OAISD SLO Template

This blank template PDF (or MS Word) has podcasts linked to each section from Ohio's Teacher of the Year (2013), embedded scoring rubric and other linked resources to guide writing a Student Learning Objective.  The OAISD simply combined the MDE Checklist and MDE Blank Template then enhanced the document with linked resources in 2015.

​MDE has posted updated template and resources in 2017.  Click Here.

What standards will be taught and how will they be measured?  
Who will be taught and what do they already know?
​What will they achieve (goal) & why is it rigorous?

There are six components to a SLO and the template shows these with six text boxes to complete.  These six components align to the 5 steps for developing a SLO by the American Institute of Research.  The basic structure is simple, but that does not mean the process will be easy for teachers or administrators.  This process will take time to master, consider a growth mindset as you slowly implement and support the develop of SLO(s).
  1. Who will be taught?  Describe the student population ... read more (box 1 & 3). ​
  2. What standards will be taught?  Identify the essential standards ... read more (box 2 & 4). 
  3. What do we know about the prior knowledge of the students?  Baseline data ... read more (box 1 & 3). ​
  4. How will we measure the essential standards noted in box 2? ... read more (box 2 & 4). 
  5. ​What student outcomes will be achieved as measured by box 4? ... read more (box 5 & 6).​
  6. Why are the outcomes in box 5 both rigorous and attainable for all students in box 1? ... (box 5 and 6).​

Completing the SLO Template from OAISD

Complete the top portion with the name of the teacher (or names), content area and grade level/span for this SLO. 
The "Instruction Interval" will usually run from the start of the school year (or tri/semester) till near the end of the course (leaving enough time to administer the assessment and score the SLO).   The checklist suggests specificity around the starting and ending date of the instructional interval.

Next, the SLO type will typically be a single class, an entire course, or a targeted subgroup.  A teacher may choose a larger group (class or course), then specify targeted or tiered groups within the SLO as seen in the Sample 5th Grade Math SLO, or other Michigan samples such as:  MS Science, MS/HS Algebra 1 and HS Visual Arts (coming Feb 18).
Box 1 (MI) Student Population (AIR Step 2):
Simply describe the student population as seen in the 5th grade Math Sample.  This is basic demographic information that may be relevant, students with accommodations (SWD and EL) would certainly need to be articulated here.  It is at the discretion of the district if the specific accomodations need to be listed within this section.  Be careful to consider who will see this SLO and the implications of FERPA.  Read more by selecting the Box 1 & 3 Support page:
Box 2 (MI) Learning Standards (AIR Step 1):
Across the Ottawa Area, we have adopted language from Solution Tree (DuFours, Mattos, Webb, etc.) categorizing three types of standards:
  • Important:  These represent the majority of standards and we guarantee every child will be taught important standards over the course or through out grade level.  We recognize not all students will master 100% of the important standards, but they will be taught to the best of our ability.
  • Essential:  These standards are a subset of the important standards, for these represent essential knowledge for the next grade level, other courses and/or life.  We guarantee every child will learn these standards and commit to progress monitoring, re-teaching and intervention if necessary to assure success for ALL students.  
  • Nice to Know: These standards are just that, nice to know for some of our students.  However, these are the standards we may not teach to the highly motivated, yet struggling student.  Often, these standards can be used to differentiate instrution during intervention blocks. 
Regardless of language, one thing remains clear, the SLO should based on a select number of high priority standards taught in the course.  Read more by selecting the Box 2 & 4 Support page:

American Institute of Research (AIR) has 5 steps for SLO Development 

Mike Mattos from Solution Tree discusses essential standards at the 1:29 minute mark:
Box 3 (MI) Baseline Data (AIR Step 2):
​The support video from Ohio includes a reference to the Baseline Data Analysis Template OH, both of which are featured below as a playable video or picture that enlarges.  Click the orange link above for the PDF of the data template.  Read more about how to compete box 1 and 3. ​
Box 4 Assessment (Step 4 AIR): The support video from Ohio includes a reference to an assessment checklist. The SLO Assessment Checklist from Indiana is one of the best one page overviews for SLO usage.  Read more about how to complete box 2 and 4. 
Box 5 (MI) Growth Target (AIR Step 5): 
​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.  American Institute of Research also provides the caution found on the left.​  Read more by selecting the Box 5 & 6 Support page.  Scoring these "rigorous and attainable" growth targets should be done with GRACE in the first couple of years.  American Institute of Research has supplied samples for different approaches to scoring SLOs.
Box 6 (MI) Rationale (AIR Step 5):
​The rationale should explain why targets were set in the manner described in the previous section.  This will likely reference the baseline data from Box 3 as well.  Expect improvment 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.  Read more about how to complete box 5 and 6.​