I provide clear and understandable learning targets to students
I consistently provide clear targets to students each time I work with them.
Sometimes I provide clear learning targets
I generally make statements to students about what we are working on
I know the learning target, but I do not share it with students
I am not clear on the learning target myself
I provide examples of strong and weak completion of the learning target.
I always give these examples
I sometimes give examples
I have never thought to give examples
Students can articulate the learning goal.
All students can articulate the learning goal
Some students can articulate the learning goal
I have never asked my students the learning goal
My students would never be capable of articulating the learning goal
I give descriptive feedback to students regularly
At least daily each student gets feedback that tells them exactly what they did well and what they need to improve
Sometimes I give descriptive feedback
I rarely if ever give descriptive feedback
Students complete self-assessments and give you feedback on how they feel they are doing and what they need to work on improving.
I consistently have a way of having students self-assess and give feedback
Sometimes I have students self-assess and/or give feedback
I do not have a means to have students give feedback
The students I work with are not able to self-assess or give me feedback
Student help develop their own goals.
This could be IEP goals, classroom goals, or CLP goals.
Students always give input into their goals
Sometimes students give input into their goals
Students do not have any part of developing their goals
Lessons are focused on one learning target at a time.
Students always know the one learning target for this activity
I generally do a good job focusing on one thing at a time
I always have multiple learning targets at one time
Students help collect data on their goals.
Students manage the data collection related to their goals.
Students watch me collect data on their goals and we discuss this
Students know that I collect data on their goals
Students do not even know I am collecting data on goals
I have a hard time collecting data on goals
Students can articulate their status on their own goals
All of my students can tell if they are on track to meet their goals and explain data collection tools
Students can indicate if they are making progress on their goals or not
Students have no reflection on their goal progress
Students can articulate what the need to do to reach their goals.
Students determine what is needed to make progress on their goal accurately
Students can tell me what they need to do to meet their goal because I have told them
Students just do tasks as assigned
Students can answer the three target questions:
1) Where am I going? 2) Where am I now? 3) How can I close the gap?
Students articulate the three questions accurately
Students can answer one to two questions
Students would not be able to answer any of the questions
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