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M0 Orientation to the SLO-SSO-DemoSite
This document provides an orientation to the student learning/support objective (SLO/SSO) process. It defines key terms like SLOs, SSOs, standards, and measures. The process involves three phases - design, build, and review - with five steps nested within: developing a goal statement, identifying standards, creating a blueprint, reviewing the template, and evaluating performance. The training modules will guide educators through each phase to design, build, and review high-quality SLOs/SSOs aligned to content or professional standards and measured by performance targets. Online resources provide templates, examples, and supplemental materials to support educators in completing the SLO/SSO process.
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M0 Orientation to the SLO-SSO-DemoSite
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- 2. Student Learning/Support Objectives 2 Module 0 Orientationto the SLO/SSO Process
- 3. Goal • Design ●Build ● Review student learning/support objectives (SLO/SSO) for use in guiding instruction (and/or support services); while determining student mastery or growth as part of an educator effectiveness system. Objectives • Participants will : 1. Explore the Student Learning/Support Objective concept 2. Review common terminology 3. Examine the process components 4. Engage in the online training material 3 Orientation
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- 5. Student Learning Objective(SLO) • An indicator of educator effectiveness based on student achievement of targeted content standards. Student Support Objective (SSO) • An indicator of professional effectiveness based on services provided to support student achievement. 5 What is a Student Learning/Support Objective?
- 6. Five-Step Process 1. Developa goal statement 2. Identify content or professional standards 3. Create a blueprint with objectives and assessments 4. Review the completed template 5. Evaluate student performance 6 How is it Done?
- 7. 7 Design Coherency GOAL STATEMENT RATING OBJECTIVES PERFORMANCEMEASURES & TARGETS ALL STUDENTS FOCUSED STUDENTS
- 8. Guiding Principles SLO 1. Representstudent performance in a specific course or subject area taught by the educator. SSO 1. Represent student performance in an identified area of need to support achievement and school success. 8
- 9. Guiding Principles (cont.) SLO 2.Align to a set of Targeted Content Standards that represent the depth and breadth of the Goal Statement. SSO 2. Align to a set of Professional Standards that reflect the Goal Statement. 9
- 10. Guiding Principles (cont.) SLO& SSO 3. Contain results from high-quality performance measures collected in an equitable, verifiable, and standardized manner. 4. Use metrics based on two time-bound events (i.e., data collection periods) or on summative performance measures with defined levels of achievement. 5. Include performance targets linked to performance measures. 10
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- 12. Student Learning Objective(SLO) • An indicator of educator effectiveness based on student achievement of targeted content standards. Student Support Objective (SSO) • An indicator of professional effectiveness based on services provided to support student achievement. 12 Terminology
- 13. Assessment Literacy • Theskills, knowledge, and concepts associated with sound assessment practices, including the critical review of technical evidence. Goal Statement • A narrative that articulates a key concept/service upon which the SLO/SSO is based. 13 Terminology (cont.)
- 14. Content Standards • Thecontent standards are those adopted by the state and used to develop SLOs. • The content standards articulate the knowledge, skills, and abilities students are expected to know and be able to demonstrate at a particular stage of their education. Professional Standards • Professional standards are typically provided by national associations (e.g., American School Counselor Association) and used to develop SSOs. • Job descriptions or state professional standards can be used in developing SSOs in the absence of national standards. 14 Terminology (cont.)
- 15. Instructional Strategy • Anapproach used by educators that facilitates students’ ability to learn the key concepts in the Goal Statement and the Targeted Content Standards. • Instructional strategies “drive” instruction as students work to meet specific learning objectives. Implementation Strategy • The process of allocating resources to accomplish the primary service goal delineated among the Targeted Professional Standards. • Implementation strategies combine resources, management approaches, communication skills, and “strategic maps” in order to achieve the desired outcomes. 15 Terminology (cont.)
- 16. Objectives • Specific, measureableperformance indicators that are both achievable and relevant (given a reasonable time frame). Focused Students/Clients • Within the greater SLO/SSO student population, a designated group of students who have customized objectives. Starting and End Points • Baseline information about student achievement • Aggregate performance information at the end of the instructional interval. 16 Terminology (cont.)
- 17. Performance Measure • Atool used to measure a student’s mastery (or improvement) of the skills, knowledge, and concepts that the Targeted Content Standards address. For SSOs, the performance measure is associated with the identified professional standard(s). Performance Target • A statement of the expected level of achievement/performance on each performance measure. 17 Terminology (cont.)
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- 19. The student learning/supportobjective process includes three phases: • Design(ing): think, organize, discuss, research • Build(ing): select, develop, complete, share • Review(ing): check, refine, edit, update, test The SLO/SSO process contains five procedural steps “nested” within the three phases (see Slide 6). 19 Process Phases
- 20. Process Components 20 STEP #1 Goal STEP#2 Standards STEP #3 Blueprint STEP #4 Form STEP #5 QA
- 21. 21 DESIGN Phase • Thinkabout which content/professional standards to measure. • Organize standards and measures. • Discuss collective goals with colleagues. • Research what constitutes a high-quality SLO/SSO.
- 22. 22 • Select theperformance measures. • Develop performance targets and expectations. • Complete the template. • Share the draft materials with colleagues. BUILD Phase
- 23. 23 • Check theSLO/SSO, including the performance measures, for quality. • Refine the performance measures and targets. • Edit the text and prepare discussion points for the principal/supervisor. • Update the completed SLO/SSO with performance data (once the data become available). REVIEW Phase
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- 25. 25 Integrated SLO/SSO Training Training Phases Module2 Building SLOs Module 1 Designing SLOs SLO/SSO Process Module 3 Reviewing SLOs Module 0 Orientation Assessment Literacy Process via Quick Start Module 1 Designing SSOs Module 2 Building SSOs Module 3 Reviewing SSOs
- 26. Training Describes theprocedures within each of the three (3) phases (i.e., Design, Build, and Review). Provides examples and information about the process. Templates Assist in developing customized student learning objectives (SLO) or student support objectives (SSO), including performance measures. Resources Supplement the core training material. 26 SLO/SSO Components
- 27. 27 Online Resources Homeroom isRIA’s web-based learning platform (http://www.reseachinaction.net) containing: • Online training materials, including web-based forms • Downloadable student learning/support objective (SLO/SSO) training files • Print-ready demonstrations/models
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- 31. Orientation to theSLO/SSO Process • Shared how the student learning/support objective (SLO/SSO) process involves three phases, each having three components that integrate the training experience. • Reviewed the SLO/SSO terminology and online training material. 31 Summary
Editor's Notes
- #2 The Student Learning Objective (SLO) and Student Support Objective (SSO) Process is comprised of three (3) phases: Designing, Building, and Reviewing. Student learning objectives/ support objectives provide a valid assessment of educator and professional staff (specialists) effectiveness through performance outcomes based on standards. This training series is comprised of four (4) training modules M0-SLO/SSO Orientation M1-Designing SLOs/SSOs M2-Building SLOs/SSOs M3-Reviewing SLOs/SSOs Welcome to the Orientation Module: ________________________________________________________________________ Technical Notes “Structure” Concept – “What is this slide telling the audience?” Key Points for Trainers – “What/Where are the details needed for teaching?” Learning Activity – “How can the participant’s learning be enhanced?” (This item will not be populated for every slide.)
- #4 Goal & Objectives Concept Within the Orientation Module, the trainer will provide participants with an overview of the SLO/SSO process and how it is an integral part of an educator effectiveness system. Key Points for Trainers Explain in macro-terms the “big picture” of how SLOs/SSOs are but one component of a much larger educator effectiveness system. Ensure the 5 W’s are addressed- What are SLOs/SSOs? SLOs/SSOs are locally selected and developed student learning/support objectives. Where are SLOs/SSOs in the larger system? An SLO/SSO is one indicator that creates data necessary to assign an overall effectiveness rating. Who uses SLOs/SSOs? Classroom teachers will use the SLO process. Professional staff (specialists) will use the SSO process. When are SLOs/SSOs designed, built, and reviewed? SLOs/SSOs are developed typically prior to the beginning of the school year. Why are SLOs/SSO helpful tools? SLOs/SSO are helpful tools because they are selected, designed, and reviewed by educators/professionals themselves and provide one layer of data associated with the multiple measures of student performance, as well as guiding instruction and support services. Learning Activity
- #5 Concept
- #6 Terminology Concept It is important to keep in mind that the Student Learning/Support Objective (SLO/SSO) is a process that allows educators to have a great deal of control and responsibility over their instructional practice and evaluations. In this process, teachers/professionals take responsibility for selecting the goals, setting performance objectives and selecting performance measures which will be used to determine their effectiveness with the students. SLO/SSO are one part of the multiple measures that will be used to evaluate teachers/professionals.
- #7 Process Overview Concept The SLO/SSO Process has only five (5) major steps. Four of them are accomplished at the beginning of the process, and Step 5 (Evaluate) is done after student performance has been measured (or student services have been delivered)
- #8 Design Coherency Concept This figure is designed to help visualize how the “parts” fit into the “whole.” Key Points for Trainers It is essential for the audience to fully understand how only a coherent SLO approach should be used within the greater educator effectiveness system. a. GOAL STATEMENTS are the key concepts upon which the SLO is based. These goals must be based upon CONTENT STANDARDS that articulates the skills, knowledge, and concepts of a particular subject area. b. OBJECTIVES provide specific, measurable, attainable (but realistic) targets within a given timeframe. Each objective is measured by PERFORMANCE MEASURES. c. PERFORMANCE MEASURES are the various tools/assessments which will be used to measure student achievement toward a specific goal with specific PERFORMANCE TARGETS. d. PERFORMANCE TARGETS are the expected levels of achievement for students in the SLO population based on the performance measures. e. RATINGS are determined by the overall results given the expectation performance ranges established at the beginning of the year. Learning Activity 1. Have participants go to the state’s/district’s website and review the Curriculum Framework. The Curriculum Framework specifies what is to be taught for each subject in the curriculum.
- #9 Guiding Principles Concept Keep in mind that there are several guiding principles associated with the SLO process. These principles are key to the SLO process and ensure the development of high-quality measures of teacher effectiveness as demonstrated in student performance outcomes. Key Points for Trainers The guiding principles are essential in developing a mental picture of the characteristics of the student learning objective. a. Principle #1-Performance must be aligned to the standards with a specific content/subject area. For SSO, other types of performance, such as attendance, classroom behavior, time-on-task, cooperativeness, engagement, etc. may part of the SSO process. Learning Activity
- #10 Guiding Principles Concept Keep in mind that there are several guiding principles associated with the SLO process. These principles are key to the SLO process and ensure the development of high-quality measures of teacher effectiveness as demonstrated in student performance outcomes. Key Points for Trainers The guiding principles are essential in developing a mental picture of the characteristics of the student learning objective. a. Principle #2-Goal statements articulate key concepts; however, more granular content standards are necessary in order to create the necessary performance measures. For the SSO, the professional service standards identified must reflect the goal statement. In some cases where no professional standards exist, the goal statement should reflect key elements of the specialist’s job description. Learning Activity
- #11 Guiding Principles (cont.) Concept The performance measure (assessment) section of the SLO process contains information about the tools being used to measure student mastery of the identified skills, knowledge, and concepts. These performance measures range from on-demand, statewide assessments to teacher-made, culminating events. Performance measures must be aligned to the identified standards and be technically sound. Beyond the numerous technical aspects associated with measuring student learning, all assessments must have established performance criteria (targets) that delineate learning expectations. This concept is no different to a teacher establishing the necessary targets for students to received a “passing” grade. Key Points for Trainers The guiding principles are essential in developing a mental picture of the characteristics of the student learning objective. d. . Principle #3-Performance measure quality is critical in producing results associated with the selected standards. Often, assessments are used for purposes the author did not design the tool to perform, thus creating a validity threat to those inferences about student learning. Furthermore, ensure that equitable opportunity for the student to demonstrate learning is provided within the administration and scoring of the performance measure. Principle #4-Metrics have strengths and weaknesses. Status [i.e., Mastery] metrics have absolute standards and are easily understood; however, they do not reflect changes (improvement) in student performance. Growth metrics are sensitive to changes in learning; however, they are more unstable and limited for high performing students. e. Principle #5-Performance targets provide a clear expectation of performance on the identified assessment. Learning Activity
- #12 Terminology Concept Having a clear understanding of the vocabulary (i.e., educational jargon) within the SLO/SSO process is helpful throughout the training modules. Key Points for Trainers Learning Activity Resources- See Great School Partnership’s The Glossary of Education Reform (http://edglossary.org/)
- #13 Terminology Concept It is important to keep in mind that the Student Learning/Support Objective (SLO/SSO) is a process that allows educators to have a great deal of control and responsibility over their instructional practice and evaluations. In this process, teachers/professionals take responsibility for selecting the goals, setting performance objectives and selecting performance measures which will be used to determine their effectiveness with the students. SLO/SSO are one part of the multiple measures that will be used to evaluate teachers/professionals. Key Points for Trainers Articulate that the Student Learning Objectives are being used in emerging teacher effectiveness systems throughout the nation. They have become increasingly important as teacher effectiveness systems have begun linking student outcomes directly to specific educators, rather than in broad terms associated with school accountability systems. Clarify that SLOs based on non-cognitive measures and used for school effectiveness systems (graduation rates, matriculation rates, AP course enrollment, suspensions, etc.) will be excluded from this SLO process. Provide examples (see Teacher Effectiveness System Business rules) of professionals the Student Support Objectives are most appropriate. Learning Activity Take three minutes to think: Write down two ways SLOs/SSOs can positively influence teaching. Take two minutes to share: Share “Round Robin” in groups.
- #14 Terminology (cont.) Concept Key Points for Trainers Assessment Literacy addresses numerous types of performance measures ranging from traditional, on-demand assessments to long-term, culminating events (e.g., dance recitals). Teachers should be encouraged to reflect on the measures they currently use and then identify those most appropriate for the SLO process. Goal statements are based upon what areas within the curricula are essential for students to master, while having leverage in other subject areas. For SSOs, a narrative that articulates a key concept upon which the SSO is based. The statement addresses What, Why, and How. Learning Activity
- #15 Terminology (cont.) Concept Having a clear understanding of the vocabulary (i.e., educational jargon) within the SLO process is helpful throughout the training modules. Key Points for Trainers SLO Content standards serve as the foundation for both instruction and assessment. In the SLO process, a subset of standards (i.e., targeted) are identified and used throughout the entire process. These standards reflect the key concept, have leverage, and are essential to understanding more complex concepts. SSO Targeted Professional Standards serve as the foundation for the services measured and reported in the SSO. Content standards may also be identified for those individuals providing instructional services. In some unique cases, locally developed (state) professional standards or job descriptions can be used when national standards are not available. Learning Activity
- #16 Terminology (cont.) Concept Having a clear understanding of the vocabulary (i.e., educational jargon) within the SLO process is helpful throughout the training modules. Key Points for Trainers SLO Instructional strategy is the primary approach the teacher believes will produce a full understanding of the key concept. This is not the instructional methodology (e.g., read and recall explicit facts) but rather a macro-level approach to the learning concept. Instructional strategies- Direct Instruction Graphic Organizers KWL Charts Scaffolding Small Group Instruction Thematic Models SSO Implementation Strategy is the approach used attain the primary service goal articulated in the Goal Statement and delineated among the Targeted Professional Standards. Needs assessments, such as Strengths, Weaknesses, Opportunities, and Threats (SWOT), serve as foundational data needed prior to establishing an Implementation Strategy Learning Activity
- #17 Terminology (cont.) Concept Section III of the Template 2a and 2c focuses on the formulation of objectives. This process begins with examining student performance data (historical and current) to established a baseline (i.e., Starting Point). From this starting point, the teacher/professional creates learning objectives for all students/clients identified in Section I. These objectives are written following the “SMART” format. Additionally, the teacher/professional may have a subgroup of students/clients (i.e., Focused Students) that may have unique objectives that are different than the entire class/caseload. This may be a function of where the students begin in comparison to their peers, differences in the metric (growth increases rather than mastery), or differences in instructional approach or service delivery models. Key Points for Trainers 1. Objectives are student/client performance expectations based upon their starting point (baseline data). For the SLO/SSO process, they are written using the Specific, Measureable, Achievable, Relevant, and Time-bound (SMART) format. The degree of objective attainment produces the data used in assigning an overall SLO/SSO rating. 2. Focused students/clients are those individuals identified by the data, a priori knowledge, or program design that will have supplemental objectives. Focused student/client objectives are in addition to the overall student/client objectives, rather than replacing the all student/client objective. 3. Starting/End points use the instructional interval/ implementation strategy to establish the time-bound component of the objective. Starting points contain the baseline data before the instructional/implementation strategy for the key concept is applied. The end-point data is the information, in its aggregated form, which will create a performance continuum form 0% to 100%. These aggregated data come from the attainment of all objectives identified in the SLO/SSO process. Learning Activity
- #18 Terminology (cont.) Concept The performance measure (assessment) section of the SLO process contains information about the tools being used to measure student mastery of the identified skills, knowledge, and concepts. In the SSO process, the assessments are often commercially produced and approved for use by professional organizations. These performance measures range from on-demand, statewide assessments to teacher-made, culminating events. Performance measures must be aligned to the identified standards and be technically sound. Beyond the numerous technical aspects associated with measuring student learning, all assessments must have established performance criteria (targets) that delineate learning expectations. This concept is no different to a teacher establishing the necessary targets for students to received a “passing” grade. These measures are associated with the identified professional standards but measure latent constructs (e.g., social and emotional readiness) associated with the profession. Key Points for Trainers SLO 1. Performance measures refers to the approach used to measure the skills, knowledge, and concepts presented during the interval of instruction (articulated in the targeted content standards). These measures include vendor-produced tools, nationally recognized tests, statewide assessments, district-made tests, and teacher-designed measures. 2. Performance targets is a reference to the criteria required in order for a student’s performance to be identified as having met or not met/demonstrated an understanding of the targeted content standards. Performance targets create standards of performance, which are different that norm-reference performance measures that simply compare a student with his/her peers. SSO Performance Measures– This section identifies those measures used to evaluate the support services articulated among the professional standards. Performance Targets- The scoring tools for each performance measure (as listed in Element 4.1), the expected level of attainment for each client in the SSO population (as defined in Element 1.4) Learning Activity
- #19 SLO Process Components Concept Time to take a few minutes to provide information about the SLO Process Components. These components contain training resources that when combined, create an integrated learning experience. Integrated learning uses different resources, such as videos, models, templates, etc. to bring conceptual understanding to application within the educational setting. Key Points for Trainers This approach will allow the audience to cognitively process the material. During the introduction, lay out what will be covered and how the SLO/SSO materials are organized across the three (3) phases (i.e., DESIGN, BUILD, and REVIEW). a. DESIGN: This phase is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures. b. BUILD: This phase is the “action” step in the process that focuses on completing the SLO/SSO Process template and creating and/or selecting performance measures. c. REVIEW: This phase is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality. Learning Activity
- #20 SLO/SSO Process Phases Concept The Student Learning/Support Objective (SLO) Process is comprised of three (3) phases: Design, Build, Review. Within the Design(ing) Phase, the trainer will begin to guide the participant in the development of a “Goal Statement”, identifying underlying content standards, and creating a blueprint. The Build(ing) Phase focuses on the completion of the SLO Template or SSO Template, which includes identifying and/or creating performance measures. The Review(ing) Phase allows educators to go back and refine, edit, and finalize the SLO/SSO. Key Points for Trainers Explain that all components are done before the school year (initial conversation with principal) in preparing the SLO/SSO; however, the REVIEW phase may also continue until the final results are available to determine whether or not the performance expectations have been reached. Clarify that specific timelines for the SLO/SSO process will be determined by local education agencies (LEAs) and not by the state; however, a generic timeline for the SLO/SSO process outlining before, during, and after school year activities should be presented. In general: Teacher/Professional develops SLO/SSO, along with applicable performance measures before school starts. Principal/Supervisor reviews and discusses with teacher/professional; adjustments may be required. Teacher/Professional reviews SLO/SSO progress at a midpoint in the year. Principal/Supervisor receives mid-year update from teacher/professional for review. Teacher/Professional summarizes performance measure data and evaluates each performance indicator. Teacher/Professional presents final SLO/SSO results to the principal/supervisor. Principal/supervisor assigns final rating. Learning Activity
- #22 DESIGN Phase Concept The SLO/SSO Design phase is the “planning” process where teachers work collaboratively to identify targeted standards and types of performance measures that reflect the key concept within standards. Teachers will work through activities that allow time for thinking, brainstorming, organizing, discussing, and researching content standards, possible performance measures, and performance indicators to be used in the creation of SLOs. The first step in the Design phase is the development of a “goal statement” which reflects the key concept related to the specific standards. Training M1: Designing SLOs (M1: Designing SSOs) will provide further details related to this phase of development. Key Points for Trainers 1. Designing is planning for the SLO/SSO, and examining what is needed as well as how performance measures are used to collect information about student achievement. 2. Activities during this stage establish the foundation for developing a student learning/support objective, including: Identifying target content standards (professional standards) Discussing the key concepts in the standards Thinking about the goal Collaborating with other teachers (professionals) Brainstorming the type of performance measures to be used Learning Activity Using the Homeroom learning portal, have participants review the materials within the Design section of the online training.
- #23 BUILD Phase Concept Within the Build phase, teachers/professionals will be completing the Template #2a-Designing the SLO (Template #2c-Designing the SSO) which identifies the Context, Goal, Objectives, and Measures (Setting, Goal, Objective, and Performance Measures) When selecting or developing Performance Measures, the Quick Start© will guide educators/professionals to ensure that the measures used meet the principles of well-developed measures. Well-developed measures must: Be built to achieve the designed purpose; Produce results that are used for the intended purpose; Align to targeted content standards; Contain a balance between depth and breadth of targeted content; Be standardized, rigorous, and fair; Be sensitive to testing time and objectivity; and, Have score validity and reliability evidence. Training M2: Building SLOs (M2: Building SSOs) will provide further details related to this phase of development. Key Points for Trainers Ensure the participants understand that Building is an iterative process between the original design and the creation of the SLO/SSO. Often, the original design must be changed after it is decided how standards will be measured and performance indicator targets have been developed. Activities during this phase include: Selecting (or creating) the performance measures that are aligned to the targeted content (professional) standards; Developing mastery and/or growth metrics associated with the performance measures; Establishing performance targets; Identifying students/clients included in the SLO/SSO data; and, Creating performance expectations. Learning Activity Have participants identify and explain each section of Template #2a-Building the SLO or Template #2c-Building the SSO
- #24 REVIEW Phase Concept The SLO/SSO Review phase provides an opportunity for educators to complete a 3-tier Quality Assurance Review to ensure the SLO/SSO, along with its applicable performance measures, are complete, comprehensive, and coherent. Teachers (Professionals) will use checklists and rubrics to determine the (a) completeness of the SLO/SSO Template, (b) comprehensiveness of the performance measures, and (c) coherency (alignment) of the SLO/SSO. Training M3: Reviewing SLOs (M3: Reviewing SSOs) will provide further details related to this phase of the process. Key Points for Trainers Ensure the participants understand that Reviewing requires an extensive evaluation of the SLO’s (SSOs) quality in terms of the 3C’s. Completeness, Comprehensiveness, and Coherency Quality assurance checklist and rubric Process activities during this phase occur before and after the presentation to the principal, and include: Finalizing and submitting the proposed SLO/SSO; Refining the SLO/SSO based upon feedback from the principal/supervisor; Collecting performance data on student achievement/performance; Monitoring the SLO/SSO during the school year; Updating the SLO/SSO with data; Evaluating each performance indicator; and, Determining the rating. Learning Activity Allow time for participants to access and review the following documents from the Homeroom learning portal.
- #25 SLO Process Components Concept Time to take a few minutes to provide information about the SLO Process Components. These components contain training resources that when combined, create an integrated learning experience. Integrated learning uses different resources, such as videos, models, templates, etc. to bring conceptual understanding to application within the educational setting. Key Points for Trainers This approach will allow the audience to cognitively process the material. During the introduction, lay out what will be covered and how the SLO/SSO materials are organized across the three (3) phases (i.e., DESIGN, BUILD, and REVIEW). a. DESIGN: This phase is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures. b. BUILD: This phase is the “action” step in the process that focuses on completing the SLO/SSO Process template and creating and/or selecting performance measures. c. REVIEW: This phase is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality. Learning Activity
- #26 Integrated SLO/SSO Training Concept The Integrated Training design was created by Research in Action, in order to create a professional development experience in which adults are provided with the concepts embedded within the sequences of producing a targeted outcome. First, the process is organized into three (3) phases and then each phase is constructed of three (3) components [Training, Templates, and Resources]. These components contain learning concepts, guides, examples, and supplemental material which are all focused on completing each phase. In the case of SLO/SSO development, a second process is incorporated into one of the phases (Building). This is a direct result of the need to develop high-quality performance measures (assessments) for use in measuring student achievement [a key focus of the SLO/SSO process]. Key Points for Trainers This “learning map” provides an outline of the SLO/SSO process and the associated modules in each of the three phases. SLO/SSO Process Phases a. Phase I: DESIGNING- This component is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures. Within the Design Module, the trainer will begin to guide participants through the structure that is necessary to build a Student Learning Objective or Student Support Objective. b. Phase II: BUILDING- This component is the “action” step in the process that focuses on completing Template #2a-Building the SLO or Template #2c-Building the SSO and creating and/or selecting performance measures and targets. c. Phase III: REVIEWING- This component is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality. i. Completeness: Refers to the correct data entered into the Template #2a-Building the SLO or Template #2C-Building the SSO. ii. Comprehensiveness: Refers to the performance measures meeting the technical quality necessary to measure student achievement. iii. Coherency: Refers to the alignment of the performance measures to the SLO/SSO goal and objectives. Learning Activity 1. Have the audience juxtapose the Training, Templates, and Resources (TTR) components (i.e., , templates, stuff) and the process typically used to developed school-wide improvement plans. Identify three phases used in creating the school-wide plan and compare those depicted in this slide.
- #27 TTR Components Concept Each phase of the SLO process is comprised of three (3) standardized components: training, templates, and resources. Key Points for Trainers Differentiate how the integrated training experience is organized into three components: training, templates, and resources. Training material are PowerPoint, mp3, etc. that provide information in a visual and audio format. Guides have materials such as handouts, rules of thumb, model SLOs/SSOs, etc. that reinforce content presented in the videos. They contain the details within each step of the process. Templates are used to create unique documents/objects. They create a structure for creating learning/support objectives and performance measures. [Note: Performance measure templates are located within the Quick Start© found within the Homeroom learning portal]. During the Design Phase, teachers/professionals will complete Template #1a- SLO Blueprint or Template #1b-SSO Blueprint During the Build Phase, teachers/professionals will complete Template #2a-SLO Form or Template #2c-SSO Form During the Review Phase, teachers will complete Template #3-SLO/SSO Checklist. Resources is where additional materials, references, and other information reside that may be helpful to the process. Learning Activity As you work through the various training modules, several resources are available. All SLO/SSO training materials can be found at Research in Action’s Homeroom learning platform at www.researchinaction.solutions Once there you can login to the Homeroom learning portal.
- #28 Online Resources Concept As noted previously, a significant number of resources are available on the above mentioned site. Online training is provided in conjunction with more traditional modes. Key Points for Trainers Built to support teachers, professionals, principals, and supervisors. Online templates to create SLOs and SSOs, along with organizing extended performance tasks. Training available at a time that “fits” into the user’s schedule (resources are available online). Learning Activity Pause training and have audience go to the state/district website locate (a) a content-specific curriculum framework, and (b) the “Homeroom” webpage. (New participants should register on the RIA website when the Login page appears.) 2. Participants should click on the SLO icon and the QuickStart icon to gain familiarity with the visual presentation.
- #29 Homeroom Login Page Concept Each registered user is provided an individualized website that contains training materials, web-based forms, and resources. Key Points for Trainers Explain how this screen shot from the Homeroom/SLO/Log-in is the first in a series of webpages within the Homeroom site. Lost passwords are recovered by contacting the helpdesk via email.
- #30 SLO/SSO Components Concept Each phase of the SLO/SOO process is comprised of four phases: Orientation, Designing, Building, and Reviewing. These phase are modularized and are designed to allow maximum flexibility in “how” they are used in training. Key Points for Trainers Explain how this screen shot from the Homeroom/SLO/Log In is the first in a series of webpages within the Homeroom site. Identify the dashboard display “My History” to ensure they recognized this is where template (completed or in the process) can be accessed.
- #31 SLO/SSO Components Concept Each phase of the SLO/SSO process is comprised of three standardized components: training, templates, and resources. Key Points for Trainers Explain how this screen shot from the Homeroom/SLO/Orientation section.
- #32 Summary Concept Research in Action (RIA) developed the SLO process articulated in the Orientation Module. This process has three (3) phases (Design, Build, Review) designed to create a professional learning experience that culminates with a final product, the student learning/support objective. Each of the three training modules (along with the Orientation) provides educators sufficient details, tools, and models necessary to develop an individual, grade-level, or school-based student learning objective. Key Points for Trainers The Summary slide must be used to revisit the objectives of the SLO/SSO Process. Learning Activity Address “Parking Lot” questions or identify sources of the information Randomly probe audience to solicit “tell me one thing you learned, remembered, stuck in your mind, etc.” as a way to gauge the audience’s understanding.