Student Learning Objectives (SLO)

The State of New Jersey Department of Education has annotated this sample student growth objective for eighth grade art.

This form from the State of New Jersey Department of Education guides SGO discussions between teachers and evaluators.

This guidance document from the State of New Jersey Department of Education provides tips on assessing SGO quality, adjusting SGOs, and tailoring professional learning for future SGO development. The document also provides four suggested strategies for the SGO assessment process, including convening an administrative team, choosing a rubric, conducting a norm-setting process, and scoring SGOS on a 1–4 scale.

This presentation from the State of New Jersey Department of Education provides a foundational understanding of how to develop or choose high-quality assessments, investigate appropriate ways to set targets using readily available student data, and develop next steps that will allow educators to increase the quality of the SGOs in their district.

This document from the Maryland State Department of Education provides guidance on scoring individual SLOs for teachers. This guidance is for evaluators and provides a description for the three SLO scoring categories: full attainment, partial attainment, and insufficient attainment. 

This is a sample student learning objective from Montgomery County Public Schools in Maryland. It is focused on ESOL for middle school students.

This is a sample student learning objective from Montgomery County Public Schools in Maryland. It is focused on ESOL for 10th and 11th grade students.

This is a sample student learning objective from Montgomery County Public Schools in Maryland focused on ESOL for third-grade students.

This presentation from the Kentucky Department of Education describes the assessment literacy practices that not only are embedded within goal setting for student growth but also serve as a guide when thinking about the larger role assessments play in the teaching and learning cycle.  

The Kentucky Department of Education created this guidance document to help teachers in unique settings or roles write student growth goals. It provides guidance for the following roles and settings: interventionists (including behavior interventionists), teachers who work in credit recovery, and teachers using competency-based instruction.