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Student Learning/Support

Objectives (SLO/SSO)-School Leader Module-

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Student Learning/Support

Objectives

Module 0Orientation to the SLO/SSO

Process

GoalProvide guidance and procedural suggestions to school leaders for the implementation of student learning/support objectives (SLO/SSO).

Objectives Participants will:

1. Explore the Student Learning/Support concept.2. Identify roles and responsibilities needed to implement

Student Learning/Support Objectives (SSO).3. Review tasks and suggested procedures for each

SLO/SSO phase (Design, Build, & Review).3

Orientation

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CONCEPTUAL FRAMEWORK

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.

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What is a Student Learning/Support Objective?

Five-Step Process1. Develop a goal statement2. Identify content or professional

standards3. Create a blueprint with objectives and

assessments4. Review the completed template5. Evaluate student performance

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How is it Done?

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1. Goals are based upon the key concepts.2. Objectives are specific, measurable, attainable, and

time-bound.3. Teacher expectations of student achievement are

challenging.4. Performance measures are valid, reliable, and

rigorous.5. Performance data are collected, organized,

summarized, and reported in a consistent manner.

Intent

Guiding PrinciplesSLO

1. Represent student performance in a specific course or subject area taught by the educator.

SSO2. Represent student performance in an identified

area of need to support achievement and school success.

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Guiding Principles (cont.)SLO2. Align to a set of Targeted Content Standards that represents the depth and breadth of the Goal Statement.

SSO2. Align to a set of Professional Standards that reflects the Goal Statement.

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Guiding Principles (cont.)SLO & SSO

3. Contain results from high-quality performance measures collected in an equitable, verifiable, and standardized manner.

4. Use metrics based on two time-bound events (i.e., data collection periods) or on summative performance measures with defined levels of achievement.

5. Include performance targets linked to performance measures. 10

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PROCESS PHASE

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).

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Process Phases

Process Components

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STEP #1 Goal

STEP #2 Standards

STEP #3 Blueprint

STEP #4 Form STEP #5 QA

SLO/SSO Process: Major Components

Goal

Objective #1

Assessment #1

Objective #2

Assessment #2

Goal & Targeted Content/Professional Standards

Performance Indicators

Performance Measures

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Blueprint-Art Grade 3 Example-

Goal StatementDemonstrate 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.

PM #2:Still Life Painting Portfolio comprised of four (4) unique paintings.

*Note* Also see Handout #1: Designing the SLO, Step #3–Blueprint.

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Blueprint-School Psychologists Example-

Goal StatementImprove 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.

PM #2:Functional Behavioral Assessment (FBA)-District

*Note* Also see Handout #1: Designing the SLO, Step #3–Blueprint.

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School Leaders Roles and Responsibilities

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Generic Procedural Timeline1. Establish initial SLO/SSO timeline at the

beginning of the school year2. Review completed template with educator3. Agree on any revisions; sign SLO/SSO

Template4. Establish “mid-cycle” implementation check5. Conduct end-of-year review of summarized

performance data6. Determine rating; sign SLO/SSO Template

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Timeframe“Typical School Year”

July June

August September October November December January February March April May

● ● September

● ● Implementing

● ● Review PerformanceMarchDesign, Build, & Review (QA)

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Phases-Roles and Responsibilities-

DESIGN

Roles & ResponsibilitiesTeachers: Identify content standards and studentsSpecialists:Identify professional standards and clients Leaders: Identify school-wide needs and timeline for submission

BUILD

Roles & ResponsibilitiesTeachers: Identify performance measures and expectations within the SLO formSpecialists:Identify performance measures and expectations within the SSO formLeaders: Clarify and guide SLO/SSO completion

REVIEW

Roles & ResponsibilitiesTeachers: Verify the SLO is complete and comprehensive Specialists:Verify the SSO is complete and comprehensive Leaders: Validate expectations and ensure coherency

Roles and Responsibilities

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Assignments:• are determined locally and could vary nationally.• are flexible and may change during the school year.• for SLO/SSO development may be “shared” across

grade-levels or departments.• of new roles may include SLO/SSO trainer, co-

developer, and/or quality reviewer for lead teachers, department chairpersons and other leaders.

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Tasks and Procedures

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Design Phase: Tasks

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SLO and SSO TemplatesTemplate 2a & 2c

The framework used to identify goals, objectives, and performance measures for the Student Learning/Support Objectives.

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Template Sections

Context Goal

Objectives Measures

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Design: Educator/Professional Tasks

1. Identify subject (service area) and students2. Concept/services from the content/professional

standards3. Draft a goal statement and rationale4. Identify preliminary objectives and

performance measures5. Develop a “blueprint”

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Design: Leader Tasks

1. Establish timeline and expectations for SLO/SSOs

2. Identify training and other resources3. Identify any school-wide needs that can be

supported by the SLO/SSO process4. Disseminate achievement data from prior

year(s)

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Build Phase: Tasks

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ContextSLO 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.

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SettingSSO 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.

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SLO Section I-Business RulesElement 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 StudentsAggregate 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

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SSO Section I-Business RulesElement 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 ServiceFrequency

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

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GoalSLO 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.

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GoalSSO 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.

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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

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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

Objective

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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.

Objective

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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.

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SLO Section III-Business RulesElement 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). 

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SSO Section III-Business RulesElement 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).

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Performance MeasuresSSO 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)

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SLO Section IV-Business RulesElement Definition

4.1 Name The name of each performance measure for which an objective is established in Element 3.2.

4.2 PurposeThe 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 TargetsUsing 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.

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Element Definition

4.7 Scoring ToolsScoring 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.

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SSO Section IV-Business RuleElement Definition

4.1 Name The name of each performance measure for which an objective is established in Element 3.2

4.2 PurposeThe 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 TargetsUsing 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.

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Element Definition

4.7 Scoring Tools Scoring Keys: Objective Measures; Scoring Rubric: Subjective Measures; Data collection mechanisms

4.8 ResultsThe 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.

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SLO Rating -P.E. Grade 7 Example (cont.)-

SLO Rating

Distinguished • Effective• Emerging• Unsatisfactory

Notes and ExplanationObjective was 95.0%; overall actual performance, 96.2%.

* Note* See also Handout #2a: Building the SLO, Step #4–SLO Form.

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SSO Rating - School Psychologists Example (cont.)-

SLO Rating

Distinguished • Effective• Emerging• Unsatisfactory

Notes and ExplanationBehavior 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.

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Build: Leader Tasks

1. Clarify expectations for SLOs/SSOs2. Provide additional training and other resources3. Screen draft material prior to conferencing with

educator4. Designate a school-based, subject matter expert

to support development5. Coordinate district and external professional

development services

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Review Phase: Tasks

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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

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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

Helpful Resources (cont.)

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Task Structure

QA 1. CompletenessIs the SLO/SSO Form completed correctly?2. ComprehensivenessAre the assessments of high technical quality?

3. Coherency Are the SLO/SSO components aligned to each other?

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Final Deliverables

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).

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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 leader5. Finalize and sign form

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Review: Leader Tasks1. Conduct preliminary review (screen) of proposed

SLO/SSO2. Implement conference with educator:

a) Develop “triage” of screening materialsb) Align time allocation given preliminary reviewc) Provide “key points of discussion” prior to

conference3. Discuss proposed SLO/SSO and applicable

performance measures4. Identify any corrections, refinements, etc.5. Sign form and establish follow-up timeline

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Procedural -Conference-

The SLO/SSO process facilitates an ongoing conversation about expectations between educators and school leaders

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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?

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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?

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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?

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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).

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TRAINING

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Integrated SLO/SSO Training

Training Phases

Module 2Building SLOs

Module 1Designing SLOs

SLO/SSO Process

Module 3Reviewing SLOs

Module 0 Orientation

Assessment Literacy

Process via Quick Start

Module 1Designing SSOs

Module 2Building SSOs

Module 3Reviewing SSOs

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.

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SLO/SSO Components

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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.

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Summary