1.
2. Aligned Standards
FfT Connection: Components 1a, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 3 & 4
Describe the Maryland College and Career-Ready Standards or industry standard(s) to which this SLO
aligns. List 2 to 3 standards/indicators including the essential knowledge and skills.
For additional support, visit MSDE’s Website.
3. Academic Goal
FfT Connection: Components 1c, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 3 & 4
Additional information on SLO target setting is available on the MSDE’s Website.
Note:
• The target setting approach must be reflected on the artifact/roster.
• In Teachscape the artifact/roster will be uploaded under the Academic Goal.
• Refer to SLO tutorial videos and consult your PDLT for further support and information about
goal setting approaches.
Target Setting Approach: (Select only one of the following target setting approaches) *
4. Student Learning Objective: *
5. Instructional Strategies for Attaining Objectives
FfT Connection: Components 1a, 1d, 1e, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 5 & 6
List 2-4 effective instructional strategies, a description of how the strategies will be used in the
classroom and demonstrates evidence of effectiveness for the instructional strategies in reaching the
growth target.
To access list of content area suggestions for instructional strategies, visit the Curriculum and
Instruction SLO Site.
6. Evidence of Growth
FfT Connection: Components 1f, 3d, 4a, 4b, 4c, 4d, 4e, 4f
Data Wise Connection: Steps 7 & 8
How do you plan to monitor student growth between the baseline data and the post-assessment?
Identify 2-3 measureable data sets, the frequency of administration, methods for analyzing,
how this will inform instruction, and how students are engaged in the decision making process.
The following information should be included:
• Name of assessment(s) (Examples include teacher made assessments, unit assessments, student
projects, etc.)
• Frequency (How often will you assess the progress of your students towards your Academic Goal)
• Method of analyzing (For example, I will review the bi-weekly formative assessments to analyze
the progress on student learning and make adjustments in my teaching as I reflect collaboratively with
my colleagues.)
• Sources of information that will inform your instruction (formative/summative assessment
results)
• How students will be engaged in the decision making process (Examples include, but are not
limited to: student surveys, self-directed learning, student class evaluations, encouraging student
voice in learning, self progress learning, peer evaluations of classroom performance)