THE DEMOGRAPHICS, NEEDS, AND ABILITIES OF THE TARGETED GROUP ARE

1. The targeted group’s characteristics, requirements, and capabilities are as follows:
3. Coordinated Standards
Components 1a, 4a, 4b, 4c, 4d, 4e, and 4f are connected by FfT.
Connect with Data Wisely: Steps 3 and 4
Indicate the industry standard(s) or Maryland College and Career-Ready Standards this SLO complies with. List the fundamental knowledge and skills with two to three benchmarks or indications.
Visit MSDE’s website for more assistance.
3. Components 1c, 4a, 4b, 4c, 4d, 4e, and 4f of the FfT connection for the academic goal
Connect with Data Wisely: Steps 3 and 4
The MSDEs website has additional information on creating SLO targets.
Note: The artifact/roster must represent the target-setting strategy.
• The artifact or roster will be posted to Teachscape under the Academic Goal.
• For additional guidance and details on goal-setting techniques, watch the SLO tutorial videos and speak with your PDLT.

Target Setting Approach: * (Select just one of the approaches listed below)

4. Student Learning Goal:

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5. Instructional Techniques for Achieving Goals
Connection to FfT: Components A, B, C, D, E, F, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, and 1f
Connect with Data Wisely: Steps 5 and 6
List two to four efficient teaching methods, explain how they will be applied in the classroom, and provide examples showing how they successfully achieved the growth goal.
Visit the Curriculum and Instruction SLO Site for recommended instructional tactics by subject.
6. Signs of Development
Components 1f, 3d, 4a, 4b, 4c, 4d, 4e, and 4f are connected by FfT.
Connection with Data Wise: Steps 7 and 8
How will you track student development between the pre-assessment and post-assessment data?
Determine two to three quantifiable data sets, their administration frequency, methods for analysis, how they will be used to inform instruction, and how students will participate in the decision-making process.
The following details ought to be provided:
• The name of the assessment(s) (examples include student projects, unit assessments, and assessments created by teachers).
• Frequency (How frequently will you evaluate your pupils’ progress toward your academic goal)
• Approach to analysis (I’ll review the biweekly formative tests to measure students’ learning and alter my instruction as I reflect jointly with my colleagues.)
• Informational resources (formative/summative assessment results) that will help you with your instruction
• The methods used to involve students in decision-making (examples include, but are not limited to, student surveys, self-directed learning, student class evaluations, promoting student voice in learning, self-progress learning, and peer reviews of classroom performance).

 

 

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