. Students are evaluated on their academic skills, work completion, and behavioral progress separately in each class. The SLP is a tool that will help Indian Trail staff to better communicate student performance and evaluate instructional decisions.

According to educational researchers, “The primary goal of grading and reporting is communication. Grading and reporting are integral parts of the instructional process (and) when done well, they provide vital information to students, parents, and other parties that can be used to enhance both teaching and learning.”  (Guskey & Marzano, 2009)

It is District 4’s belief that standards-based reporting is the most effective way to evaluate student performance and communicate information with students and parents.

General Information

  • SLP clearly communicates District 4’s learning expectations, the Essential Learning Standard.
  • The Essential Learning Standards identify exactly what is expected in each content area
  • SLP defines what your student knows, what he/she is able to demonstrate, and what he/she needs to further develop for each Essential Learning Standard
  • For each content area students are evaluated in three separate categories:
  • Essential Learning Standards
  • Daily work and assignment completion
  • PBIS classroom behavioral expectations
  • SLP allows students a variety of opportunities to demonstrate understanding
  • Not all Essential Learning Standards will be assessed  in each content area during each quarter
  • The number of Essential Learning Standards will vary for each content area and grade level

What is Included on the SLP.

  • A student’s progress toward Essential Learning Standards for each content area
  • A student’s progress towards daily work completion/assignments and PBIS classroom behavioral expectations
  • Individualized teacher comments for each content area
  • Year-to-date attendance totals

How are students evaluated on the SLP?

Essential Learning Standards are evaluated by the following Standards Marks:

Standards Marks


Meets Standards with Excellence


Meets Standards


Approaching Standards


Area of Concern


ME: Students consistently extend grade level and/or course level expectations. Students independently apply and evaluate Essential Learning Standards and Skills at an advanced level.

  • Learning Objectives – argue, critique, produce, interpret, verify, judge, create, devise, synthesize, deduce
  • “WOW” - Exemplary, Exceptional, High Quality, In-Depth, Superb, Outstanding, Above and Beyond

MS: Students consistently meet grade level and/or course level expectations with very little or no guidance. Students are able to demonstrate and apply Essential Learning Standards and Skills at a proficient level.

  • Learning Objectives – remember, define, label, understand, compare, demonstrate, predict, convert, discuss, analyze, explain, classify
  • “YES” - Skilled, Adept, Solid, Capable

AS:  Students are developing understanding of grade level and/or course level expectations but are in need of additional support. Students are able to demonstrate and apply Essential Learning Standards and Skills with guidance at a progressive level.

  • “YES, BUT….” - Limited, Predictable, Within Reason, Generally Accurate

AC:  Students are not making adequate progress toward grade level and/or course level expectations. Students do not demonstrate application of Essential Learning Standards and Skills even with additional guidance.

  • NO, BUT… -Unsuccessful, Partial, Well Below, Inadequate, Misconception, Errors, Omissions

Frequently Asked Questions

  • How will we recognize student’s for academic success?
    • Successful students will be recognized throughout the year in a variety of ways
    • Recognition may be both school-wide and team-based
    • Project Pride will be given for students who receive MS or better in all content areas for academic skills, as well as effort and behavioral progress
  • What about athletic eligibility?
    • Students may become ineligible for an activity if expectations are not met  for  PBIS classroom behavioral expectations and /or work completion
    • If a student is in danger of becoming ineligible, he/she will be placed on probation for one week and teachers will contact parents
    • If PBIS expectations are not met while on probation, the student will become ineligible the following week

What is the purpose of the Student Learning Profile (SLP)?

  • SLP identifies:
    • Specific skills your student has mastered              
    • Areas in need of improvement        
    • Ways your student can be challenged
  • SLP differentiates between academic achievement and behavior/work completion
  • SLP shifts the focus from what is taught to what is learned                                                                        

How are the students assessed differently using the SLP?

  • SLP indicates what a student understands and is able to apply more accurately because it differentiates between academic skills /ability and behavior/work completion
  • SLP uses a variety of assessments throughout each quarter, including tests, projects, observations, self-evaluations, etc.
  • Assessments are on-going
  • Assessments are both formal and informal

What can I do to help my child?    

  • Become familiar with the Essential Learning Standards that your student will be expected to meet for each content area  
  • Set high, but realistic, expectations
  • Talk with your student daily about classes, work, activities, and projects  
  • Maintain ongoing and consistent communication with your student’s teacher
  • Utilize Skywards Family Access on a regular basis
  • Make sure your email and phone number is up-to-date in the Indian Trail main office so you can be contacted promptly
  • Monitor and limit “screen time” (TV, computer, texting, and video games)