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Using student self-assessment to craft a pathway that focuses on the skills and practice each student needs can provide a great opportunity to drive learning forward in a way that is meaningful and targeted.

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EL Modification

This strategy supports English learners to reflect on their own learning and take ownership of achieving mastery. Learners benefit from a guided process that makes room for their own agency and provides them with rich resources. Learners are also afforded the opportunity to use academic language to discuss and plan their own learning.

English learners need to write their learning plans, discuss them with teachers, and listen to feedback. Learners may be required to use all four domains of language, reading, writing, speaking, and listening during the learning activities in their learning plans and assessments. In order to support English Learners consider the following modifications:
Modifications:

1. Ensure English learners understand all directions for playlist activities. If the activities are new to learners, consider previewing or partnering with learners' language specialist to preview for learners at lower levels of proficiency. Make this part of your routine when approving learner's individual playlists.

2. Provide English learners with familiar reference sheets such as graphic organizers, word banks, sentence stems, formula sheets, etc., to use as needed during polling activities.

3. Provide sentence stems and word banks for reflections. Put sentence starters directly in reflection templates and have learners reference listed objectives in their plans. For learners at lower levels of proficiency consider fill-in-the-blank sentences, pointing to objectives that learning facilitators fill in during check-ins.

4. Consider adding language objectives and assessments to content objectives and assessment. Conveying knowledge and information, and interacting with teachers and peers are important parts of mastering any skill for English learners. Use learner-friendly rubrics to evaluate language skills used to show content mastery. See example rubrics in the resource section below.

5. Ensure assessments are fair, accurate assessments of learners. Consider accommodating, modifying, or creating alternative assessments for English learners that aim to distinguish between linguistic and content mastery. Consider partnering with learners' language specialist.

6. Provide a variety of ways for learners at lower levels of proficiency to present their learning, including visually and with limited, scripted, or pre-recorded speaking. Consider cloze exercises, portfolios, learning logs, oral presentations, 1:1 conferences. Consult learners' language specialist and use data about learners' language levels to determine appropriate assessment formats.

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Yoda Master: Crafting a Pathway based on Self-Assessment

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EL Modification This strategy supports English learners to reflect on their own learning and take ownership of achieving mastery. Learners benefit from a guided process that makes room for their own agency and provides them with rich resources. Learners are also afforded the opportunity to use academic language to discuss and plan their own learning.

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Delaying students' grades on an assignment can provide them the opportunity to learn from their mistakes and work towards mastery.

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Using student-friendly language, written as an "I can" statement can make the learning more transparent for students of all ages.

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Using a self-assessment conference can not only give students ownership over their progress, but also provide you with an opportunity to plan for targeted supports.

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Students Self-Reporting Data, Grades, or Progress

BetterLesson Instructional Coach

Self-reporting their own data, grades, and progress allows students to take ownership and agency over their learning With this classroom strategy, students set goals prior to learning and record their data from various assignments or online applications onto a single data tracking document. The data tracker can be broken down by domain and standard. Students are able to use the data tracker to make informed decisions about their learning and to set actionable goals. Self-reporting data can also be used as a tool to reflect on student data during a student-teacher conference.
Implementation steps:

1. Create a data tracking document for the specific subject area (see a sample data tracking template linked in the resources below).

2. Model how to use the data tracking document with a variety of assignments. Model how to access and complete the data tracking document. Utilize a whole class, direct-teach, lesson on how students should access the data tracking document.

3. Explicitly teach how to access the data tracking document. This initial lesson, introducing self-reported grading, should also include time to set up expectations regarding the implementation of self-reporting grades. Explicitly teach, and set up a visual reminder (anchor chart, poster, etc.), about expectations when it comes to self-reporting data.

4. Allow students to practice tracking a few sample grades. These can be made-up grades that the teacher and students input into the data tracking document together to practice how to use the data tracking document.

5. Allow students to reflect on the self-reported grading procedures, ask any questions, and share their thoughts regarding the strategy.

6. Students can use their data tracking tool during one-on-one conferences with the teacher. Use the following sentence stems as a guide to question students about their self-reported data:

What activity or lesson did you really enjoy this week/month/etc.?

As you look at your data, what were your strengths? What specific skills did you show mastery of? What were some specific skills that you may want to improve upon?

If we look at your grades from the previous data tracking document, did you show growth from then to now?

How can I help you more in the classroom?

Modification for English Learners

For English Learners, it is important to utilize data trackers for both content and language proficiency (reading, speaking, writing, and listening). Consider creating a separate data tracking document for students to self-report formative assessment grades specific to the area of language proficiency (reading, speaking, writing, and listening) so that they can reflect on their progress in the specific area of language development. Or, the data tracking document can be modified for English language learners to include a designated spot to report data and reflect on language proficiency.

Modifications for Students with Disabilities

The data-tracking document for students with decreased classwork loads, can include only the assignments that students are expected to complete, as opposed to all assignments given to general education students. Pre-write the assignments onto the student's data tracking document, so they have clear expectations of which assignments they are required to complete and to report-their grades on.

When reflecting on the data via a one-on-one teacher-student conference, the teacher should incorporate the student's Individualized Education Plan goals into feedback given to the student.

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Students Self-Reporting Data, Grades, or Progress BetterLesson Instructional Coach Self-reporting their own data, grades, and progress allows students to take ownership and agency over their learning With this classroom strategy, students set goals prior to learning and record their data from various assignments or online applications onto a single data tracking document.

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Providing student choice through a task like a choice board can be a simple way to personalize learning and give students multiple options for demonstrating their mastery.

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Using data to provide meaningful feedback to students is key to them understanding their progress. Building a routine to do this regularly is one way to motivate students.

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When students work at their own pace and on what they need the most, creating a space for data analysis, feedback, and celebration is key

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Involving students in determining how and when they can reach mastery on a particular learning target makes their learning goals more clear to them.

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Involving Students in the Creation of Mastery Levels and Rubrics

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When students are involved in defining what mastery look like for a process or a product, chances of buy-in and success increase

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There are many different ways to track student progress over time. Chunking this process, especially for younger students, can give them manageable goals and motivate them to move forward.

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Special Education Modification

Using a Progress tracker is an excellent way to support students with disabilities to keep track of their own mastery and help them build self-advocacy skills. Successful use of a Mastery Tracker requires teachers planning for the variety of skills required of students: emotional regulation, significant executive functioning skills (task initiation, prioritization, working memory, etc.), written expression skills, reading skills and verbal expression skills. In order to support students with disabilities who have difficulty in these areas, consider the following modifications:

Modifications:

1. Teacher knowledge and acknowledgment of student disabilities is key to use Mastery Trackers effectively. Teachers should consult with special education department administrators or specialized teachers for information on specific disability types and needs present in a classroom. This will help ensure that these students have appropriate accommodations or modifications to assess mastery of skills.

2. Traditional paper-based, written methods of assessment may limit the ability of students with disabilities to demonstrate their learning. In conjunction with traditional assessments, consider giving these students the opportunity to demonstrate their learning through: conferences, take-home reflections, oral presentations or re-tellings, learning logs, graphic organizers, cloze exercises, visual/image representation, etc.

3. Use visual aids, timers, and verbal reminders to help students with task initiation and task completion while they are working using their trackers. Depending upon the number of students with disabilities present in a classroom, teachers should consider increasing the amount of time they spend on explicitly teaching norms of using Mastery Trackers.

4. Students with disabilities could be provided with more scaffolded supports (extra time, reference sheets, graphic organizers, etc) during their independent work time. Students could also be given leveled work based on their accommodations as options on their Progress Trackers. Teachers should think carefully about the approach of quality over quantity when helping students with disabilities track their mastery. Special emphasis for these students could be put on mastery of the highest leverage skills in a unit.

5. If multiple teachers are present in a setting, consider having one teacher work in a small group of students with more intensive disabilities to help provide more targeted guidance on using Progress Trackers.

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Individual Progress and Mastery Tracking

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Special Education Modification Using a Progress tracker is an excellent way to support students with disabilities to keep track of their own mastery and help them build self-advocacy skills. Successful use of a Mastery Tracker requires teachers planning for the variety of skills required of students: emotional regulation, significant executive functioning skills (task initiation, prioritization, working memory, etc.), written expression skills, reading skills and verbal expression skills.

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Using a model like station rotation, you can create targeted stations for students to work on specific skills. With an individual station rotation model, students have flexibility in how they move among stations and can work at their own pace, while still accessing the targeted supports.

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Charting student understanding can provide students an opportunity to identify difficult concepts or "muddy spots", while giving feedback to their teachers and peers about how they can be supported in building understanding.

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Using flexible time to allow students to work on the skills they need to can give you the opportunity to provide targeted small group instruction and give students the opportunity for relevant practice.

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Allowing students to determine when they have mastered a skill can motivate them to take ownership of their learning process.

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My next step is to .....

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To use the W.I.N method, and group my students, not only based on their knowledge and abilities, but also their learning styles. Allow students to have more of a voice in how they learn. Also, finding methods to combat behavior, and bring more involvement and interactive learning into my classroom. 

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To use the W.I.N method, and group my students, not only based on their knowledge and abilities, but also their learning styles. Allow students to have more of a voice in how they learn. Also, finding methods to combat behavior, and bring more involvement and interactive learning into my classroom. 

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To create personalized data trackers for students' IEP goals so that students can tracker their own progress towards reaching their goals.
To create small to individualized groups to assist students with making academic progress.

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Good Idea