Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
3. Goal
• Design ● Build ● Review 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. Explore the Student Learning/Support Objective concept
2. Review common terminology
3. Examine the process components
4. Engage in the online training material 3
Orientation
5. Student Learning Objective (SLO)
• An indicator of educator effectiveness based on
student achievement of targeted content standards.
Student Support Objective (SSO)
• An indicator of professional effectiveness based on
services provided to support student achievement.
5
What is a Student
Learning/Support Objective?
6. Five-Step Process
1. Develop a goal statement
2. Identify content or professional
standards
3. Create a blueprint with objectives and
assessments
4. Review the completed template
5. Evaluate student performance
6
How is it Done?
8. Guiding Principles
SLO
1. Represent student performance in a specific
course or subject area taught by the educator.
SSO
1. Represent student performance in an identified
area of need to support achievement and school
success.
8
9. Guiding Principles (cont.)
SLO
2. Align to a set of Targeted Content Standards that
represent the depth and breadth of the Goal
Statement.
SSO
2. Align to a set of Professional Standards that
reflect the Goal Statement.
9
10. Guiding Principles (cont.)
SLO & SSO
3. Contain results from high-quality performance
measures collected in an equitable, verifiable, and
standardized manner.
4. Use metrics based on two time-bound events (i.e.,
data collection periods) or on summative
performance measures with defined levels of
achievement.
5. Include performance targets linked to performance
measures. 10
12. 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.
12
Terminology
13. Assessment Literacy
• The skills, knowledge, and concepts
associated with sound assessment practices,
including the critical review of technical
evidence.
Goal Statement
• A narrative that articulates a key concept/service
upon which the SLO/SSO is based.
13
Terminology (cont.)
14. Content Standards
• The content standards are those adopted by the state and used
to develop SLOs.
• The content standards articulate the knowledge, skills, and
abilities students are expected to know and be able to
demonstrate at a particular stage of their education.
Professional Standards
• Professional standards are typically provided by national
associations (e.g., American School Counselor Association)
and used to develop SSOs.
• Job descriptions or state professional standards can be used in
developing SSOs in the absence of national standards.
14
Terminology (cont.)
15. Instructional Strategy
• An approach used by educators that facilitates students’ ability
to learn the key concepts in the Goal Statement and the
Targeted Content Standards.
• Instructional strategies “drive” instruction as students work to
meet specific learning objectives.
Implementation Strategy
• The process of allocating resources to accomplish the primary
service goal delineated among the Targeted Professional
Standards.
• Implementation strategies combine resources, management
approaches, communication skills, and “strategic maps” in order
to achieve the desired outcomes.
15
Terminology (cont.)
16. Objectives
• Specific, measureable performance indicators that are
both achievable and relevant (given a reasonable time
frame).
Focused Students/Clients
• Within the greater SLO/SSO student population, a
designated group of students who have customized
objectives.
Starting and End Points
• Baseline information about student achievement
• Aggregate performance information at the end of the
instructional interval.
16
Terminology (cont.)
17. Performance Measure
• A tool used to measure a student’s mastery (or
improvement) of the skills, knowledge, and
concepts that the Targeted Content Standards
address. For SSOs, the performance measure is
associated with the identified professional
standard(s).
Performance Target
• A statement of the expected level of
achievement/performance on each performance
measure.
17
Terminology (cont.)
19. 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).
19
Process Phases
21. 21
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.
22. 22
• Select the performance measures.
• Develop performance targets and
expectations.
• Complete the template.
• Share the draft materials with
colleagues.
BUILD Phase
23. 23
• Check the SLO/SSO, including the
performance measures, for quality.
• Refine the performance measures and
targets.
• Edit the text and prepare discussion
points for the principal/supervisor.
• Update the completed SLO/SSO with
performance data (once the data become
available).
REVIEW Phase
25. 25
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
26. 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. 26
SLO/SSO Components
27. 27
Online Resources
Homeroom is RIA’s web-based learning
platform (http://www.reseachinaction.net)
containing:
• Online training materials, including web-based
forms
• Downloadable student learning/support
objective (SLO/SSO) training files
• Print-ready demonstrations/models
31. 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.
31
Summary
Notas do Editor
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 Orientation 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.)
Goal & Objectives
Concept
Within the Orientation Module, the trainer will provide participants with an overview of the SLO/SSO process and how it is an integral part of an educator effectiveness system.
Key Points for Trainers
Explain in macro-terms the “big picture” of how SLOs/SSOs are but one component of a much larger educator effectiveness system.
Ensure the 5 W’s are addressed-
What are SLOs/SSOs? SLOs/SSOs are locally selected and developed student learning/support objectives.
Where are SLOs/SSOs in the larger system? An SLO/SSO is one indicator that creates data necessary to assign an overall effectiveness rating.
Who uses SLOs/SSOs? Classroom teachers will use the SLO process. Professional staff (specialists) will use the SSO process.
When are SLOs/SSOs designed, built, and reviewed? SLOs/SSOs are developed typically prior to the beginning of the school year.
Why are SLOs/SSO helpful tools? SLOs/SSO are helpful tools because they are selected, designed, and reviewed by educators/professionals themselves and provide one layer of data associated with the multiple measures of student performance, as well as guiding instruction and support services.
Learning Activity
Concept
Terminology
Concept
It is important to keep in mind that the Student Learning/Support Objective (SLO/SSO) is a process that allows educators to have a great deal of control and responsibility over their instructional practice and evaluations. In this process, teachers/professionals take responsibility for selecting the goals, setting performance objectives and selecting performance measures which will be used to determine their effectiveness with the students. SLO/SSO are one part of the multiple measures that will be used to evaluate teachers/professionals.
Process Overview
Concept
The SLO/SSO Process has only five (5) major steps. Four of them are accomplished at the beginning of the process, and Step 5 (Evaluate) is done after student performance has been measured (or student services have been delivered)
Design Coherency
Concept
This figure is designed to help visualize how the “parts” fit into the “whole.”
Key Points for Trainers
It is essential for the audience to fully understand how only a coherent SLO approach should be used within the greater educator effectiveness system.
a. GOAL STATEMENTS are the key concepts upon which the SLO is based. These goals must be based upon CONTENT STANDARDS that articulates the skills, knowledge, and concepts of a particular subject area.
b. OBJECTIVES provide specific, measurable, attainable (but realistic) targets within a given timeframe. Each objective is measured by PERFORMANCE MEASURES.
c. PERFORMANCE MEASURES are the various tools/assessments which will be used to measure student achievement toward a specific goal with specific PERFORMANCE TARGETS.
d. PERFORMANCE TARGETS are the expected levels of achievement for students in the SLO population based on the performance measures.
e. RATINGS are determined by the overall results given the expectation performance ranges established at the beginning of the year.
Learning Activity
1. Have participants go to the state’s/district’s website and review the Curriculum Framework. The Curriculum Framework specifies what is to be taught for each subject in the curriculum.
Guiding Principles
Concept
Keep in mind that there are several guiding principles associated with the SLO process. These principles are key to the SLO process and ensure the development of high-quality measures of teacher effectiveness as demonstrated in student performance outcomes.
Key Points for Trainers
The guiding principles are essential in developing a mental picture of the characteristics of the student learning objective.
a. Principle #1-Performance must be aligned to the standards with a specific content/subject area. For SSO, other types of performance, such as attendance, classroom behavior, time-on-task, cooperativeness, engagement, etc. may part of the SSO process.
Learning Activity
Guiding Principles
Concept
Keep in mind that there are several guiding principles associated with the SLO process. These principles are key to the SLO process and ensure the development of high-quality measures of teacher effectiveness as demonstrated in student performance outcomes.
Key Points for Trainers
The guiding principles are essential in developing a mental picture of the characteristics of the student learning objective.
a. Principle #2-Goal statements articulate key concepts; however, more granular content standards are necessary in order to create the necessary performance measures. For the SSO, the professional service standards identified must reflect the goal statement. In some cases where no professional standards exist, the goal statement should reflect key elements of the specialist’s job description.
Learning Activity
Guiding Principles (cont.)
Concept
The performance measure (assessment) section of the SLO process contains information about the tools being used to measure student mastery of the identified skills, knowledge, and concepts. These performance measures range from on-demand, statewide assessments to teacher-made, culminating events. Performance measures must be aligned to the identified standards and be technically sound. Beyond the numerous technical aspects associated with measuring student learning, all assessments must have established performance criteria (targets) that delineate learning expectations. This concept is no different to a teacher establishing the necessary targets for students to received a “passing” grade.
Key Points for Trainers
The guiding principles are essential in developing a mental picture of the characteristics of the student learning objective.
d. . Principle #3-Performance measure quality is critical in producing results associated with the selected standards. Often, assessments are used for purposes the author did not design the tool to perform, thus creating a validity threat to those inferences about student learning. Furthermore, ensure that equitable opportunity for the student to demonstrate learning is provided within the administration and scoring of the performance measure.
Principle #4-Metrics have strengths and weaknesses.
Status [i.e., Mastery] metrics have absolute standards and are easily understood; however, they do not reflect changes (improvement) in student performance.
Growth metrics are sensitive to changes in learning; however, they are more unstable and limited for high performing students.
e. Principle #5-Performance targets provide a clear expectation of performance on the identified assessment.
Learning Activity
Terminology
Concept
Having a clear understanding of the vocabulary (i.e., educational jargon) within the SLO/SSO process is helpful throughout the training modules.
Key Points for Trainers
Learning Activity
Resources-
See Great School Partnership’s The Glossary of Education Reform (http://edglossary.org/)
Terminology
Concept
It is important to keep in mind that the Student Learning/Support Objective (SLO/SSO) is a process that allows educators to have a great deal of control and responsibility over their instructional practice and evaluations. In this process, teachers/professionals take responsibility for selecting the goals, setting performance objectives and selecting performance measures which will be used to determine their effectiveness with the students. SLO/SSO are one part of the multiple measures that will be used to evaluate teachers/professionals.
Key Points for Trainers
Articulate that the Student Learning Objectives are being used in emerging teacher effectiveness systems throughout the nation. They have become increasingly important as teacher effectiveness systems have begun linking student outcomes directly to specific educators, rather than in broad terms associated with school accountability systems.
Clarify that SLOs based on non-cognitive measures and used for school effectiveness systems (graduation rates, matriculation rates, AP course enrollment, suspensions, etc.) will be excluded from this SLO process.
Provide examples (see Teacher Effectiveness System Business rules) of professionals the Student Support Objectives are most appropriate.
Learning Activity
Take three minutes to think:
Write down two ways SLOs/SSOs can positively influence teaching.
Take two minutes to share:
Share “Round Robin” in groups.
Terminology (cont.)
Concept
Key Points for Trainers
Assessment Literacy addresses numerous types of performance measures ranging from traditional, on-demand assessments to long-term, culminating events (e.g., dance recitals). Teachers should be encouraged to reflect on the measures they currently use and then identify those most appropriate for the SLO process.
Goal statements are based upon what areas within the curricula are essential for students to master, while having leverage in other subject areas. For SSOs, a narrative that articulates a key concept upon which the SSO is based. The statement addresses What, Why, and How.
Learning Activity
Terminology (cont.)
Concept
Having a clear understanding of the vocabulary (i.e., educational jargon) within the SLO process is helpful throughout the training modules.
Key Points for Trainers
SLO
Content standards serve as the foundation for both instruction and assessment. In the SLO process, a subset of standards (i.e., targeted) are identified and used throughout the entire process. These standards reflect the key concept, have leverage, and are essential to understanding more complex concepts.
SSO
Targeted Professional Standards serve as the foundation for the services measured and reported in the SSO. Content standards may also be identified for those individuals providing instructional services. In some unique cases, locally developed (state) professional standards or job descriptions can be used when national standards are not available.
Learning Activity
Terminology (cont.)
Concept
Having a clear understanding of the vocabulary (i.e., educational jargon) within the SLO process is helpful throughout the training modules.
Key Points for Trainers
SLO
Instructional strategy is the primary approach the teacher believes will produce a full understanding of the key concept. This is not the instructional methodology (e.g., read and recall explicit facts) but rather a macro-level approach to the learning concept. Instructional strategies-
Direct Instruction
Graphic Organizers
KWL Charts
Scaffolding
Small Group Instruction
Thematic Models
SSO
Implementation Strategy is the approach used attain the primary service goal articulated in the Goal Statement and delineated among the Targeted Professional Standards.
Needs assessments, such as Strengths, Weaknesses, Opportunities, and Threats (SWOT), serve as foundational data needed prior to establishing an Implementation Strategy
Learning Activity
Terminology (cont.)
Concept
Section III of the Template 2a and 2c focuses on the formulation of objectives. This process begins with examining student performance data (historical and current) to established a baseline (i.e., Starting Point). From this starting point, the teacher/professional creates learning objectives for all students/clients identified in Section I. These objectives are written following the “SMART” format. Additionally, the teacher/professional may have a subgroup of students/clients (i.e., Focused Students) that may have unique objectives that are different than the entire class/caseload. This may be a function of where the students begin in comparison to their peers, differences in the metric (growth increases rather than mastery), or differences in instructional approach or service delivery models.
Key Points for Trainers
1. Objectives are student/client performance expectations based upon their starting point (baseline data). For the SLO/SSO process, they are written using the Specific, Measureable, Achievable, Relevant, and Time-bound (SMART) format. The degree of objective attainment produces the data used in assigning an overall SLO/SSO rating.
2. Focused students/clients are those individuals identified by the data, a priori knowledge, or program design that will have supplemental objectives. Focused student/client objectives are in addition to the overall student/client objectives, rather than replacing the all student/client objective.
3. Starting/End points use the instructional interval/ implementation strategy to establish the time-bound component of the objective. Starting points contain the baseline data before the instructional/implementation strategy for the key concept is applied. The end-point data is the information, in its aggregated form, which will create a performance continuum form 0% to 100%. These aggregated data come from the attainment of all objectives identified in the SLO/SSO process.
Learning Activity
Terminology (cont.)
Concept
The performance measure (assessment) section of the SLO process contains information about the tools being used to measure student mastery of the identified skills, knowledge, and concepts. In the SSO process, the assessments are often commercially produced and approved for use by professional organizations. These performance measures range from on-demand, statewide assessments to teacher-made, culminating events. Performance measures must be aligned to the identified standards and be technically sound. Beyond the numerous technical aspects associated with measuring student learning, all assessments must have established performance criteria (targets) that delineate learning expectations. This concept is no different to a teacher establishing the necessary targets for students to received a “passing” grade.
These measures are associated with the identified professional standards but measure latent constructs (e.g., social and emotional readiness) associated with the profession.
Key Points for Trainers
SLO
1. Performance measures refers to the approach used to measure the skills, knowledge, and concepts presented during the interval of instruction (articulated in the targeted content standards). These measures include vendor-produced tools, nationally recognized tests, statewide assessments, district-made tests, and teacher-designed measures.
2. Performance targets is a reference to the criteria required in order for a student’s performance to be identified as having met or not met/demonstrated an understanding of the targeted content standards. Performance targets create standards of performance, which are different that norm-reference performance measures that simply compare a student with his/her peers.
SSO
Performance Measures– This section identifies those measures used to evaluate the support services articulated among the professional standards.
Performance Targets- 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)
Learning Activity
SLO Process Components
Concept
Time to take a few minutes to provide information about the SLO Process Components. These components contain training resources that when combined, create an integrated learning experience. Integrated learning uses different resources, such as videos, models, templates, etc. to bring conceptual understanding to application within the educational setting.
Key Points for Trainers
This approach will allow the audience to cognitively process the material.
During the introduction, lay out what will be covered and how the SLO/SSO materials are organized across the three (3) phases (i.e., DESIGN, BUILD, and REVIEW).
a. DESIGN: This phase is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures.
b. BUILD: This phase is the “action” step in the process that focuses on completing the SLO/SSO Process template and creating and/or selecting performance measures.
c. REVIEW: This phase is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality.
Learning Activity
SLO/SSO Process Phases
Concept
The Student Learning/Support Objective (SLO) Process is comprised of three (3) phases: Design, Build, Review. Within the Design(ing) Phase, the trainer will begin to guide the participant in the development of a “Goal Statement”, identifying underlying content standards, and creating a blueprint. The Build(ing) Phase focuses on the completion of the SLO Template or SSO Template, which includes identifying and/or creating performance measures. The Review(ing) Phase allows educators to go back and refine, edit, and finalize the SLO/SSO.
Key Points for Trainers
Explain that all components are done before the school year (initial conversation with principal) in preparing the SLO/SSO; however, the REVIEW phase may also continue until the final results are available to determine whether or not the performance expectations have been reached.
Clarify that specific timelines for the SLO/SSO process will be determined by local education agencies (LEAs) and not by the state; however, a generic timeline for the SLO/SSO process outlining before, during, and after school year activities should be presented. In general:
Teacher/Professional develops SLO/SSO, along with applicable performance measures before school starts.
Principal/Supervisor reviews and discusses with teacher/professional; adjustments may be required.
Teacher/Professional reviews SLO/SSO progress at a midpoint in the year.
Principal/Supervisor receives mid-year update from teacher/professional for review.
Teacher/Professional summarizes performance measure data and evaluates each performance indicator.
Teacher/Professional presents final SLO/SSO results to the principal/supervisor.
Principal/supervisor assigns final rating.
Learning Activity
DESIGN Phase
Concept
The SLO/SSO Design phase is the “planning” process where teachers work collaboratively to identify targeted standards and types of performance measures that reflect the key concept within standards.
Teachers will work through activities that allow time for thinking, brainstorming, organizing, discussing, and researching content standards, possible performance measures, and performance indicators to be used in the creation of SLOs.
The first step in the Design phase is the development of a “goal statement” which reflects the key concept related to the specific standards. Training M1: Designing SLOs (M1: Designing SSOs) will provide further details related to this phase of development.
Key Points for Trainers
1. Designing is planning for the SLO/SSO, and examining what is needed as well as how performance measures are used to collect information about student achievement.
2. Activities during this stage establish the foundation for developing a student learning/support objective, including:
Identifying target content standards (professional standards)
Discussing the key concepts in the standards
Thinking about the goal
Collaborating with other teachers (professionals)
Brainstorming the type of performance measures to be used
Learning Activity
Using the Homeroom learning portal, have participants review the materials within the Design section of the online training.
REVIEW Phase
Concept
The SLO/SSO Review phase provides an opportunity for educators to complete a 3-tier Quality Assurance Review to ensure the SLO/SSO, along with its applicable performance measures, are complete, comprehensive, and coherent. Teachers (Professionals) will use checklists and rubrics to determine the (a) completeness of the SLO/SSO Template, (b) comprehensiveness of the performance measures, and (c) coherency (alignment) of the SLO/SSO. Training M3: Reviewing SLOs (M3: Reviewing SSOs) will provide further details related to this phase of the process.
Key Points for Trainers
Ensure the participants understand that Reviewing requires an extensive evaluation of the SLO’s (SSOs) quality in terms of the 3C’s.
Completeness, Comprehensiveness, and Coherency
Quality assurance checklist and rubric
Process activities during this phase occur before and after the presentation to the principal, and include:
Finalizing and submitting the proposed SLO/SSO;
Refining the SLO/SSO based upon feedback from the principal/supervisor;
Collecting performance data on student achievement/performance;
Monitoring the SLO/SSO during the school year;
Updating the SLO/SSO with data;
Evaluating each performance indicator; and,
Determining the rating.
Learning Activity
Allow time for participants to access and review the following documents from the Homeroom learning portal.
SLO Process Components
Concept
Time to take a few minutes to provide information about the SLO Process Components. These components contain training resources that when combined, create an integrated learning experience. Integrated learning uses different resources, such as videos, models, templates, etc. to bring conceptual understanding to application within the educational setting.
Key Points for Trainers
This approach will allow the audience to cognitively process the material.
During the introduction, lay out what will be covered and how the SLO/SSO materials are organized across the three (3) phases (i.e., DESIGN, BUILD, and REVIEW).
a. DESIGN: This phase is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures.
b. BUILD: This phase is the “action” step in the process that focuses on completing the SLO/SSO Process template and creating and/or selecting performance measures.
c. REVIEW: This phase is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality.
Learning Activity
Integrated SLO/SSO Training
Concept
The Integrated Training design was created by Research in Action, in order to create a professional development experience in which adults are provided with the concepts embedded within the sequences of producing a targeted outcome. First, the process is organized into three (3) phases and then each phase is constructed of three (3) components [Training, Templates, and Resources]. These components contain learning concepts, guides, examples, and supplemental material which are all focused on completing each phase. In the case of SLO/SSO development, a second process is incorporated into one of the phases (Building). This is a direct result of the need to develop high-quality performance measures (assessments) for use in measuring student achievement [a key focus of the SLO/SSO process].
Key Points for Trainers
This “learning map” provides an outline of the SLO/SSO process and the associated modules in each of the three phases.
SLO/SSO Process Phases
a. Phase I: DESIGNING- This component is the “thinking” step in the process used to conceptualize the learning objective in terms of content, students, and performance measures. Within the Design Module, the trainer will begin to guide participants through the structure that is necessary to build a Student Learning Objective or Student Support Objective.
b. Phase II: BUILDING- This component is the “action” step in the process that focuses on completing Template #2a-Building the SLO or Template #2c-Building the SSO and creating and/or selecting performance measures and targets.
c. Phase III: REVIEWING- This component is the “reflection” step used to examine the three “Cs” (i.e., Completeness, Comprehensiveness, and Coherency) of quality.
i. Completeness: Refers to the correct data entered into the Template #2a-Building the SLO or Template #2C-Building the SSO.
ii. Comprehensiveness: Refers to the performance measures meeting the technical quality necessary to measure student achievement.
iii. Coherency: Refers to the alignment of the performance measures to the SLO/SSO goal and objectives.
Learning Activity
1. Have the audience juxtapose the Training, Templates, and Resources (TTR) components (i.e., , templates, stuff) and the process typically used to developed school-wide improvement plans. Identify three phases used in creating the school-wide plan and compare those depicted in this slide.
Online Resources
Concept
As noted previously, a significant number of resources are available on the above mentioned site. Online training is provided in conjunction with more traditional modes.
Key Points for Trainers
Built to support teachers, professionals, principals, and supervisors.
Online templates to create SLOs and SSOs, along with organizing extended performance tasks.
Training available at a time that “fits” into the user’s schedule (resources are available online).
Learning Activity
Pause training and have audience go to the state/district website locate (a) a content-specific curriculum framework, and (b) the “Homeroom” webpage.
(New participants should register on the RIA website when the Login page appears.)
2. Participants should click on the SLO icon and the QuickStart icon to gain familiarity with the visual presentation.
Homeroom Login Page
Concept
Each registered user is provided an individualized website that contains training materials, web-based forms, and resources.
Key Points for Trainers
Explain how this screen shot from the Homeroom/SLO/Log-in is the first in a series of webpages within the Homeroom site.
Lost passwords are recovered by contacting the helpdesk via email.
SLO/SSO Components
Concept
Each phase of the SLO/SOO process is comprised of four phases: Orientation, Designing, Building, and Reviewing. These phase are modularized and are designed to allow maximum flexibility in “how” they are used in training.
Key Points for Trainers
Explain how this screen shot from the Homeroom/SLO/Log In is the first in a series of webpages within the Homeroom site.
Identify the dashboard display “My History” to ensure they recognized this is where template (completed or in the process) can be accessed.
SLO/SSO Components
Concept
Each phase of the SLO/SSO process is comprised of three standardized components: training, templates, and resources.
Key Points for Trainers
Explain how this screen shot from the Homeroom/SLO/Orientation section.
Summary
Concept
Research in Action (RIA) developed the SLO process articulated in the Orientation Module. This process has three (3) phases (Design, Build, Review) designed to create a professional learning experience that culminates with a final product, the student learning/support objective.
Each of the three training modules (along with the Orientation) provides educators sufficient details, tools, and models necessary to develop an individual, grade-level, or school-based student learning objective.
Key Points for Trainers
The Summary slide must be used to revisit the objectives of the SLO/SSO Process.
Learning Activity
Address “Parking Lot” questions or identify sources of the information
Randomly probe audience to solicit “tell me one thing you learned, remembered, stuck in your mind, etc.” as a way to gauge the audience’s understanding.