Student Learning/Support Objectives (SLO/SSO) … · Learning & Support Objectives M1: Designing the SLO 1 1 Student Learning/Support Objectives (SLO/SSO)-Designing Module-Student

Learning & Support Objectives

M1: Designing the SLO 1

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Student Learning/Support

Objectives (SLO/SSO)

-Designing Module-

Student Learning/Support

Objectives

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Module 1

Designing the SLO/SSO

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Design

Goal• Designing 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. Compose a Goal Statement.

2. Select Targeted Content/Professional Standards.

3. Create a Blueprint.



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Helpful Resources

Participants should consult the following:

Training

• Handout #1: Designing the SLO

Step 1: Goal Statement

Step 2: Targeted Content/Professional Standards

Step 3: Blueprint

Templates

• Template #1: Designing the SLO

• Template #3: Coherency Rubric

Resources• Demonstration #1-Art Grade 3-DEMO-Spring 2015

• Demonstration #2-School Psychologists-DEMO-Spring 2015

Process Components

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STEP #1 Goal

STEP #2 Standards

STEP #3 Blueprint

STEP #4 Form

STEP #5 QA

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DESIGN Phase

• Think about which content/professional

standards to measure.

• Organize standards and measures.

• Discuss collective goals with colleagues.

• Research what constitutes a high-quality

SLO/SSO.



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STEP 1

Goal Statement

SLO/SSO Definition

• A narrative that articulates a key concept upon

which the SLO/SSO is based. The statement

addresses What, Why, and How.

Characteristics:

• Central to the content area/professional service

• A foundational concept/services needed for

future, more advanced learning and school

success. 8

What is a Goal Statement?

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Addresses at least three key elements:

• WHAT part of the content/professional

standards is being reflected in the key

concept/service?

• WHY is the key concept/service a central

idea, controlling theme or primary service?

• HOW do the skills and knowledge/services

support future, more advanced learning?

Goal Statement



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Goal Statement

-SLO: High School Economics-

“Demonstrate how scarcity and choice affect

decision-making locally, nationally, and

internationally. The concepts of scarcity and

choice are the foundations for understanding and

applying economic principles. Future courses will

require that students propose solutions for scarcity

of goods and services through production and

allocation efficiencies.”

*Note* See also Handout #1: Designing the SLO, Step #1–Goal Statement.

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Goal Statement

-SSO: High School Counselors-

“The purpose of the high school counselor’s student

service goal is to evaluate the contributions of the school

counselor relative to student improvement in the areas of

academic, personal/social, and career development.

Students will acquire the attitudes, knowledge, and skills

that contribute to effective learning in school and across

the life span. This goal will be partially accomplished

through the delivery of a guidance curriculum, individual

student planning, and responsive services.”

*Note* See also Handout #1: Designing the SLO, Step #1–Goal Statement.

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Procedural Steps

1. Create a statement about a key concept (or primary service)

that is essential to the course or subject area (or supporting

student achievement and/or school success).

2. Discuss and build consensus by focusing on each aspect of the

key concept (or primary service).

3. Draft a sentence reflecting the group’s consensus on the Goal

Statement.

4. Merge the three sentences to create a single-paragraph

statement and review with the group.

5. Finalize the statement and double-check for editorial

soundness.

Note: The statements in italics are application to specialists creating a Student Support Objective

(SSO)

*Note* Refer to Template #1: Designing the SLO, Step 1–Developing a Goal Statement.



Quality Assurance (QA) Checklist

The Goal Statement addresses:

What the key concept (service) that is an essential

understanding of the course/subject area (or supporting

student achievement).

Why the selected key concept (service) is foundational and

represents at least one central idea (professional standard).

How the skills and knowledge associated with the key

concept (identified service) support future, more advanced

learning (school success).

The Goal Statement was:

Created by educators (specialists) with experience teaching

the course/subject area (professional area).

Reviewed for editorial soundness.13

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STEP 2

Targeted Content/Professional

Standards

SLO Definition

• Targeted Content Standards, which are the foundation of

performance measures, articulate what students should know

(knowledge), be able to demonstrate (skills), and apply in

other settings (abilities).

SSO Definition

• 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. 15

What are Targeted

Content/Professional Standards?



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Targeted Standards

Choosing Targeted Content/Professional

Standards means:

• Identifying within the content/service

areas within the standards that

represent the key concept/service.

• Selecting certain content/professional

standards for use with the performance

measure.

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Guiding Questions

• Endurance–Will this standard provide

students with knowledge, skills, abilities

and/or services of value beyond a single

test date/point in time?

• Leverage–Will this standard provide

knowledge, skills, abilities and/or services

in multiple disciplines/settings?

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Rules of Thumb

SLO

• Describes the expectations associated with a particular

academic content area.

• Articulates what students should know (knowledge)

and be able to demonstrate (skills).

• Represents the curricula taught during the school year.

SSO

• Articulates how the service supports student learning

and school success.

• Represents core services focused on student outcomes.



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Rules of Thumb (cont.)Assumptions

• Targeted content standards have a direct

influence on student performance outcomes

and can be measured across two points in time

or at a single point, with performance standards

defining mastery and growth.

• Targeted professional standards have

quantifiable outcomes that can be collected in a

uniformed (standardized) manner.

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*Note* See also Handout #1: Designing the SLO, Step #2–Targeted Content

Standards.

Standard ID Description Rationale

Standard 1.1

Interpersonal

Communication

Students engage in

conversations, provide

and obtain information,

express feelings and

emotions, and exchange

opinions.

To achieve functional levels of

communicative competence in a world

language, students must use the language

regularly in everyday social interactions

such as conversing, arguing, criticizing,

requesting, convincing and explaining

effectively.

Standard 1.2

Interpretative

Students understand and

interpret written and

spoken language on a

variety of topics.

Developing literacy in a world language is

a crucial 21st century skill. Students need

to develop a variety of reading and

listening strategies that will allow them to

comprehend, analyze, and synthesize

information.

SLO: World Languages

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*Note* See also Handout #1: Designing the SLO, Step #2–Targeted Content

Standards.

Standard ID Description Rationale

A:A1 Improve

Academic Self-

Concept

A:A1.1 Articulate feelings of competence and

confidence as learners. A:A1.2 Display a positive

interest in learning. A:A1.3 Take pride in work and

achievement. A:A1.4 Accept mistakes as essential to

the learning process. A:A1.5 Identify attitudes and

behaviors that lead to successful learning.

Students will acquire

the attitudes,

knowledge, and skills

that contribute to

effective learning in

school and throughout

life.

A:A2 Acquire

Skills for

Improving

Learning

A:A2.1 Apply time-management and task-management

skills. A:A2.2 Demonstrate how effort and persistence

positively affect learning. A:A2.3 Use communications

skills to know when and how to ask for help when

needed. A:A2.4 Apply knowledge and learning styles to

positively influence school performance

Students will acquire

the attitudes,

knowledge, and skills

that contribute to

effective learning in

school and throughout

life.

SLO: High School Counselors



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Procedural Steps

1. Examine the content (professional) standards associated with

the Goal Statement developed in Step #1.

2. Identify a preliminary group of standards that are essential

components of the identified key concept (service).

3. Select those standards that can be measured to produce

achievement data (achievement and/or school success data).

4. Place the name or codification for each targeted content

(professional) standard in the Standards ID column and enter

the content description in the Description column.

5. Enter a brief statement in the Rationale column explaining

the alignment with the Goal Statement.

*Note* Refer to Template #1: Designing the SLO, Step 2–Identifying the Targeted Content Standards


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The Targeted Content (Professional) Standards:

Represent, within the greater content area (profession), the

key concept (service) that the Goal Statement articulates.

Have leverage and endurance characteristics (i.e. knowledge

and skills of value across multiple disciplines).

Prepare students for more advanced learning (and/or school

success).

Can be measured by high-quality assessments.

Can produce information about what students know and are

able to do.

Can guide teaching and pedagogy (inform the service

delivery models)

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STEP 3

Blueprint



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What is a Blueprint?

A design tool that:

• Aids in the SLO/SSO design process.

• Visually depicts the relationship

among key SLO/SSO elements.

• Aligns the technical components that

serve as the foundation for creating

the student learning/support

objectives.

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Basic Elements

• Goal Statement

• Targeted Content/Professional

Standards

• Objectives Statement: [S.M.A.R.T

format]

• Performance Measures/Assessments

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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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Procedural Steps

1. Add Goal Statement and Targeted Content (Professional)

Standards identified in Steps #1 and #2.

2. Explore potential performance measures (i.e., assessments) and

metric types (e.g., mastery, growth).

3. Draft an objective for each performance measure using the

Specific, Measureable, Achievable, Relevant, and Time-bound

(SMART) format.

4. Review the alignment between the selected performance

measures and the Targeted Content (Professional) Standards.

5. Ensure that the developed objectives are sufficient measures of

the Goal Statement.

*Note* Refer to Template #1: Designing the SLO, Step 3–Creating a Blueprint.


The Blueprint includes:

The Goal Statement and Targeted Content (Professional) Standards.

The performance measures used to create student achievement data.

The objectives used to demonstrate student achievement.

All components needed to create the SLO/SSO.

The Objectives are written in ________________ terms.

Specific

Measureable

Achievable

Relevant

Time-bound

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Reflection

• Purpose Statement

Step 1

• Targeted Content / Professional Standards

Step 2 • Blueprint

Step 3

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Design Phase: Final Check

• The Coherency Rubric, which examines the alignment

characteristics of each student learning/support objective

(SLO/SSO), serves as a review tool so that each

SLO/SSO is technically rigorous.

• Each phase contains a series of tasks with applicable

descriptors that specify the criteria for evaluating the

technical quality. Phase I: Design evaluates five aspects

of the SLO presented within this module.

*Note* Template #3: Reviewing the SLO Coherency

Rubric is found in the Review module.32

Final Check (cont.)

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Phase I: Design

Task ID Descriptor Rating

Meets

Criteria

Needs

Refinement

1.1

The goal statement articulates the “big idea” under which

targeted content/professional standards are directly

aligned. The statement is concise and free of technical

jargon.

1.2

Targeted content/professional standards have a direct

influence on student performance outcomes and are

viewed as “central” to the subject/service area.

1.3

The course/subject (service) area associated with the

SLO/SSO is logically linked to the central theme and

targeted content/professional standards.



Final Check (cont.)

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Task ID Descriptor Rating

Meets

Criteria

Needs

Refinement

1.4

A blueprint or other design document illustrates

relationships among key components (i.e., Goal

Statement, Targeted Content/Professional Standards,

Objectives, Performance Measures, and Overall

Rating).

1.5

Performance measures are designed to evaluate the

targeted content/professional standards (as

demonstrated by the performance measure’s

alignment characteristics).

Needs

Refinement

Clarification

Phase I: Design

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Summary

SUMMARY

Designing the SLO

• Designed a Goal Statement and select

content/professional standards.

• Organized and aligned SLO/SSO components

within a blueprint.

NEXT STEPS

Building the SLO

• Using the completed blueprint, participants will

create a high quality SLO/SSO and develop and/or

select applicable performance measures.

Documents

Student Learning/Support Objectives (SLO/SSO) … · Learning & Support Objectives M1: Designing the SLO 1 1 Student Learning/Support Objectives (SLO/SSO)-Designing Module-Student