Teacher: __________________________________ Date: _________________________
TST BOCES Student Learning Objective Template 2012-2013
All SLOs MUST include the following basic components:
These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course
section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course
sections.)
Population
All students in ______________________________________. See attached Baseline Rubric Levels/ Banded Target
Spreadsheet, which includes course roster.
(In statement above, please insert course title including grade & subject)
Learning
Content
What is the most important learning content taught during the instructional period covered? List NYS Standards (down
to the Key Idea and Performance Indicator Level) and/or Common Core Learning Standards. For courses other than
Regents courses, content may be prioritized.
What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?
Interval of
Instructional
Time
What specific summative assessment(s) will be used to measure this goal? The assessment(s) must align to the learning
content of the course.
Evidence
What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?
Baseline
See attached Baseline Rubric and f Baseline Rubric Levels/Banded Target Spreadsheet
What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the
instructional period?
Students will reach their banded target score on the summative assessment.
(See attached Baseline Rubric Levels/Banded Target Spreadsheet)
Summative Assessment Target Scores
Baseline Level/
Score Range
Target(s)
Baseline can be expressed as Levels or Pre-Assessment Score Ranges. If Baseline is expressed as Levels, a
Baseline Rubric must be attached.
HEDI
Scoring
How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing),
and “well-above” (highly effective)?
LEVEL
POINT
DESCRIPTION
Highly
S
18-20
Evidence indicates exceptional student learning gain across SLO(s), including special
populations. Expectations described in SLO(s) are well-above district expectations
9-17
Evidence indicates significant student learning gain across SLO(s), including special
populations. Expectations described in SLO(s) meet district expectations.
Expectations described in SLO(s) are nearly met. The educator may have demonstrated an
impact on student learning, but overall results are below district expectations.
Evidence indicates little to no student learning gain across SLO(s). Expectations
described in SLO(s) are not met. Results are well-below district expectations.
Effective
Effective
Developing 3-8
Ineffective
0-2
HIGHLY
EFFECTIVE
EFFECTIVE
DEVELOPING
INEFFECTIVE
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
90100%
8985%
8480%
7779%
7476%
7173%
70%
69%
68%
67%
66%
65%
6064%
5559%
4954%
4448%
4043%
3639%
1835%
117%
0%
Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together
to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.
Rationale
I approve this SLO.
________________________________________________________________________
Supervisor Signature
______________________
Date
I acknowledge that I understand that a copy of this SLO will be filed in my Personnel File.
_______________________________________________________________________
Teacher Signature
_______________________
Date