What student outcomes do we expect by the end of the course and why?

Growth Target: Until educators are proficient at writing, reviewing and/or approving growth targets as both rigorous and attainable, it is advisable to look at a variety of examples:  In addition to the OAISD Elem Math Sample, MS Science, and  MS/HS Algebra 1;  you will find various states such as Rhode Island (teachers, admin and support SLOs), Louisiana (SLTs), Ohio (core and non-core) and New York (3 years of SLOs) have excellent sample SLOs.  MASSP has collected other SLOs by content area, click here.  
According to the AIR SLO Basics publication: "the educator writes specific growth targets for students that align with state or national standards, district priorities, and course objectives.  The target can be tiered for students in the classroom to allow all students to demonstrate growth or it can apply to all students in a class, grade, or subject.  Amemedia.ride.ri.gov/PD/Eval/Setting_Targets_for_Student_Learning/story.htmlrican Institute of Research also provides the caution found on the left.

Find a link to Rhode Island modules for setting targets, or watch the embedded YouTube of Ohio's Teacher of the year explain Growth Targets and Rationale below.
Rationale: The rationale should explain why targets were set in the manner described in the previous section.  This will likely reference the baseline data as well.  Expect improvement over time and continue to seek additional resources that are or will be available with the majority of states supporting the SLO process and product.
At this point, you have explored the SLO Basics by exploring the six components of the SLO product (based on the template).  For additional support, consider reading two other publication by American Institute of Research: Implementation of SLOs and/or SLO Challenges/Solutions.
Scoring SLOs can be fairly loose as seen in the first example on the AIR Sample Scoring or extremely tight based on the assessment results as also seen.  

One unique approach in MI was to use MCEE approved observation language to establish a rubric that measures both Teacher Fidelity and Student Impact, each of the 5 components were weighted 5%.