Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy

1. 1
Student Learning/Support
Objectives (SLO/SSO)
-Building Module-

2. Student Learning /Support
Objectives
2
Module 2
Building the SLO/SSO

3. 3
Build
Goal
• Building technically rigorous 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. Review the requirements to complete Template #2a (SLO
Form) and Template #2c (SSO Form).
2. Create an SLO/SSO and develop and/or select applicable
performance measures.

4. 4
Helpful Resources
Participants should consult the following:
Training
• Handout #2: Building the SLO/SSO
 Step 4: Completing the SLO/SSO form
Templates
• Template #2a: Building the SLO
• Template #2c: Building the SSO
Resources
• Help Desk
• Models: Content Specific Examples

5. Process Components
5
STEP #1
Goal
STEP #2
Standards
STEP #3
Blueprint
STEP #4
Form
STEP #5
QA

6. 6
• Select the performance measures.
• Develop targets and expectations.
• Complete the template.
• Share the draft materials with
colleagues.
BUILD Phase

7. 7
Build Phase Components
Build
Preview
SLO/SSO
Form
& Help Desk
Context/Setting
Goal
Objectives
Performance
Measures

8. 8
STEP 4
SLO/SSO Form

9. 9
SLO/SSO Form Preview
1. Examine each of the four (4) sections.
A. What information is needed?
B. Who is the SLO/SSO focused on?
2. Read the business rules in the Help Desk
document.
A. Definitions
B. Examples

10. 10
SECTION I
SLO/SSO Form

11. 11
SLO 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.

12. 12
SSO 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.

13. 13
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

14. 14
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

15. 15
Section I: Context
-Algebra II Example-
SectionI
-Context-
Guiding Statement: “Let me begin by describing my classroom.”
1.1 Content
Area
Mathematics 1.2 Course Algebra II
1.3 Grade
Level
10
1.4 Total
Students
75
1.5 Average
Class Size
25
1.6 Class
Frequency
3 classes
per day
1.7
Instructiona
l Setting
Classroom
1.8
Instructional
Interval
School Year
* Note* Refer to Template #2a: Building the SLO, Step #4–SLO/SSO Form.

16. 16
Section I: Setting
-School Psychologist Example-
SectionI
-Context-
Guiding Statement: “Let me begin by describing the setting of my support
services.”
1.Service Area
Psychological
Services
1.2 Service
Location
Middle
Schools
1.3 Grade
Level
6-8
1.4 Total
Recipients
25
1.5 Average Case
Size
30
1.6 Service
Frequency
14 weeks
(typical
interventio
n cycle)
1.7 Service Setting School
1.8 Service
Interval
45 minutes
* Note* Refer to Template #2c: Building the SSO, Step #4–SLO/SSO Form.

17. Section I: Context/Setting
Procedural Steps
Step 1. Enter the demographic/descriptive
information for the content/service area
(1.1, 1.2, 1.3).
Step 2. Describe the course/service that the
SLO/SSO represents (1.4, 1.5, 1.6).
Step 3. State the instructional/service setting
and interval (1.7, 1.8).
17
* Note* Refer to Template #2a and #2c: Building the SLO, Step #4–SLO/SSO
Form.

18. 18
SECTION II
SLO/SSO Form

19. 19
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.

20. 20
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.

21. 21
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, 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

22. 22
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

23. Section II: Goal
-Intro to World Geography Example-
23
SectionII
-Goal-
Guiding Statement: “Here is a key concept my students need to understand
fully.”
2.1 Goal Statement
Improve students’understanding of the physical environments in the
United States and the world along with the processes that shape them
and the problems they present to human occupation and use.
2.2 Targeted Content
Standards
a. Identify and explain the concepts and processes that affect physical
environments around the world and explain the subsequent patterns
and distributions of natural resources and physical environmental
changes that result from those processes. (DOK 3)
b. Recognize problems associated with the complex interactions
between human activity and the physical environments around the
world (e.g., natural hazards, drought and redistribution of water,
agricultural production and food security, movement of air and water
pollution). (DOK 2)
2.3 Instructional
Strategy
Direct instruction
*Note* See also Handout #2a: Building the SLO, Step #4–SLO/SSO Form.

24. Section II: Goal
-School Psychologist Example-
24
SectionII
-Goal-
Guiding Statement: “Here is a primary service to my clientele.”
2.1 Goal Statement
Improve students’ academic achievement, positive mental health,
and social competence using interventions and mental health
services
2.2 Targeted
Professional
Standards
National Association of School Psychologists (NASP) Model for
Comprehensive and Integrated School Psychological Services
(2010), Part I: Professional Practices, Direct and Indirect
Services for Children, Families, and Schools, Student-level
Services.
 Interventions and Instructional Support to Develop Academic
Skills
 Interventions and Mental Health Services to Develop Social
and Life Skills
2.3 Implementation
Strategy
Provide behavioral and mental health consultative
services/interventions to identified students in one-on-one and
small group settings at school
*Note* See also Handout #2c: Building the SSO, Step #4–SLO/SSO Form.

25. Section II: Goal
Procedural Steps
25
Step 1. Enter the single Goal Statement drafted in the
Blueprint (2.1).
Step 2. Insert the targeted content/professional
standards aligned to the Goal Statement (2.2).
Step 3. State the approach in the Instructional/
Implementation Strategy area (2.3) that
facilitates learning the key concept.
*Note* Refer to Template #2a and #2c: Building the SLO, Step #4–SLO/SSO
Form.

26. 26
SECTION III
SLO/SSO Form

27. Objective
27
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 in the 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.

28. Objective
28
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 in the 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.

29. 29
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, Effective, and
Distinguished).

30. 30
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).

31. Section III: Objectives
-U.S. History Example-
31
SectionIII
-Objectives-
Guiding Statement: “My students need to achieve these learning targets to be successful.”
3.1 Starting
Point
(Baseline)
Students scored less than 60% on the U.S. History Pre-Test.
3.2 Objectives
(Whole
Class)
OBJ #1: Achieve a score of 75% or higher on the End-of-Course U.S. History
Final Examination.
3.3 Objectives
(Focused
Students)
OBJ #1: Scores below 75% will demonstrate growth of at least 22 PCT PTS
towards proficiency on the End-of-Course History Final Examination, given
appropriate testing accommodations.
3.4 End Point
(Combined)
Unsatisfactory
0% to 54%
of students met
the learning
objectives
Emerging
55% to 74%
of students met
the learning
objectives
Effective
75% to 90%
of students met
the learning
objectives
Distinguished
91% to 100%
of students met
the learning
objectives
*Note* See also Handout #2a: Building the SLO, Step #4–SLO/SSO Form.

32. Section III: Objectives
-School Psychologist Example-
32
SectionIII
-Objectives-
Guiding Statement: “My clientele need to achieve these performance targets to be successful.”
3.1 Starting
Point
(Baseline)
After 8-10 weeks, 60% of students last year showed improvements in targeted behaviors.
After 14 weeks, 70% of students were able to sustain positive school behaviors.
3.2 Objectives
(All Clients)
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.
3.3 Objectives
(Focused
Clients)
OBJ #1: 55% of identified students needing 1 additional intervention cycle will show
improvement in targeted behaviors.
3.4 End Point
(Combined)
Unsatisfactory
0% to 50%
of clients will meet
the learning
objectives
Emerging
51% to 69%
of clients will meet
the learning
objectives
Effective
70% to 89%
of clients will meet
the learning
objectives
Distinguished
90% to 100%
of clients will meet
the learning
objectives
*Note* See also Handout #2c: Building the SSO, Step #4–SLO/SSO Form.

33. Section III: Objectives
Procedural Steps
33
Step 1. Establish the source and the baseline for comparing the
final results (3.1).
Step 2. Determine and list the expected performance level for
each objective, based on each performance measure
(3.2).
Step 3. Determine and list the expected performance level for
each subgroup of the student/client population, based
on each performance measure, if applicable (3.3).
Step 4. Establish the aggregate percentage range of expected
performance for each level of performance (3.4).

34. 34
SECTION IV
SLO/SSO Form

35. 35
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)

36. 36
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

37. 37
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.

38. 38
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,
including (a) the requirements for completing evaluation, including
accommodations, equipment, and materials, and (b) the standard time to
complete the overall evaluation.

39. 39
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.

40. Section IV: Performance Measures
-P.E. Grade 7 Example-
40
SectionIV
-PerformanceMeasures-
Guiding Statement: “These assessments are best suited to measure my students’ understanding of the standards.”
4.1 Name
PM #1: My Personal Fitness
PM #2: Critical Elements Demonstration Pre- and Post-Test
4.2 Purpose
PM #1: The My Personal Fitness performance task evaluates a student’s knowledge of health-related physical
fitness principles, components, and practices as they relate to a variety of physical activities. Assessment scores
will be used to evaluate set student learning objectives that are part of a teacher effectiveness system.
PM #2: The Critical Elements Demonstration Pre- and Post-Test measure growth based on the targeted content
standards, achievable through different levels of performance and knowledge. The results of this measure, which
shows growth over time, will be a contributing criteria in the teacher effectiveness system.
4.3 Targeted
Content
Standards
PM #1: Value physical activity for health, enjoyment, challenge, self-expression, and/or social
interaction.
PM #2: Demonstrate understanding of movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical activities.
4.4 Performance
Targets
PM #1: Achieve Advanced or higher on all five (5) criteria of the My Personal Fitness Rubric.
PM #2: Score a three (3) or higher on all tasks of the Critical Elements Demonstration Post-Test Rubric; scores
below two (2) on the Critical Elements Demonstration Pre-test Rubric will improve a minimum of one (1)
performance level on the Critical Elements Demonstration Post-test Rubric.
4.5 Metric Growth and Mastery
4.6
Administration
PM #1: My Personal Fitness
A certified physical education teacher will administer and score all performance tasks.
PM #2: Critical Elements Demonstration Pre- and Post-Test
A certified physical education teacher will administer and score the performance measure using the tools and
rubric provided.
4.7 Scoring Tools
PM #1: My Personal Fitness Rubric
PM #2: Critical Elements Demonstration Rubric

41. Section IV: Performance Measures
- P.E. Grade 7 Example (cont.)-
41
SectionIV
-Performance
Measure-
4.8 Results
Students Tested
(Total)
Students Meeting
Target
(Count)
Students Meeting
Target
(Percent)
 PM #1 160 152 95.0%
 PM #2 180 175 97.2%
 PM #3 - - -
Grand Totals 340 327 96.2%
* Note: See also Handout #2a: Building the SLO, Step #4–SLO Form.

42. 42
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.

43. Section IV: Performance Measures
-School Psychologists Example-
43
SectionIV
-PerformanceMeasures-
Guiding Statement: “These measures are best suited to evaluate my clientele.”
4.1 Name
PM #1: Behavioral and Emotional Rating Scale (BERS-2), Second Edition
PM #2: Functional Behavioral Assessment (FBA)-District
4.2 Purpose
PM #1: To measure behavior from three perspectives: child, parent, and teachers
PM #2: To develop a positive behavioral intervention plan
4.3 Targeted
Content
Standards
PM #1: Interventions and Mental Health Services to Develop Social and Life Skills
PM #2: Interventions and Instructional Support to Develop Academic Skills
4.4 Performance
Targets
PM #1: n/a – individualized baseline
PM #2: n/a – individualized baseline
4.5 Metric
Growth (change in performance across two or more points in time)
Mastery (attainment of a defined level of performance)
Growth and Mastery
4.6
Administration
PM #1: 15 minutes to complete the 52 items
PM #2: Data are collected from numerous sources: teacher and parent interviews, achievement scores, and IEP
information as outlined in the district’s FBA protocol.
4.7 Scoring Tools
PM #1: Items are rated on a Likert-type, 4-point scale. Scaled score mean is 100 and the SD is 15 (normative
tables are provided in the technical manual). Percentile ranks are also provided.
PM #2: The district’s multi-dimensional FBA rubric uses a 4-point, categorical classification across 3 behavioral
dimensions. Maximum score is 12. Scaled score mean is 0 with SD of 1 (local norm tables only).

44. Section IV: Performance Measures
- School Psychologists Example-(cont.)-
44
SectionIV
-Performance
Measure-
4.8 Results
Students Tested
(Total)
Students Meeting
Target
(Count)
Students Meeting
Target
(Percent)
 PM #1 25 22 88%
 PM #2 25 23 92%
Grand Totals 50 45 90%
* Note: See also Handout #2c: Building the SSO, Step #4–SLO Form.

45. 45
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.

46. 46
Section IV: Performance Measure
Procedural Steps
Step 1. Identify a performance measure for each objective and
provide a purpose statement that addresses the What, Why,
and How of the performance measure (4.1, 4.2).
Step 2. Reference the Targeted Content/Professional Standards
(2.2), determine students’ expected level of performance,
and select the metric for evaluating the performance
measure (4.3, 4.4, 4.5).
Step 3. Identify the administration procedures and scoring tools
for each performance measure (4.6, 4.7).
Step 4. State the final results of each performance measure (4.8).
Step 5. Determine the SLO/SSO rating based on the overall
performance.
*Note* Refer to Template #2: Building the SLO, Step #4–SLO Form.

47. Reflection
• Building SLOs
• Building SSOs
Step 4
• Context/Setting
• Goal
• Objectives
• Performance
Measures
Sections • Distinguished
• Effective
• Emerging
• Unsatisfactory
Overall
Rating
47

48. Build Phase: Final Check
• The Coherency Rubric, which examines the
alignment characteristics of each student
learning/support objective, serves as the
measurement tool to ensure that each SLO/SSO
meets the coherency criteria.
• Phase 2 (Build) evaluates six aspects of this
module. Each aspect of the SLO/SSO should
meet a specific descriptor in the Coherency
Rubric.
*Note* Template #3: Reviewing the Coherency Rubric is found in the Review
module.
48

49. Final Check
49
Coherency Rubric Phase II: Build
Task ID Descriptor Rating
Meets
Criteria
Needs
Refinement
2.1
The goal statement represents a central concept that is
enduring, has leverage, and is foundational to further,
more complex learning outcomes.
 
2.2
The SLO/SSO is supported by a representative sample of
the educator’s/professional’s students, with a sample size
that is sufficient to make valid inferences about student
achievement and/or outcomes
 
2.3
Targeted content/professional standards are selected using
a valid and reliable approach that is fair and unbiased.  
2.4
Objectives are specific, criteria-focused, attainable (yet
challenging), and directly linked to the performance
measures.
 

50. Final Check (cont.)
50
Coherency Rubric Phase II: Build
Task ID Descriptor Rating
Meets
Criteria
Needs
Refinement
2.5
Performance measures have benchmarks for two or more
points in time within a given school year [Growth]. In
addition or alternatively, performance measures have a
clear, date-specific target for an on-demand
demonstration of skill and knowledge attainment
[Mastery].
 
2.6
The overall rating is directly linked to a performance
continuum based on the percentage of students meeting
expectations across all objectives.
 
Needs
Refinement
Clarification

51. 51
Summary & Next Steps
SUMMARY
Module 2, Building the SLO/SSO:
• After creating a Goal Statement, the participants
developed an SLO/SSO with appropriate
performance measures.
NEXT STEPS
Module 3, Reviewing the SLO/SSO:
• After drafting an SLO/SSO, including the
appropriate performance measures, the
participants will conduct an extensive quality
review.