CREATING A STRONG SOO�(STUDENT OUTCOME OBJECTIVE)

SPECIAL SERVICE PROVIDER EVALUATION REQUIREMENTS

• THE PROFESSIONAL PRACTICES STANDARDS MUST ACCOUNT FOR 50% OF AN EDUCATOR’S ANNUAL EVALUATION (TEACHER, PRINCIPAL, SSP)

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• MEASURES OF STUDENT LEARNING/OUTCOMES MUST ACCOUNT FOR 50% OF AN EDUCATOR’S ANNUAL EVALUATION (TEACHER, PRINCIPAL, SSP).

MEASURES OF STUDENT OUTCOMES (MSO) –SSP REQUIREMENTS

• DATA USED IN EVALUATING SSPS MUST BE COLLECTED FROM THE SITES, OR A REPRESENTATIVE SAMPLE OF THE SITES, AT WHICH THE SSP PROVIDES SERVICES. C.C.R.4.04(A)(3)

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• AT LEAST 50% OF THE EVALUATION MUST BE BASED ON AT LEAST TWO (2) MEASURES OF STUDENT OUTCOMES. C.C.R.4.04(A)(4)
• MEASURES OF STUDENT OUTCOMES FOR SSPS ARE NOT LIMITED TO ACADEMIC MEASURES BUT SHOULD INCLUDE MEASURES FOCUSED ON INCREASING ACCESS TO LEARNING SINCE SSPS MAY CONCENTRATE ON NON-ACADEMIC FACTORS THAT AFFECT OVERALL STUDENT WELL-BEING.

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INDICATORS OF A STRONG SOO

• STEP 1: SETTING MEASURABLE STUDENT OUTCOME OBJECTIVES: DESCRIBES THE OVERALL OBJECTIVE, INCLUDING WHETHER IT FOCUSES ON PROGRESS (I.E. STUDENTS’ CONTENT KNOWLEDGE AND/OR SKILLS WILL GROW OVER THE SERVICE INTERVAL) OR MASTERY (I.E. STUDENTS WILL MEET A PARTICULAR BAR OR STANDARD WITHIN AN INTERVAL OF SERVICE).
• THE OBJECTIVE IS:
• FOCUSED ON MAJOR AREA(S) OF LEARNING AT THE GRADE LEVEL (IMPORTANT SKILLS AND/OR CONTENT) OR AREA OF GREATEST NEED.
• ADDRESSES IMPORTANT CURRICULUM/IEP TARGETS, SCHOOL OR DISTRICT PRIORITIES, OR IS AN IMPORTANT OBJECTIVE BASED UPON RECENT TRENDS OR RESULTS FROM DATA.
• BROAD ENOUGH THAT IT CAPTURES THE MAJOR CONTENT/ SKILLS OF AN EXTENDED SERVICE INTERVAL.
• FOCUSED ENOUGH THAT IT CAN BE MEASURED.

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INDICATORS OF A STRONG SOO

• RATIONALE: DESCRIBE THE REASONING FOR THIS OBJECTIVE, INCLUDING WHETHER IT IS ALIGNED TO A SCHOOL-WIDE GOAL/ IEP GOAL ETC. AND WHAT DATA INFORMED THIS DECISION.
• THE RATIONAL PROVIDES A CLEAR DESCRIPTION OF THE IMPORTANCE OF THE SELECTED CONTENT AND/OR SKILLS, INCLUDING JUSTIFICATION FOR AND EXPLAINS WHY THE OBJECTIVE WAS CHOSEN—FOR EXAMPLE, BASELINE DATA SUGGESTED STUDENTS WERE STRUGGLING WITH SELF REGULATION DURING AFTERNOON CLASSES.
• ALIGNED STANDARDS: SPECIFY THE COLORADO STATE STANDARDS, CCSS, OR OTHER PROFESSIONAL STANDARDS/GOALS TO WHICH THIS OBJECTIVE IS ALIGNED.

INDICATORS OF A STRONG SOO

• STEP 2: ESTABLISHING THE BASELINE—GATHERING AND REVIEWING DATA
• STUDENTS: SPECIFY THE NUMBER OF AND GRADE/CLASS OF STUDENTS TO WHOM THIS OBJECTIVE APPLIES. 
• THE EXACT NUMBER OF STUDENTS IS ARTICULATED RECOGNIZING THAT THE EXACT  NUMBER OF STUDENTS MAY SHIFT ACROSS THE SCHOOL YEAR. 
• THE STUDENT POPULATION SHOULD BE FOR SSPS, THE LARGEST GROUP POSSIBLE (I.E., CASELOAD OF  STUDENTS WITH SPECIFIC LEARNING NEEDS, SPECIFIC SUPPORT NEEDS). 

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• BASELINE DATA: DESCRIBE THE BASELINE INFORMATION/DATA AVAILABLE FOR THIS STUDENT POPULATION THAT INFORMED THE TARGET(S)  (E.G., ARE STUDENTS ENTERING WITHOUT, WITH, OR ABOVE THE NECESSARY PREREQUISITE KNOWLEDGE OR SKILLS?). 
• THE OBJECTIVE INCORPORATES THE USE OF INFORMATION FROM STUDENTS’ PAST PERFORMANCE OR BASELINE DATA.

INDICATORS OF A STRONG SOO

• STEP 3: SETTING PERFORMANCE TARGETS (RIGOR OF TARGET(S)
• TARGETS: DESCRIBE WHERE YOU EXPECT STUDENTS TO BE AT THE END OF THE INTERVAL OF SERVICE.  
• THE TARGET IS MEASUREABLE AND RIGOROUS, YET ATTAINABLE FOR THE INTERVAL OF SERVICE. 
• IF BASELINE DATA SUGGEST MEANINGFUL DIFFERENCES IN PREREQUISITE KNOWLEDGE OR SKILLS, TARGETS SHOULD BE TIERED TO BE BOTH RIGOROUS AND ATTAINABLE FOR STUDENTS AT VARIOUS LEVELS. 
• TIERS SHOULD DEFINE THE AMOUNT OF PROGRESS OR LEVEL OF MASTERY STUDENTS IN EACH TIER WILL ACHIEVE.
• RATIONALE FOR TARGET(S): EXPLAIN HOW THE TARGET(S) WAS/WERE DETERMINED. EXPLAIN WHY IT IS APPROPRIATE (BOTH RIGOROUS AND  ATTAINABLE)
• THE RATIONALE FOR TARGET EXPLAINS HOW THE SPECIFIC TARGETS WERE DETERMINED. THIS SHOULD INCLUDE AN EXPLANATION  OF THE FOLLOWING: 
• AVAILABLE BASELINE DATA, OR HISTORICAL DATA FOR CURRENT STUDENTS, OR RATE OF PROGRESS NORMS, OR A COMBINATION OF INFORMATION AS AVAILABLE.

INDICATORS OF A STRONG SOO

• STEP 4: DETERMINING QUALITY OF ASSESSMENTS & PROGRESS MONITORING
• EVIDENCE SOURCE(S): DESCRIBE WHAT ASSESSMENT(S) YOU WILL USE TO MEASURE STUDENT LEARNING AND WHY THE ASSESSMENT(S)  IS/ARE APPROPRIATE FOR MEASURING THE OBJECTIVE. AT LEAST ONE SOURCE OF EVIDENCE IS REQUIRED, BUT MULTIPLE SOURCES IS  ENCOURAGED.  
• THE ASSESSMENT(S) CHOSEN NEEDS TO BE HIGH QUALITY, VALID, AND SUFFICIENT TO MEASURE THE OBJECTIVE
• THE EVIDENCE MEASURES THE STANDARDS ADDRESSED BY THE OBJECTIVE. 
• ∙THE EVIDENCE REQUIRES STUDENTS TO DEMONSTRATE A HIGH LEVEL OF COGNITIVE PROCESSING
• THE EVIDENCE PROVIDES MULTIPLE WAYS FOR STUDENTS TO DEMONSTRATE THEIR KNOWLEDGE/ UNDERSTANDING.

INDICATORS OF A STRONG SOO

• ADMINISTRATION: DESCRIBE HOW THE ASSESSMENT(S) WILL BE ADMINISTERED (E.G., ONCE OR MULTIPLE TIMES; DURING A DESIGNATED TESTING WINDOW; BY THE PROVIDER OR SOMEONE ELSE). 
• A THOROUGH EXPLANATION OF THE ASSESSMENT’S ADMINISTRATION, INCLUDING HOW OFTEN AND WHEN IT IS ADMINISTERED IS PROVIDED. 
• THE ASSESSMENT IS ADMINISTERED IN THE MOST APPROPRIATE MANNER (I.E., ACCORDING TO THE ASSESSMENT’S  ADMINISTRATION PROTOCOL, GIVEN IN A STANDARDIZED MANNER--- SAME CONDITIONS, TIME ALLOTTED OR NON-STANDARDIZED  WITH APPROPRIATE ACCOMMODATIONS FOR STUDENTS—EXTENDED TIME, READING LEVEL ACCOMMODATION ETC.) 
• SCORING: DESCRIBE HOW THE EVIDENCE WILL BE COLLECTED AND SCORED (E.G., SCORED BY PROVIDER, TEAM OF PROVIDERS, AUTO SCORED).

OBJECTIVE SAMPLES

• MS COUNSELOR:
• STUDENTS WILL INCREASE THEIR AWARENESS OF FORMS OF BULLYING (PHYSICAL, VERBAL, CYBER BULLYING, SEXUAL HARASSMENT); KNOWLEDGE AND USE OF STRATEGIES FOR PREVENTING AND ADDRESSING BULLYING;  AND FEELINGS OF SELF-EFFICACY FOR DECREASING BULLYING  BEHAVIOR AMONG THEIR PEERS
• SPEECH LANGUAGE PATHOLOGIST (K-1):
• STUDENTS WILL MAKE MEASURABLE IMPROVEMENTS IN ARTICULATION,  FLUENCY, VOICE, AND EXPRESSIVE AND/OR RECEPTIVE LANGUAGE,  DEPENDING UPON THEIR INDIVIDUAL NEEDS.
• PSYCHOLOGIST (9-10):
• STUDENTS IN MY STRESS MANAGEMENT GROUP WILL  INCREASE THEIR KNOWLEDGE AND USE OF STRESS MANAGEMENT STRATEGIES IN ORDER TO DECREASE SOCIAL CONFLICT, INCREASE INSTRUCTIONAL TIME, AND IMPROVE THEIR ATTENDANCE IN CLASS THEREBY POSITIVELY INFLUENCING LONG-TERM ACADEMIC OUTCOMES.

RESOURCES

• APS EDUCATOR EFFECTIVENESS WEBSITE-SLO/SOO SUPPORT
• TEMPLATES, SAMPLES, QUALITY CRITERIA REVIEW TOOL
• IMPACTS MANUAL-LICENSED EVALUATION MANUAL (SECTION 6)
• DETAILED INFORMATION REGARDING ALL PARTS OF THE SLO/SOO PROCESS
• MEASURES OF STUDENT LEARNING/OUTCOMES (SLIDE DECK FROM 7/2019) FOR AEA

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