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M2 building the slo-sso-final

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This document outlines the process for building student learning and support objectives (SLO/SSO) to guide instruction and evaluate student growth in an educational context. It details the components necessary to complete the SLO/SSO forms, including setting goals, establishing performance measures, and ensuring alignment with standards. Additionally, it provides procedural steps, examples, and business rules to aid educators in effectively formulating and applying these objectives.

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1 Student Learning/Support Objectives (SLO/SSO) -Building Module-
Student Learning /Support Objectives 2 Module 2 Building the SLO/SSO
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 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
Process Components 5 STEP #1 Goal STEP #2 Standards STEP #3 Blueprint STEP #4 Form STEP #5 QA
6 • Select the performance measures. • Develop targets and expectations. • Complete the template. • Share the draft materials with colleagues. BUILD Phase
7 Build Phase Components Build Preview SLO/SSO Form & Help Desk Context/Setting Goal Objectives Performance Measures
8 STEP 4 SLO/SSO Form
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 SECTION I SLO/SSO Form
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 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 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 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 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 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.
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 SECTION II SLO/SSO Form
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 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 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 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
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.
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.
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 SECTION III SLO/SSO Form
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.
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 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 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).
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.
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.
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 SECTION IV SLO/SSO Form
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 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 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 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 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.
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
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 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.
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).
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 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 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.
Reflection • Building SLOs • Building SSOs Step 4 • Context/Setting • Goal • Objectives • Performance Measures Sections • Distinguished • Effective • Emerging • Unsatisfactory Overall Rating 47
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
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.  
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 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.

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M2 building the slo-sso-final

  • 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
  • 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
  • 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.
  • 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.
  • 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).
  • 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.

Editor's Notes

  • #2: The Student Learning Objective (SLO) and Student Support Objective (SSO) Process is comprised of three (3) phases: Designing, Building, and Reviewing. Student learning objectives/ support objectives provide a valid assessment of educator and professional staff (specialists) effectiveness through performance outcomes based on standards. This training series is comprised of four (4) training modules M0-SLO/SSO Orientation M1-Designing SLOs/SSOs M2-Building SLOs/SSOs M3-Reviewing SLOs/SSOs Welcome to the Building 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.)
  • #7: BUILD Phase Concept Within the Build phase, teachers will be completing the Template #2-Building the SLO, which identifies the Context, Goal, Objectives, and Measures. When selecting or developing Performance Measures, the Quick Start© will guide educators to ensure that the measures used meet the principles of well-developed measures. Well-developed measures must: Be built to achieve the designed purpose; Produce results that are used for the intended purpose; Align to targeted content standards; Contain a balance between depth and breadth of targeted content; Be standardized, rigorous, and fair; Be sensitive to testing time and objectivity; and, Have score validity and reliability evidence. Training M2: Building SLOs will provide further details related to this phase of development. Key Points for Trainers Ensure the participants understand that Building is an iterative process between the original design and the creation of the SLO. Often, the original design must be changed after it is decided how standards will be measured and performance indicator targets have been developed. Activities during this phase include: Selecting (or creating) the performance measures that are aligned to the targeted content standards; Developing mastery and/or growth metrics associated with the performance measures; Establishing performance targets; Identifying students included in the SLO data; and, Creating performance expectations. Learning Activity Have participants identify and explain each section of Template #2-SLO Form.