This tool from the South Dakota Education Association assists teachers in developing their SLO attainment. A teacher enters in the total number of students measured in the SLO and the percentage of students whom the teachers wants to see attain the SLO goal. The calculator will then determine the number of students who would have to attain it in order to reach the teacher’s percentage goal. It also breaks down the number of students who would have to attain the SLO for each student growth rating level.
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Featured Resources
- Introduction to Student Learning Objectives | July 2013
- Scoring Student Learning Objectives | November 2014
- Student Learning Objectives: Considerations for Teachers of CTE Courses | October 2014
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The Rhode Island Department of Education has created a tool to help determine whether Student Outcome Objectives (SOO) are high quality. SOOs are similar to learning objectives but are developed by support professionals such as librarians, counselors, and speech pathologists. The tool includes guiding questions focused on priority of content, rigor of target, quality of evidence, and overall quality.
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This is a template from the Ohio Department of Education to help educators score SLOs. Teachers can note students’ baseline score, growth target, and final score, and whether or not the student met the target.
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This form from the State of New Jersey Department of Education guides SGO discussions between teachers and evaluators.
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This rubric from the Kentucky Department of Education determines whether the student growth goal is acceptable, needs revisions, or is insufficient. The rubric examines the structure, rigor, and comparability of the goal.
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The Assessment Inventory Facilitation Process from the Illinois State Board of Education is a companion to the Student Assessment Inventory for School Districts. This document provides a step-by-step facilitation process for districts to follow when using the assessment inventory.
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The Student Assessment Inventory for School Districts is an Illinois State Board of Education tool that districts can use to take stock of their assessments and assessment strategy from a student perspective. This inventory can be adapted for local context and use. The inventory process includes five steps: reflect and plan, conduct the inventory, analyze the inventory, make recommendations, and evaluate.
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This template from the Illinois State Board of Education helps districts and teachers create SLOs. It includes important guiding questions and statements for both teachers and evaluators to reflect on throughout the SLO process.
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This scoring rubric from the Georgia Department of Education illustrates the percentage of students who demonstrate expected or high growth for each rating level in the state’s evaluation system.
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This Georgia Department of Education checklist for approving SLOs is for local education agencies when reviewing SLOs prior to submission for audit and approval. The checklist outlines key features that should be considered in SLOs.
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This Georgia Department of Education form provides teachers with a tool to align classroom instructional strategies to the SLO developed by a local education agency for every SLO course in a school system. It includes space that includes the classroom baseline data, instructional strategies for attaining SLOs, and specific dates for monitoring.
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This Georgia Department of Education form provides teachers and leaders with an overview of the local education agency-developed SLO for every SLO course in a school system. It includes space to write the course numbers, grades, team members who developed the assessment and their roles, the SLO statement, and the growth target.
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This table of specifications from the Georgia Department of Education helps teachers build an assessment. The table’s purpose is to detail the content, level of cognitive demand, amount, type, and answer or point value of the measurement items or tasks.
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This Georgia Department of Education template assists teachers with developing valid assessment items by first analyzing the content. The content alignment process is completed before the assessment is developed as a tool for teacher teams to review and think about the course content. This form will help teacher teams develop high-quality assessments. The form addresses elements such as the standards, content emphasis, concepts and understanding, student behaviors, and level of cognitive demand.
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This template action plan from the Georgia Department of Education is for local education agencies (LEAs) to help them prepare for implementing SLOs. It includes guiding questions to consider, action steps, and space to assign a person responsible for the action step and due date. The action plan outlines the steps for preparation and planning, as well as steps throughout the school year at both the LEA and school building levels.
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The Georgia Department of Education created a worksheet to assist teachers in developing growth targets for SLOs. It includes space to calculate individual growth targets, rubric growth targets, and growth targets for exceptionally high scores.
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This guidance document from the Georgia Department of Education includes questions to help determine whether commercially developed assessments are appropriate for SLOs.
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The Georgia Department of Education created guidance for setting SLOs in unique circumstances or nontraditional settings. Some of the guidance includes business rules covering the percentage of time students must be enrolled in order to be included in the SLO, as well as the number of students required to create an SLO.
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The Arizona Department of Education created templates to assist teachers in writing their SLOs. These templates include one per step in the SLO cycle. One template also includes an assessment approval checklist, which provides guiding questions to ensure that assessments are aligned and rigorous and have enough stretch.
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The West Virginia Department of Education created a template to help teachers write student learning goals. The template contains space for teachers to write the different sections of a student learning goal, including the content, specific content area, baseline data, goal, strategies for attaining the goal, and measures.
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The West Virginia Department of Education created this guide to help teachers to determine if their goals are specific, measurable, attainable, relevant, and time bound. This resource provides guiding questions to determine if the goal is SMART.
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The Washington Office of Superintendent of Public Instruction created this checklist to help teachers determine if the student growth goal meets requirements. This tool provides guiding questions to determine if the goal meets the criteria of an effective growth goal and if it is a SMART goal.
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The Washington Office of Superintendent of Public Instruction created a rubric to help ensure that student growth goals are high quality. The rubric checks that the goal recognizes individual student learning needs and develops strategies to address those needs, uses multiple student data elements to modify instruction and improve student learning, and exhibits collaborative and collegial practices focused on improving instructional practice and student learning.
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The Washington Office of Superintendent of Public Instruction developed a template to help educators create student growth goals. It outlines the three-step process of developing student growth goals, including establishing a focus for the goal, selecting assessments, and creating learning targets.
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This template from the Washington, D.C., Office of the State Superintendent of Education is designed to help teachers and evaluators facilitate the process of writing and submitting high-quality SLOs for review.
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The Washington, D.C., Office of the State Superintendent of Education created a tool to guide the review of SLO components that will lay the groundwork for the successful teacher implementation of SLOs. Evaluators can use this tool to review the quality of the SLO components and give the teacher substantive feedback.
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The Washington, D.C., Office of the State Superintendent of Education created a tool designed to help teachers and instructional leaders at the beginning of the SLO process understand what is needed for high-quality SLO implementation. It can be used to determine opportunities and needs related to a school’s planning for and implementation of the SLO process.
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The Washington, D.C., Office of the State Superintendent of Education (OSSE) created this worksheet to help teachers think through the process for identifying essential learning and developing objective statements. This process is driven by the following key question: What is the most important knowledge and/or skills my students should attain by the end of the interval of instruction?
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This tool from the Washington, D.C., Office of the State Superintendent of Education assists school leaders or principals in scoring teachers’ progress toward meeting SLOs at the end of the school year.
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These planning resources from the Washington, D.C., Office of the State Superintendent of Education provide a detailed outline of the SLO evaluation process. They are designed for use by the evaluator during the three annual evaluation conferences of the SLO process.
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This worksheet from the Washington, D.C., Office of the State Superintendent of Education supports school leaders and teachers as they identify the most appropriate academic and behavioral data points to use when developing SLO targets. This worksheet is intended to be used by school leaders but it can also be used by teachers to help them think through accessible data.
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This tool by the Washington, D.C., Office of the State Superintendent of Education is designed for the use of an evaluator to approve an SLO. It highlights all the necessary criteria for a highly effective SLO and provides space for the evaluator to indicate the approval status for each individual criterion.
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This reference document from the Washington, D.C., Office of the State Superintendent of Education explains the criteria for writing a quality student learning objective (SLO) by providing details and definitions of each component of the process.
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The South Dakota Department of Education developed a planning guide to help teachers create or choose assessments to use in SLOs. The guide includes guiding questions to connect content to student learning expectations, connect learning expectations to assessment criteria, connect assessment criteria to assessment type, and consider assessment quality.
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The South Dakota Department of Education developed an assessment quality checklist to be completed prior to SLO approval to ensure that the selected assessment meets basic requirements. The checklist helps teachers determine whether the assessment is ready for use or if additional modifications are needed. The checklist asks questions to ensure that the assessment is aligned to standards and course content, has enough stretch for all students, and is valid and reliable. This document also includes a checklist for rubrics and performance-based assessments.
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The South Dakota Department of Education created this checklist to help educators ensure that SLOs are high quality. The checklist includes guiding questions to ensure that the SLO is specific, measurable, appropriate, realistic yet rigorous, and time bound.
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The South Dakota Department of Education created this guide to help educators develop their SLOs. This guide outlines the key steps in developing an SLO by providing guiding questions for each section of the SLO. The guide also includes guiding questions for the “ongoing communication” step of monitoring student progress and modifying instruction. In addition, there are guiding questions to help teachers prepare for the summative conference based on the final SLO score.
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This rubric from the Missouri Department of Elementary and Secondary Education helps districts determine whether any additional preparations must be made before implementing SLOs on a districtwide or buildingwide scale. The rubric includes descriptions of “Not Ready,” “Almost Ready,” and “Ready” for the implementation elements of a shared vision, infrastructure, and teacher readiness.
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This scoring guide from the Missouri Department of Elementary and Secondary Education is designed for use with the SLO Data Tracking Tool. Data from the tracking tool can be inputted into the scoring guide to record overall measures of student performance relative to the SLO. This guide includes the rubric for scoring SLOs and helps teachers determine their final SLO score.
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The Missouri Department of Elementary and Secondary Education created an SLO progress tracker. This is a spreadsheet that teachers can use to enter their students’ pretest scores, set growth targets, enter final posttest scores, and determine a final SLO score. The progress tracker also includes space to enter formative assessments so that teachers can track their students’ progress in meeting their goals.
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This checklist from the Missouri Department of Elementary and Secondary Education provides a set of criteria with which to assess the quality of a proposed SLO. The checklist includes criteria for each section of an SLO, such as baseline and trend data, growth targets, and rationale.
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To assist teachers with selecting appropriate assessments for SLOs, the Missouri Department of Elementary and Secondary Education created a checklist. The checklist is used prior to completing an SLO to ensure that the assessment chosen meets the basic requirements. The checklist asks questions to ensure that the assessment is aligned to standards, has enough stretch for all students, and is valid and reliable.
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The Missouri Department of Elementary and Secondary Education created a template for teachers to complete that will assist them in writing their SLOs. The template includes space for baseline and trend data, student population, interval of instruction, learning content, assessment, growth targets, and rationale. It also includes the rubric used for scoring SLOs.
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The Pennsylvania Department of Education created a template for teachers to write their student learning objectives. The template includes space for teachers to write the context, goal, measures, indicators, and final rating.
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The Massachusetts Department of Elementary and Secondary Education created this template to assist teachers in writing their student learning goal statements. The template includes a sample student learning goal for a high school guidance counselor.
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The Louisiana Department of Education created this template to assist teachers in writing student learning targets. The template includes the content, assessment method, students’ strengths and weaknesses, scoring plan, and monitoring plan.
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The guide from the Connecticut State Department of Education provides a checklist of indicators for teachers and evaluators on the required elements of an SLO. The checklist includes statements on what is required for the baseline/trend data, student population, standards, interval instruction assessments, growth targets, and instructional strategies sections of an SLO.
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Administrators in Connecticut can use this student learning objective (SLO) form to create their SLOs. Developed by the Connecticut State Department of Education, this form provides space for administrators to write their SLO focus statement and additional SLO details, such as data analysis, alignment, measures, and strategies.
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Teachers in Connecticut can use this student learning objective (SLO) form to create their SLOs. Developed by the Connecticut State Department of Education, this form provides space for teachers to write their SLO focus statement and additional SLO details, such as baseline data, student population, standards, interval of instruction, assessments, and instructional strategies.
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The State of New Jersey Department of Education created guidelines that provide more detail on scoring student growth objectives. The guidelines provide key questions to ensure that the scoring process is consistent, valid, and fair. It also includes policy suggestions for districts to support a fair and clear process.
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This chart from the State of New Jersey Department of Education is to help teachers create and categorize assessment items. This tool includes a chart that demonstrates a range of rigor of assessment items, includes the type of learner action, and provides sample question stems for each level.
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In developing SGOs, many teachers may have to develop their own assessments. The State of New Jersey Department of Education developed a tool to assist teachers with designing assessment items. This tool provides guidance and strategies for developing multiple-choice questions and constructed responses.
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In order to assist teachers with choosing or developing a quality assessment for their student growth goals, the State of New Jersey Department of Education developed this planning guide. The guide asks key questions for teachers to consider when choosing or developing their assessment. Some of these questions include: “What style of assessment will best measure student growth in relation to my SGO?” and “What assessments do I have now that I might use?”
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This rubric from the State of New Jersey Department of Education is used to determine a quality student growth goal. It provides information on assessment quality and using multiple measures of a student’s starting point.
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This tool from the State of New Jersey Department of Education is intended to help teachers plan, develop, and check high-quality assessments to use in student growth goals.
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The State of New Jersey Department of Education created this form to help teachers develop their Student Growth Objectives. This form has space to include a teacher’s rationale for selected standards and information for student starting points. Teachers also can record midyear adjustments and reflect on the process in annual conferences.
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This guide from the Kentucky Department of Education provides scenarios designed to engage teachers and administrators in the discussion around the student growth goal-setting process. The guide also includes questions to be used along with the scenarios to stimulate discussion among teachers for the purpose of understanding the student growth goal-setting process.
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The Kentucky Department of Education developed this planning tool that guides teachers through the student growth goal-setting process. This document is a summary form that teachers complete for conferencing with their administrators. It includes guidance, details, and hyperlinks for completing the process and the template.
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The Rhode Island Department of Education developed this tool for district leaders to use when conducting an audit of SLOs.
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This document from the Rhode Island Department of Education provides instructions for districts to conduct a yearly audit of SLOs. An SLO audit is meant to provide helpful information to district leaders about the state of SLOs after they have been set. The audit allows the district to better understand the level of quality of SLOs throughout the district from year to year, discover any trends that could affect local policies, and inform professional development.
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This tool from the Rhode Island Department of Education provides a process that groups of educators can use to discuss student work in order to reach consensus about how to score the work from a rubric or scoring criteria. It is intended to be applicable across grades and subjects and includes example student work that can be used for practice calibration.
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This tool from the Rhode Island Department of Education provides a process that groups of educator can use to discuss and analyze student work. It is intended to be applicable across subjects and grades.
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This sample assessment review by the Rhode Island Department of Education provides sample assessments to use along with the assessment review tool. Some of the assessments are annotated for additional guidance.
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This tool from the Rhode Island Department of Education provides a framework for educators to use when evaluating an assessment, whether or not an assessment is appropriate as evidence for a student learning objective. The tool can be used to review assessments developed commercially, by the district, or by teacher. It prompts educators to consider type, alignment, scoring, administration, and bias.
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This worksheet from the Rhode Island Department of Education can help teachers to identify appropriate sources of baseline data and inform student learning objective growth targets.
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The Ohio Department of Education created a checklist embedded in a template for writing SLOs. The checklist includes indicators of a high-quality SLO for each component of Ohio’s SLOs: baseline and trend data, student population, interval of instruction, standards and content, assessments, growth targets, and rationale for growth targets.
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The Arizona Department of Education created a rubric to guide districts in determining their readiness to implement SLOs. The rubric examines the local education agency’s (LEA’s) shared vision, ability to determine students’ level of preparedness, availability of assessments, setting SLOs and monitoring progress, and site capacity. The rubric provides indicators to determine if an LEA is not yet ready, moving toward readiness, or ready to implement SLOs.
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This rubric from Harrison School District Two determines the quality of a performance growth goal and helps establish the scoring of a goal. The rubric is divided into seven levels of quality and performance, and includes indicators of the quality of the goal for each level.
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Harrison School District Two created a performance growth goal scoring sheet. This tool includes checkboxes for an evaluator to score a performance goal based on the Individual Student Achievement Goal rubric. It also includes space for both the teacher and evaluator to write comments on the goal.
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Harrison School District Two developed a template for teachers to complete their performance growth goals. This template includes space for teachers to state their goals, the data they analyzed to determine their goal, their plan of action, and the final evaluation of the goal.
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This worksheet from St. Vrain Valley Schools, Colorado, explains the types of student learning targets available and the types of growth targets that teachers can set, depending on their assessment and baseline data. The worksheet provides a couple of data sets and asks participants to develop a student learning target based on the data. The worksheet concludes with several guiding questions for participants to work on based on the growth target they developed.
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This SLO template from the New York State Department of Education includes space for educators to write on each required component of an SLO for the state. These components include population, learning content, interval of instructional time, evidence, baseline, targets, scoring, and rationale.
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The Maryland State Department of Education developed a rubric to assist with principals with the review and approval of teacher SLOs. The rubric is designed to help principals ensure consistency among the individual components and that the SLO reflects careful planning and thoughtful reflection that will support successful implementation and accomplishment of the SLO targets. There are four domains within the rubric: priority of standard, rigor of target, quality of measure and evidence, and action, and each domain includes a set of criteria.
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This template, developed by the Maryland State Department of Education, includes the components of an objective summary statement, data review and baseline evidence, student population, learning content, instructional interval, target, evidence of growth, strategies, professional development and support, and results. The template also includes a place to track the initial conference, approval, midinterval review, end of instructional interval conference and the final rating.
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This tool from the Hawaii Department of Education is a rubric for rating the quality of SLOs. It can be used by teachers, administrators, and evaluators to evaluate the components of SLOs and to identify any areas that may need improvements in order for the SLO to be an acceptable quality. The rubric includes key indicators for each component of Hawaii’s SLOs, including the learning goal, the assessments and scoring criteria, expected targets, and instructional strategies.
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The Hawaii Department of Education developed a template for teachers to complete their SLOs. This template requires the population, learning goal, assessment, scoring criteria, expected targets, instructional strategies, and the final results.
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Student learning objectives (SLOs) can offer significant benefits to educators and to an educator evaluation system, but successful implementation of SLOs requires preparation, planning, and oversight. Sufficient capacity is needed at the district and school level to support implementation. This SLO Implementation Scorecard from the American Institutes for Research provides a snapshot assessment of your district's or school's readiness to implement SLOs.
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The Austin Independent School District developed a rubric to determine the level of rigor of SLOs. The rubric provides descriptors for exemplary, proficient, progressing, and does not meet standard SLOs and examines the assessment, objective, and growth target. Included with the rubric is an SLO quality of entry checklist which lists the components and expectations for each component of an SLO.
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This worksheet from the Austin Independent School District is the district’s template for writing SLOs. The worksheet includes a template for writing an individual SLO and a team SLO. Teachers working on this handout must complete the different sections of their SLO by identifying the student growth, objectives, assessment, and the growth target.
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This tool from the Rhode Island Department of Education guides educators as they write and review teacher’s SLOs. This tool is not a rubric or checklist but a guide to assist in determining if the main criteria are acceptable. The tool breaks down the different components of an SLO and provides descriptive indicators whether the component is acceptable or needs revision.