# data[].attributes.body
Marking Period class goal, skills, and personal goal.

# data[].attributes.headline
I used a Task Management Grid for a performance assessment. The students were very receptive and used the grid at the end of class to chart their progress.I t really made them reflect on the process and to take ownership of their work. The students were more independent and I did less "checking in" on their progress. One challenge was using the grid with students in my class with IEP. They were less independent and required more coaching. 

# data[].attributes.subject
I used a Task Management Grid for a performance assessment. The students were very receptive and used the grid at the end of class to chart their progress.I t really made them reflect on the process and to take ownership of their work. The students were more independent and I did less "checking in" on their progress. One challenge was using the grid with students in my class with IEP. They were less independent and required more coaching. 

# data[].attributes.body
In Resource Center this year I had the students set goals for each session based on their needs. Each student sets goals for themselves and writes the goals on a post-it. As they complete each task, they cross off the goal on the list.

# data[].attributes.body
I have implemented the jigsaw activity where they created a chart at the end with the content they each learned and then synthesized their information to come up with one overarching statement.
I have also created the schedule for students where they choose some of the activities and also plan the timing.

# data[].attributes.body
I've worked to implement strategies into my Resource Center such as personal reflections & inventories, strategies to set manageable goals (and then how to monitor our goals), we've worked to implement organizational strategies in the classroom and with individual students.

I've found that students are especially responsive to checklists-- some students are able to make their own checklists and in the order of the things they need to get done.

Each strategy's strength and effectiveness depended on each individual student-- some strategies worked for one student but didn't work for the next student.

# data[].attributes.body
- I introduced the schedule to the students the first day of school. I modeled for them how they should complete the schedule for that day.
- I have students keep their daily schedules in a folder in the classroom. At the end of the week, I collect them and comment on things they've done or haven't done. Some students have written how helpful it has been for them.
- Students used it nicely in the beginning and now it is kind of like pulling teeth. Instead of completing it ahead of time, they quickly fill it in at the end of class. A couple of classes ago I made them fill it in before working and class was silent. We reflected at the end about how the schedule helped keep everyone focused.
- I haven't noticed any changes in executive functions but I started the year using this tool so I'm not sure if I would see a change. Maybe last year's teachers would.
- I would advise the teacher to stick with it. The kids won't appreciate it at first but routine is key.

# data[].attributes.body
What have you tried?