M0 school leader orientation-final

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Student Learning/Support

Objectives (SLO/SSO)

-School Leader Module-

Student

Learning/Support

Objectives

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Module 0

Orientation to the SLO/SSO

Process

GoalProvide 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

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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 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 performance6

How is it Done?

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

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.

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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

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).12

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

Performance Measures

Performance Indicators

Goal & Targeted Content/Professional

Standards

Goal

Objective #1

Assessment #1

Objective #2

Assessment #2

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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.

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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.

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School Leaders

Roles and Responsibilities

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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

Timeframe

“Typical School Year”

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July June

August September October November December January February March April May

● ● September

● ●

Implementing

● ●

Review PerformanceMarch

Design, Build, & Review (QA)

Phases

-Roles and Responsibilities-

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DE

SIG

N

Roles & Responsibilities

Teachers:

Identify content standards and students

Specialists:

Identify professional standards and clients

Leaders:

Identify school-wide needs and timeline for submission

BU

ILD


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/SSOcompletion

RE

VIE

W


Teachers:

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 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.

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Tasks and Procedures

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Design Phase: Tasks

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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).

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Template Sections

Context

Goal

Objectives

Measures

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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”

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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)

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Build Phase: Tasks

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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.

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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.

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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 CourseName of the specific course/subject upon which the SLO is

based

1.3 Grade LevelGrade 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 FrequencyThe 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

IntervalThe time frame of the course/subject identified in Element 1.2

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SSO Section I-Business RulesElement Definition

1.1 Service AreaName 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 LevelGrade level(s) of students and/or educator-type services are

provided

1.4 Total RecipientsAggregate 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 SettingThe 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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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.

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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.

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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


3.3 Objectives

(Focused

Clients)

The expected level of performance for a subset of the client


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 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)

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SLO Section IV-Business RulesElement Definition

4.1 NameThe 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.

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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.



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SSO Section IV-Business RuleElement Definition

4.1 NameThe 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 MetricThe 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 ToolsScoring 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.



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.



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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.

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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.

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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

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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

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

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Helpful Resources (cont.)

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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?

Final Deliverables

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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 leader

5. Finalize and sign form

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Review: Leader Tasks1. 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

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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 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

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

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

M0 school leader orientation-final

Education

Transcript of M0 school leader orientation-final