Carbondale School District #95: Student Learning Object (SLO)
Teacher Information
Teacher Name
Academic Year
Subject/Grade Level Information
Subject Name
Brief Subject Description
Grade Level(s)
Interval of Instruction
What subject do you teach?
What areas of content are taught within your class?
What is the grade level of students?
What is the data range you will use to implement your instruction?
Timeline and Sign-Offs
Evaluator Name and Title
Initial SLO Evaluator Sign-Off
Mid-point Check-in
*Description of any changes made
at mid-point
Due Date of Final SLO
Who is your evaluator and their title?
What is the date of first meeting with the evaluator to discuss the SLO?
What is the date of the midpoint meeting with evaluator to discuss the SLO progress?
If changes are approved to your SLO at your midpoint check, describe the change and what
you will be doing differently.
What is the date of the anticipated completion of your SLO?
Adapted from ISBE SLO Template Draft and Unity Point School
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Carbondale School District #95: Student Learning Object (SLO)
Element #1:
Learning Goal
A learning goal is a description of what students will be able to do at the end of a specified time aligned to
appropriate standards. The development of a learning goal provides a solid foundation for direct instruction
and assessment. The learning goal encompasses a big idea that integrates multiple content standards.
Domain 1: Planning and Preparation
Domain 3: Instruction
1a Demonstrating Knowledge of Content and Pedagogy
3c Engaging Students in Learning
1c Setting Instructional Outcomes
1e Designing Coherent Instruction
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Describe the learning goal for this SLO.
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What “big idea” is supported by the learning goal?
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Which content standards are associated with this “big idea”?
List all applicable CCSS (text and code)
Describe the student population.
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Describe the instruction and strategies you will use to teach
this learning goal. Be specific to the different aspects of the
learning goal.
Identify the time span for teaching the learning goal.
What is the objective that the students will be able to know and
do by the end of your instructional period? Make sure that your
learning objective is SMART: Specific, Measurable, Appropriate,
Realistic, and Time Limited.
What is the overarching concept that integrates many of the
course or grade level standards? This big idea is not just a general
statement but tries to encompass a larger view by combining
standards together.
What CCSS standards are utilized in the development of this SLO?
Be sure to include the number code and the standards text.
What does your student population look like? Include: total
number of students and number of IEP and/or ELL students.
Describe the learning strategies that you will use during your
instruction. Be sure to include any large group, small group, or
individual strategies that may/will occur during this time
How many minutes per day and for how many weeks will
instruction on this SLO take place?
Questions to Guide Discussion:
 Why is this learning goal important and meaningful for students to learn?
 What is the connection between the learning goal and student growth?
 In what ways does the learning goal require students to demonstrate deep understanding of the knowledge and skills of the
standards or big idea being measured (e.g. cognitive complexity)
Adapted from ISBE SLO Template Draft and Unity Point School
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Carbondale School District #95: Student Learning Object (SLO)
Element #2:
Assessment and Scoring
Assessment and scoring procedures should be used to support and measure the learning goal. Consider how
the assessment and scoring procedures will be used to monitor student growth over multiple points in time in
order to inform and differentiate instruction for all students.
Domain 1: Planning and Preparation
Domain 3: Instruction
1d Demonstrating Knowledge of Resources
3d Using Assessment in Instruction
1f Designing Student Assessment
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Describe the assessments (e.g. performance tasks, rubrics,
teacher-created tests, portfolios, etc.) that measure students’
understanding of the learning goal.
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Explain how student performance is defined and scored using
the assessment. Include the specific rubric and/or scoring
criteria to be used.
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Describe how the assessments and scoring procedures may
be differentiated to meet the needs of all students described
in the student population.
What assessment will you use to gather data on the student
population? How was this assessment chosen? Was the
assessment self-created or used from a different source, and if so
what source?
How will the assessment be scored? What is student
performance scale (grading scale, rubric score, etc.). If any
written response items are included on the assessment, what
scoring method (rubric, checklist, etc.) will be utilized to ensure
consistency in scoring? (Attach tool)
What students may need a differentiated assessment or scoring
procedure? How will that assessment or scoring procedure differ
from the norm and how will you ensure that it meets the needs of
the individual student? (IEP accommodations such as extended
time, calculator, additional resources etc.)
Questions to Guide Discussion:
 How often will you collect data to monitor student progress toward this learning goal?
 How will you use this information to monitor student progress and to differentiate instruction for all students toward this learning
goal?
Adapted from ISBE SLO Template Draft and Unity Point School
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Carbondale School District #95: Student Learning Object (SLO)
Element #3:
Expected Growth Target
In order to identify expected growth targets, educators must first identify students’ actual performance through
a review of available data reflecting students’ starting point concerning the learning goal. After the expected
growth targets are identified, both the teacher and evaluator should reflect on whether the growth targets are
ambitious, yet realistic for students to achieve in the specified period of time.
Domain 1: Planning and Preparation
Domain 3: Instruction
1b Demonstrating Knowledge of Students
3a Communicating with Students
1c Setting Instructional Outcomes
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
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Identify the actual performance (e.g. test scores, performance
tasks, etc.) to establish starting points (e.g. baseline) for students.
How did the students score on the baseline assessment? How
did each student perform individually? Including a
chart/table that shows each student’s beginning score
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Using students’ starting points, identify the number or percentage
of students expected at each growth target based on their
assessment performance(s) (expected growth).
Be sure to include any appropriate subgroups.
Based on the baseline data, how much individual growth do
you expect to see for each student at the end of the
instruction period? How was that level determined? Were
students grouped together or were individual targets set?
Were targets differentiated for subgroups (IEP, ELL) students,
and if so how?
Questions to Guide Discussion:
 Describe the subjects, assessments, and/or experiences used to establish starting points and expected outcomes for students’
understanding of the learning goal.
 Explain how these expected growth targets demonstrate ambitious, yet realistic goals, measuring students’ understanding of
the learning goal.
Adapted from ISBE SLO Template Draft and Unity Point School
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Carbondale School District #95: Student Learning Object (SLO)
Element #4:
Actual Outcome
Domain 3: Instruction
Domain 4: Professional Responsibilities
3e Demonstrating Flexibility and Responsiveness
4a Reflecting on Teaching
4b Maintaining Accurate Records
What students met their individual growth target? Include a
chart/table that shows the baseline data and the post-test
data. Indicate the amount of growth for each student.
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Record the actual number or percentage of students who
achieved the student growth targets.
Be sure to include any appropriate subgroups.
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Please provide any comments you wish to include about the actual outcome:
(This includes exceptions or exclusions discussed in scoring SLO section)
Required for Evaluator
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Explain how the actual number or percentage of students who
achieved student growth targets translates into an appropriate
teacher rating.
Adapted from ISBE SLO Template Draft and Unity Point School
N/A for teacher
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Carbondale School District #95: Student Learning Object (SLO)
Approved
Not Approved
Evaluator Signature
Date:
Criteria not met and reason(s) why:
Suggestions for Improvement:
Adapted from ISBE SLO Template Draft and Unity Point School
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Carbondale School District #95: Student Learning Object (SLO)
Element #5:
Teacher Rating
Based on the results of the learning goal, assessments, and student growth targets of the SLO, a teacher rating
is noted below.
Unsatisfactory
Needs Improvement
Proficient
Excellent
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Less than 25% of Students
Met the Indicated Growth
Target(s)
25% - 50% of Students Met
the Indicated Growth
Target(s)
51% - 75% of Students Met
the Indicated Growth
Target(s)
76% - 100% of Students
Met the Indicated Growth
Target(s)
DATE
Evaluator Signature
DATE
Teacher Signature
Adapted from ISBE SLO Template Draft and Unity Point School
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