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)
-School Leader Module-

2. Student
Learning/Support
Objectives
2
Module 0
Orientation to the SLO/SSO
Process

3. Goal
Provide guidance and procedural suggestions to school
leaders for the implementation of student learning/support
objectives (SLO/SSO) as part of Mississippi’s Teacher
Effectiveness System (MTES).
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

4. 4
CONCEPTUAL
FRAMEWORK

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 within
Mississippi’s curriculum framework.
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

11. 11
PROCESS PHASE

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

13. Process Components
13
STEP #1
Goal
STEP #2
Standards
STEP #3
Blueprint
STEP #4
Form
STEP #5
QA

14. SLO/SSO Process: Major
Components
Performance
Measures
Performance
Indicators
Goal & Targeted
Content/Professional
Standards
Goal
Objective
#1
Assessment
#1
Objective
#2
Assessment
#2

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.

17. 17
School Leaders
Roles and Responsibilities

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 across
Mississippi.
• 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.

22. 22
Tasks and Procedures

23. 23
Design Phase: Tasks

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 Mississippi’s Teacher
Effectiveness System (MTES).

25. 25
Template Sections
Context
Goal
Objectives
Measures

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)

28. 28
Build Phase: Tasks

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

49. 49
Review Phase: Tasks

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

56. 56
Procedural
-Conference-
The SLO/SSO process facilitates an
ongoing conversation about expectations
between educators and school leaders

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).

61. 61
TRAINING

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

64. 64

65. 65

66. 66

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