This document provides guidance to school leaders on implementing student learning and support objectives (SLO/SSO). It discusses the conceptual framework of SLOs and SSOs, which are indicators of educator effectiveness based on student achievement and services provided respectively. The document outlines a five-step process for SLO/SSOs that involves setting a goal, identifying standards, creating a blueprint with objectives and assessments, reviewing the template, and evaluating student performance. It also describes the roles and responsibilities of educators and leaders in the design, build and review phases of developing and implementing SLO/SSOs.
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Philippines Field Management Training Program curriculum outlineSMDPalums
Outline of Two-module Management Training Curriculum for local public health program managers adapted from CDC's Sustainable Management Development Program (SMDP)
Course revision is a reality of daily life in higher education. Each semester, faculty review their courses to ensure that they are presenting current concepts and providing proper methods of assessment and interaction for their students. Unfortunately, most review and revision is done during periods of frantic activity just before or during the beginning of the semester. This methodology does not allow for deep consideration of issues and can negatively affect learning for students.
Focused revision is a methodology of review that tasks faculty to review a course over a longer period of time and focus on one pedagogical aspect, such as interaction, content presentation, rubric development, etc. Focusing on a specific aspect of a course, to the exclusion of others, increases the efficacy of that aspect of the course while maintaining the current level of quality on the other aspects. This methodology also changes course revision from a summative process to a formative process and allows for the effective inclusion of student feedback into course design. The process also allows faculty to create efficiencies in their process to maximize time and minimize work. Multiple focused revisions may build on each other to create a synergy between course components, thus creating a more effective learning environment in both the physical and the digital classrooms, leading to increased student engagement and learning.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
Philippines Field Management Training Program curriculum outlineSMDPalums
Outline of Two-module Management Training Curriculum for local public health program managers adapted from CDC's Sustainable Management Development Program (SMDP)
Course revision is a reality of daily life in higher education. Each semester, faculty review their courses to ensure that they are presenting current concepts and providing proper methods of assessment and interaction for their students. Unfortunately, most review and revision is done during periods of frantic activity just before or during the beginning of the semester. This methodology does not allow for deep consideration of issues and can negatively affect learning for students.
Focused revision is a methodology of review that tasks faculty to review a course over a longer period of time and focus on one pedagogical aspect, such as interaction, content presentation, rubric development, etc. Focusing on a specific aspect of a course, to the exclusion of others, increases the efficacy of that aspect of the course while maintaining the current level of quality on the other aspects. This methodology also changes course revision from a summative process to a formative process and allows for the effective inclusion of student feedback into course design. The process also allows faculty to create efficiencies in their process to maximize time and minimize work. Multiple focused revisions may build on each other to create a synergy between course components, thus creating a more effective learning environment in both the physical and the digital classrooms, leading to increased student engagement and learning.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Course Outcomes state what a student, on successfully completing the course and earning a pass grade and the credit can perform/do/demonstrate with what he/she has learnt in the course. These are also referred as Learning Outcomes or Student Outcomes though NBA uses the term Course Outcomes (COs). Note that the emphasis is on using/applying the knowledge imparted/acquired by a successful student in the course.
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
Similar to M0 School Leader Orientation-Demo Site (20)
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. Goal
Provide guidance and procedural suggestions to school
leaders for the implementation of student learning/support
objectives (SLO/SSO).
Objectives
Participants will:
1. Explore the Student Learning/Support concept.
2. Identify roles and responsibilities needed to implement
Student Learning/Support Objectives (SSO).
3. Review tasks and suggested procedures for each
SLO/SSO phase (Design, Build, & Review).3
Orientation
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. Develop a 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. 1. Goals are based upon the key concepts.
2. Objectives are specific, measurable, attainable, and
time-bound.
3. Teacher expectations of student achievement are
challenging.
4. Performance measures are valid, reliable, and
rigorous.
5. Performance data are collected, organized,
summarized, and reported in a consistent manner.
7
Intent
8. Guiding Principles
SLO
1. Represent student 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
represents the depth and breadth of the Goal
Statement.
SSO
2. Align to a set of Professional Standards that
reflects 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
12. The student learning/support objective 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).
12
Process Phases
15. 15
Blueprint
-Art Grade 3 Example-
Goal Statement
Demonstrate the art skills,
techniques, elements, and principles
that are the foundation of visual
communication and are key to
communicating ideas, artistic
messages, mood, and feelings.
Objectives OBJ #1:
By the end of the final grading period, at least
75% of all students will earn at least one
Proficient rating within the Paper Weaving
Project.
OBJ #2:
By the end of the third grading period, at least
80% of all students will earn at least one Proficient
rating within the Still Life Painting Portfolio.
Targeted Content
Standards
9.1.3.A; 9.1.3.C;
9.4.3.D
Performance Measures PM #1:
Paper Weaving Project comprised of three (3)
independent tasks.
PM #2:
Still Life Painting Portfolio comprised of four
(4) unique paintings.
*Note* Also see Handout #1: Designing the SLO, Step #3–Blueprint.
16. 16
Blueprint
-School Psychologists Example-
Goal Statement
Improve students' academic
achievement, positive
mental health, and social
competence using
interventions and mental
health services.
Objectives OBJ #1:
70% of all identified students will show
improvement on their targeted behaviors after
8 weeks of receiving services.
OBJ #2:
80% of all identified students will maintain
targeted behaviors after 16 weeks of receiving
services.
Targeted Content
Standards
Interventions and
Instructional Support to
Develop Academic Skills
Interventions and Mental
Health Services to Develop
Social and Life Skills
Performance Measures PM #1:
Behavioral and Emotional Rating Scale
(BERS-2), Second Edition
PM #2:
Functional Behavioral Assessment
(FBA)-District
*Note* Also see Handout #1: Designing the SLO, Step #3–Blueprint.
18. 18
Generic Procedural Timeline
1. Establish initial SLO/SSO timeline at the
beginning of the school year
2. Review completed template with educator
3. Agree on any revisions; sign SLO/SSO
Template
4. Establish “mid-cycle” implementation check
5. Conduct end-of-year review of summarized
performance data
6. Determine rating; sign SLO/SSO Template
19. Timeframe
“Typical School Year”
19
July June
August September October November December January February March April May
● ●
September
● ●
Implementing
● ●
Review Performance
MarchDesign, Build, & Review (QA)
20. Phases
-Roles and Responsibilities-
20
DESIGN
Roles & Responsibilities
Teachers:
Identify content standards
and students
Specialists:
Identify professional
standards and clients
Leaders:
Identify school-wide
needs and timeline for
submission
BUILD
Roles & Responsibilities
Teachers:
Identify performance
measures and expectations
within the SLO form
Specialists:
Identify performance
measures and expectations
within the SSO form
Leaders:
Clarify and guide SLO/SSO
completion
REVIEW
Roles & Responsibilities
Teachers:
Verify the SLO is complete
and comprehensive
Specialists:
Verify the SSO is complete
and comprehensive
Leaders:
Validate expectations and
ensure coherency
21. Roles and Responsibilities
21
Assignments:
• are determined locally and could vary nationally.
• are flexible and may change during the school year.
• for SLO/SSO development may be “shared” across
grade-levels or departments.
• of new roles may include SLO/SSO trainer, co-
developer, and/or quality reviewer for lead teachers,
department chairpersons and other leaders.
24. 24
SLO and SSO Templates
Template 2a & 2c
The framework used to identify goals,
objectives, and performance measures
for the Student Learning/Support
Objectives.
26. 26
Design:
Educator/Professional Tasks
1. Identify subject (service area) and students
2. Concept/services from the content/professional
standards
3. Draft a goal statement and rationale
4. Identify preliminary objectives and
performance measures
5. Develop a “blueprint”
27. 27
Design: Leader Tasks
1. Establish timeline and expectations for
SLO/SSOs
2. Identify training and other resources
3. Identify any school-wide needs that can be
supported by the SLO/SSO process
4. Disseminate achievement data from prior
year(s)
29. 29
Context
SLO Guiding Statement
“Let me begin by describing my classroom.”
General Description
• Contains demographic information about
the educational setting.
• Identifies the course/subject, grades, and
students the SLO focuses on.
• Provides class size, frequency, and time
data.
30. 30
Setting
SSO Guiding Statement
“Let me begin by describing the setting of my
support services.”
General Description
• Contains descriptive information about
the service setting.
• Identifies the service area and location,
students’ grade levels, and other service
and clientele information.
31. 31
SLO Section I-Business Rules
Element Definition
1.1 Content Area Name of the content area upon which the SLO is based
1.2 Course
Name of the specific course/subject upon which the SLO is
based
1.3 Grade Level
Grade levels for students included in the course/subject in
Element 1.2
1.4 Total Students
Aggregate number of students (estimated, across multiple
sections) for whom data will be collected
1.5 Average Class
Size
The average number of students in a single session of the
course/subject identified in Element 1.2
1.6 Class Frequency
The frequency (within the given timeframe) of the
course/subject identified in Element 1.2
1.7 Instructional
Setting
The location or setting where the course/subject instruction is
provided
1.8 Instructional
Interval
The time frame of the course/subject identified in Element 1.2
32. 32
SSO Section I-Business Rules
Element Definition
1.1 Service Area
Name of the primary service area (e.g., speech) upon which the
SSO is based
1.2 Service Location Name of the location(s) services are provided
1.3 Grade Level
Grade level(s) of students and/or educator-type services are
provided
1.4 Total Recipients
Aggregate number of students and/or educators for whom data
will be collected
1.5 Average
Case Load
The “average” number of recipients of the services identified in
Element 1.4
1.6 Service
Frequency
The typical frequency (within the identified service interval-
Element 1.8) services are provided to recipients identified in
Element 1.4
1.7 Service Setting
The contextual setting (e.g., school library, student’s home)
services are provided
1.8 Service Interval The typical time frame of the service model
33. 33
Goal
SLO Guiding Statement
“Here is a key concept my students need to
understand fully.”
General Description
• Contains a statement about the key
concept the SLO is based upon.
• Provides the targeted content
standards associated with the goal.
• Articulates an instructional strategy
for the Goal Statement.
34. 34
Goal
SSO Guiding Statement
“Here is a primary service to my clientele.”
General Description
• Contains a statement about the
primary service the SSO is based
upon.
• Provides the targeted professional
standards associated with the goal.
• Articulates an implementation strategy
for the Goal Statement.
35. 35
Element Definition
2.1. Goal Statement
A narrative that articulates a key concept upon which the
SLO is based. The statement addresses What, Why, and
How.
2.2. Targeted Content
Standards
Targeted Content Standards, which are the foundation of
performance measures, are used to develop the SLO.
2.3. Instructional
Strategy
The approach used to facilitate learning the key concept
articulated in the Goal Statement and delineated among the
Targeted Content Standards.
SLO Section II-Business Rules
36. 36
Element Definition
2.1. Goal Statement
A narrative that articulates a key concept upon which the
SSO is based. The statement addresses What, Why, and
How.
2.2. Targeted
Professional
Standards
Targeted Professional Standards outline the requirements
an organization must fulfill to ensure that products and
services consistently meet customers' requirements.
Content standards may also be identified for those
individuals providing instructional services.
2.3. Implementation
Strategy
The approach used to attain the primary service goal
articulated in the Goal Statement and delineated among the
Targeted Professional Standards.
SSO Section II-Business Rules
37. Objective
37
SLO Guiding Statement
“My students need to achieve these learning targets to
be successful.”
General Description
• Identifies a starting point (baseline) and end
point.
• Includes all students identified in Section I and
may include a focused student group (optional).
• States the objective associated with each
performance measure.
• Identifies empirical ranges for each performance
category.
38. Objective
38
SSO Guiding Statement
“My clientele need to achieve these performance
targets to be successful.”
General Description
• Identifies a starting point (baseline) and an end
point.
• Includes all clients identified in Section I and
may include a focused client group (optional).
• States the objective associated with each
performance measure.
• Identifies empirical ranges for each performance
category.
39. 39
SLO Section III-Business Rules
Element Definition
3.1 Starting Point
(Baseline)
The baseline data used for comparing student results at the end of
the instructional interval.
3.2 Objectives
(Whole Class)
The expected level of achievement for the entire student learning
objective (SLO) population (as defined in Element 1.4).
3.3 Objectives
(Focused
Students)
The expected level of achievement for a subset of the SLO
population (as defined in Element 1.4).
3.4 End Point
(Combined)
At the end of the instructional interval, the aggregate performance
classification as delineated by four empirical ranges (i.e.,
Unsatisfactory, Emerging, Efficient, and Distinguished).
40. 40
SSO Section III-Business Rules
Element Definition
3.1 Starting Point
(Baseline)
The baseline data used for comparing student results at the
end of the instructional interval.
3.2 Objectives
(All Clients)
The expected level of performance for the entire client
population (as defined in Element 1.4).
3.3 Objectives
(Focused
Clients)
The expected level of performance for a subset of the client
population (as defined in Element 1.4).
3.4 End Point
(Combined)
At the end of the service interval, the aggregate performance
classification as delineated by four empirical ranges (i.e.,
Unsatisfactory, Emerging, Effective, and Distinguished).
41. 41
Performance Measures
SSO Guiding Statement
“These measures are best suited to evaluate my
clientele.”
General Description
• Identifies all performance measures, including
name, purpose, and metric.
• Articulates the administration and scoring details.
• Measures aspects of the professional services
provided to clients.
*Note* Section IV is based upon high-quality performance measures aligned
to the Targeted Content Standards. (See Quick Start training materials)
42. 42
SLO Section IV-Business Rules
Element Definition
4.1 Name
The name of each performance measure for which an objective is established in
Element 3.2.
4.2 Purpose
The purpose statement for each performance measure that outlines: (a) What the
assessment measures, (b) How to use the scores, and (c) Why the assessment was
developed.
4.3 Content Standards
The Targeted Content Standards (the foundation of performance measures) used to
develop SLOs. The content standards are those aligned with each performance
measure.
4.4 Performance Targets
Using the scoring tools for each performance measure (as listed in Element 4.1), the
expected level of achievement for each student in the SLO population (as defined in
Element 1.4).
4.5 Metric The metric by which the performance measure evaluates the performance target.
4.6 Administration
The administrative steps before, during, and after the assessment window, as well as
the step-by-step procedures during each phase of administration; The requirements for
completing the performance measure, including accommodations, equipment, and
materials; The standard time to complete the overall performance measure; The
standard scripts that educators read to give directions for completing the performance
measure.
43. 43
Element Definition
4.7 Scoring Tools
Scoring Keys: Objective Measures
Scoring Rubric: Subjective Measures
4.8 Results
The number of students participating in the performance measure
The number of students who met the target as stated in Element 4.4
The percentage of students who met the target as stated in Element 4.4
SLO Section IV-Business Rules
(cont.)
Element Definition
SLO Rating One of four performance levels that the principal (or the evaluator) identifies after noting
the actual performance in respect to each objective stated in the SLO.
Note: Complete this section only after collecting, reviewing, and evaluating performance
data against each performance target.
Notes
and
Explanation
Space for the educator to note influences, factors, and other conditions associated with
the SLO Rating, as well as to reflect on a purposeful review of the data.
Note: Complete this section only after collecting, reviewing, and evaluating performance
data against each performance target.
44. 44
SSO Section IV-Business Rule
Element Definition
4.1 Name
The name of each performance measure for which an objective is
established in Element 3.2
4.2 Purpose
The purpose statement for each performance measure that outlines: (a)
What the measure is evaluating, (b) How to use the scores, and (c) Why the
measure was developed
4.3 Professional
Standards
The Professional Standards (the foundation of measures) used to develop
SSOs. The professional standards are those aligned with each identified
measure.
4.4 Performance Targets
Using 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)
4.5 Metric
The metric by which the performance measure evaluates the performance
target
4.6 Administration
The administrative steps before, during, and after the evaluation window,
as well as the step-by-step procedures during each phase of administration;
the requirements for completing the performance measure, including
accommodations, equipment, and materials; the standard time to complete
the overall evaluation.
45. 45
Element Definition
4.7 Scoring Tools
Scoring Keys: Objective Measures; Scoring Rubric: Subjective Measures;
Data collection mechanisms
4.8 Results
The number of clients participating in the performance measure; the number
of clients who met the target as stated in Element 4.4; the percentage of
clients who met the target as stated in Element 4.4
SSO Section IV-Business Rules
(cont.)
Element Definition
SSO Rating One of four performance levels that the principal (or the evaluator) identifies after noting
the actual performance in respect to each objective stated in the SSO.
Note: Complete this section only after collecting, reviewing, and evaluating performance
data against each performance target.
Notes
and
Explanation
Space for the educator to note influences, factors, and other conditions associated with
the SSO Rating, as well as to reflect on a purposeful review of the data.
Note: Complete this section only after collecting, reviewing, and evaluating performance
data against each performance target.
46. 46
SLO Rating
-P.E. Grade 7 Example (cont.)-
SLO Rating
Distinguished
• Effective
• Emerging
• Unsatisfactory
Notes and Explanation
Objective was 95.0%; overall actual
performance, 96.2%.
* Note* See also Handout #2a: Building the SLO, Step #4–SLO Form.
47. 47
SSO Rating
- School Psychologists Example (cont.)-
SLO Rating
Distinguished
• Effective
• Emerging
• Unsatisfactory
Notes and Explanation
Behavior intervention plans, along with
home-school compacts, were highly effective
in communicating antecedents.
* Note* See also Handout #2c: Building the SSO, Step #4–SLO Form.
48. 48
Build: Leader Tasks
1. Clarify expectations for SLOs/SSOs
2. Provide additional training and other resources
3. Screen draft material prior to conferencing with
educator
4. Designate a school-based, subject matter expert
to support development
5. Coordinate district and external professional
development services
50. 50
Helpful Resources
Participants should consult the following:
Training
• Handout #3: QA Checklist
Step 5: Quality Assurance of the SLO/SSO form
Templates
• Template #3: Coherency Rubric
• Template #3a: Performance Measure Rubric
Resources
• Help Desk
• Demonstration #1-Art Grade 3-DEMO-Final
• Demonstration #2-School Psychologists-DEMO-Final
51. Participants should consult the following:
A. Completion of the SLO Form
• Handout #3-Quality Assurance Checklist
B. Comprehensiveness of the Performance
Measures
• Template #3a-Performance Measure Rubric
C. Coherency of the SLO Design
• Template #3-Coherency Rubric
51
Helpful Resources (cont.)
52. 52
Task Structure
QA 1. Completeness
Is the SLO/SSO Form completed correctly?
2. Comprehensiveness
Are the assessments of high technical quality?
3. Coherency
Are the SLO/SSO components aligned to each
other?
53. Final Deliverables
53
A refined SLO/SSO Form with:
• Rigorous, high-quality performance
measures designed to measure the
targeted content/professional
standards.
• Areas identified for further
improvement/consideration (as
documented within the Coherency
Rubric).
54. 54
Review: Educator Tasks
1. Evaluate each Section of the SLO/SSO Form
(Template #2) using Handout #3-Quality Assurance
Checklist
2. Identify and correct any element that deviates from
the business rules
3. Organize the template, assessments, and summary
data
4. Conduct review with school leader
5. Finalize and sign form
55. 55
Review: Leader Tasks
1. Conduct preliminary review (screen) of proposed
SLO/SSO
2. Implement conference with educator:
a) Develop “triage” of screening materials
b) Align time allocation given preliminary review
c) Provide “key points of discussion” prior to
conference
3. Discuss proposed SLO/SSO and applicable
performance measures
4. Identify any corrections, refinements, etc.
5. Sign form and establish follow-up timeline
57. 57
Procedural
-Discussion Points: Fall-
Goals-
Standards
• What is the subject/service focus?
• Whom does it encompass?
• How can it improve instruction/practice?
Measures
• Why are they considered high quality measures?
• Who administers and scores the measures?
• What types of data are produced?
Indicators
• What are the indicators of success?
• How are they being measured?
• Which students are they based upon?
58. 58
Procedural
-Discussion Points: Winter-
Goals-
Standards
• How has the instruction/intervention supported the subject/content focus?
• Which student groups are making progress or struggling?
• What instruction/practice adaptations will be needed in the spring?
Measures
• Which measures have been administered so far?
• Are additional measures necessary at this time?
• What is the data telling us about student growth and/or mastery?
Indicators
• Are indicators of success still applicable?
• How well are the indicators working?
• Which indicators are producing data about student performance?
59. 59
Procedural
-Discussion Points: Spring-
Goals-
Standards
• To what degree was the key concept/skill mastered by students?
• Which content/professional standards will need additional instruction?
• How can the standards be taught more effectively?
• How can the service be provided more effectively?
Measures
• Which measures should be discontinued or need significant revisions?
• To what degree did students meet your expectations?
• What data points had the most influence on your overall rating?
Indicators
• Which indicators were established too high or too low?
• What did the indicators tell you about student performance?
• Which student groups underperformed on selected indicators?
60. 60
Procedural
-Areas of Caution-
1. SLO/SSO is based upon small numbers of
students or data points.
2. Goals and/or objectives are “loosely” linked
to targeted standards.
3. Objectives are vague without specific criteria.
4. Growth and/or mastery is not clearly defined.
5. Performance measures are poorly designed,
lack rigor, or do not measure the targeted
standard(s).
62. 62
Integrated SLO/SSO Training
Training
Phases
Module 2
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
63. Training
Describes the procedures 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. 63
SLO/SSO Components
67. Orientation to the SLO/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.
67
Summary
Editor's Notes
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.)
Goal and Objectives
Concept
School leaders should, after receiving this training, be able to communicate information about the SLO process, including any specific, locally developed procedures. This module provides both a foundational understanding of SLOs from the leader’s perspective as well as suggested tasks to be enacted by the principal.
Key Points for Trainers
Reinforce the flexibility inherent in the SLO process.
Ensure the audience is cognizant of how the SLO process is organized into three phases (i.e., Design, Build, and Review).
Learning Activity
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.
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)
SLO Intent
Concept
Key Points for Trainers
Learning Activity
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
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
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
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
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
SLO Process: Major Components
Concept
The SLO is an outcome-based model that focuses on evidence of student achievement. Although SLOs are a process of documenting educator effectiveness it is not a measure of instructional process (e.g., teaching method). Outcomes are based upon data resulting from measuring student achievement. Other outcomes based on behavioral, attitudinal, or non-academic performance are not included in the SLO process.
Key Points for Trainers
Clarify that this slide depicts a one-to-one relationship between the assessment and its corresponding performance indicator.
For assessments designed to measure growth, results of a pre-test cannot be described independently in the performance indicator statement. The performance indicator statement will reflect change in student achievement based on two assessments (pre-test/post-test) that have an intended relationship to each other.
While this slide visually depicts two performance indicators/measures, the SLO process template provides space for as many as five performance indicators/measures.
Learning Activity
SLO School Leaders Roles and Responsibilities
Concept
This section focuses on a hypothetical set of roles and responsibilities anticipated once the SLO process becomes “live” in SY 2014-15.
Key Points for Trainers
As a preview of the upcoming slides::
Ensure the school leaders are cognizant that the information contained in these slides provides suggestions that will be modified/adopted to meet the unique need of the school/district.
Articulate how the “cycle” of personnel review will, in most cases, be established by local school board policy and human resource procedures.
Learning Activity
Generic Procedural Timeline
Concept
Key Points for Trainers
Learning Activity
SLO Timeframe: “Typical School Year”
Concept
Completing the SLO process requires time for development, implementation, and performance review. The SLO time frame may need to follow the school’s calendar to provide a sufficient time frame in which students will be participate in selected or locally-developed assessments (implementation). Given the time needed to review completed SLO templates, conduct mid-cycle implementation checks, and summarize performance data needed for end-of-year rating, some conflicts in schedule could emerge, especially in late spring.
Key Points for Trainers
Articulate that the SLO time frame will be constrained by student availability and established dates associated with personnel decisions.
Learning Activity
SLO Phases: Roles and Responsibilities
Concept
School leaders and educators have unique roles in the SLO process. As persons responsible for the supervision of teachers, school leaders assume a different role and focus on different responsibilities as each phase of the SLO process unfolds. For example, in the Design Phase, the school leader is a facilitator and information disseminator who also articulates his/her strategic vision for student achievement. This vision is then clarified and qualified for each of the staff members, given the area he/she teaches.
Key Points for Trainers
Learning Activity
Roles & Responsibilities
Concept
The roles and responsibilities are suggestions. They rely on interpretation by school leaders given the context of the local and school board policies and strategic vision of district leaders.
Key Points for Trainers
Learning Activity
SLO Tasks and Procedures
Concept
The SLO tasks and procedures slides delve deeper into the operational details associated with the SLO process.
Key Points for Trainers
Explain that these slides provide “mid-level” details in completing each section of the SLO Form.
Articulate that more detailed information that educators need to complete the SLO process can be found at the Homeroom website
Learning Activity
Design Phase: Tasks
Concept
The SLO process is comprised of three major phases. The first is the DESIGN Phase. Key tasks for school leaders are to identify resources for the staff, provide data on school-wide needs, and establish procedural timelines.
Key Points for Trainers
Ensure that school leaders recognize the Design phase may occur prior to the school year.
Explain that district-wide, school-wide, and department goals should be considered within the context of each educator’s role.
Learning Activity
SLO Process Template
Concept
The SLO process provides a methodology to meet the component articulated in state policy.
Key Points for Trainers
Learning Activity
SLO Process Components
Concept
This figure is created to help visualize the various sections associated with the “build” phase of the SLO Process as “steps” toward completing the process. Understanding the relationship between these sections is essential to designing a high quality SLO.
Key Points for Trainers
Apply this “learning map” at the beginning of the presentation to provide a visual representation of the SLO process steps.
Note that each of these steps is one of the process sections found in the SLO Template.
Consider how understanding the relationship between these components is important to designing an SLO.
SLO Form
a. Preview the SLO Form and Help Desk Definitions. These will provide guidance around the Classroom Context, SLO Goal, Objectives, and Performance Measures.
Learning Activity
Review SLO Form
Design: Educator Tasks
Concept
Key Points for Trainers
Learning Activity
Design: Leader Tasks
Concept
In order for teachers to begin their SLO work, school leaders must complete some tasks that inform the work of the teachers.
Key Points for Trainers
The school leader’s actual tasks will be more detailed/specific that those outlined on this slide.
Learning Activity
Build Phase: Tasks
Concept
The second phase of the SLO process, BUILD, is focused on developing/selecting measures of student achievement based upon targeted content standards. Here, the school leader is coaching the staff through the process but communicating expectation, identifying subject matter experts, and identifying resources needed to complete this phase.
Key Points for Trainers
Ensure school leaders recognize the challenges in selecting performance measures and/or creating performance measures “from scratch”.
Learning Activity
Building: Leader Tasks
Concept
Key Points for Trainers
Learning Activity
Review Phase: Tasks
Concept
The third phase in the SLO process, REVIEW, focuses on quality assurance. For school leaders, an educator with a coherent approach that integrates subject and school goals using high quality assessments is the desired end result.
Key Points for Trainers
Articulate that screening for “comprehensiveness” may be a delegated task; however, the final acceptance for evaluation purposes will most likely remain within the school leader’s job scope.
Learning Activity
Educator Tasks
Concept
Key Points for Trainers
Handout #3 Quality Assurance Checklist-SLO can be found in SLO/Review
Learning Activity
Leader Tasks
Concept
The school leader should expect to perform several tasks between the development and implementation points in the SLO timeframe.
Key Points for Trainers
Clarify the term “triage” within an educational context. Given a range of contextual factors, it may be necessary to spend additional time and effort with a particular group of educators. The school leader’s tasks will be more specific and detailed than that outlined within this slide.
Learning Activity
Procedural -Conference-
Concept
The conversation about expectations will likely be embedded within a wider discussion with the staff on school wide goals, student achievement goals, expectations, and strategic vision. The information within these slides provides “discussion points” to assist school leaders in developing a unique “set” of goals and standards for the school’s staff.
Key Points for Trainers
Learning Activity
Procedural-Discussion Points-
Concept
Key Points for Trainers
Learning Activity
Procedural-Discussion Points-
Concept
Key Points for Trainers
Learning Activity
Procedural-Discussion Points-
Concept
Key Points for Trainers
Learning Activity
Procedural -Areas of Caution-
Concept
Like all processes, risk management is key to reducing unwanted factors influencing outcomes.
Key Points for Trainers
Ensure each of the six listed areas is clarified for school leaders.
Reinforce that while additional risks exists, the primary risk is using poor quality assessments with low student performance expectations.
Learning Activity
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
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.
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.
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.
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.
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.