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This is a slide used during our math groups. Problems are checked and feedback is given each day.

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Students are going to start setting individual behavior goals for themselves next week.   I want them to focus on things they are good at as well as things they need to work on.

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This is a tracker that students are using to set goals for their iReady scores. We also have a version for their required Lexia and Reflex work. With these trackers, students can be charting their progress and seeing that growth as they go.

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In my room my students each review their own IEP goals and do check-ins each week. They graph their progress toward their goal. In writing we use anchor papers where we talk about success criteria. My students indicate where they are now and what they can do. Then they set a goal and say what they will work toward.

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We have our learning goal for reading and exemplars with the success criteria posted.  As I confer with kids, they will determine where they are and set their goals to improve their reading responses.

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Learning Pit posted at the front of the room with “How are you getting out of the pit? Learning dispositions posted next to the question. When students get stuck I ask them how are they going to get out of the pit.

Students monitoring their learning: Third through fifth grade place stickers on a class poster board relating to the “I Can” statements for the class time. Each class time they use a new colored sticker.

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Honor Choir sets weekly group goals with me based on our performance pieces.  Students track the choir's learning progress on a ladder of knowledge ranging from "just started the song" to "we've got this! We are performance ready" and are able to use music vocabulary appropriately.
4th grade music uses self reflection assignments often to track their progress.

5th grade is in the beginning stages of a lyric writing PBL to accompany a children's book, which will be performed for their  Kdg buddy class in October. In the coming weeks, we will map out our goals,  monitor our group and individual progress and reflect on the experience after we are done.

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Students in my writing groups are working on writing sentences with correct capitalization, punctuation, spacing, and writing a story that makes sense. They use a writing checklist to make sure they are on track. This is the success criteria they are working towards.

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The Fitness Gram assessment evaluation sets a performance based criteria to review each students results on various tests and measurements.  Each student has Fall goals and those results are compared to Spring results in anticipation of a better fitness level.

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MURRY                                    When working on articulation goals during speech, students are aware of their long term goals as well as their short term goals along the way.  Students are able to measure their progress as they progress towards reaching the long term goal with use of a SPEECH OMETER.  This outlines all tasks they will be expected to complete in order to reach their goal. This can be used for each individual sound they are working on. 

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MURRY                                    When working on articulation goals during speech, students are aware of their long term goals as well as their short term goals along the way.  Students are able to measure their progress as they progress towards reaching the long term goal with use of a SPEECH OMETER.  This outlines all tasks they will be expected to complete in order to reach their goal. This can be used for each individual sound they are working on. 

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EWBANK                                                   In our therapy room, we talk a lot about using the ZONES of Regulation to monitor our feelings and reactions to everyday situations.  For a few of my students, we set daily goals for emotional regulation (based on what kind of day they’re having) aimed at keeping them within a certain zone for a specific period of time during the session.  The students have immediate access to the charts and, with some assistance, are able to identify which zone they’re in, for how long, and what strategies (if any) are needed to maintain that emotional state or return there if a problem arises. ￼

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EWBANK                                                   In our therapy room, we talk a lot about using the ZONES of Regulation to monitor our feelings and reactions to everyday situations.  For a few of my students, we set daily goals for emotional regulation (based on what kind of day they’re having) aimed at keeping them within a certain zone for a specific period of time during the session.  The students have immediate access to the charts and, with some assistance, are able to identify which zone they’re in, for how long, and what strategies (if any) are needed to maintain that emotional state or return there if a problem arises. ￼

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We are starting with writing goals. My students looked through their writing notebooks and decided on a goal based on what they observed .

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Students on my caseload all have their IEP goals. I also have the students set quarterly goals for each subject I service the students in. Whenever I take data on their goals, I show them what they are working towards so they know how far they need to read, how much they need to write, etc.

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A student in my class is asked  to choose 3 goals they want to focus on in Reading or Math. Once they have done that they put a sticker on their chart. When they get 4 stickers they move to the next goal.
I also have a key ring with numbers 1-4. 1 is "I don't get it yet" and 4 is "I got it" Students can tell me how they are feeling about their goals.

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Students in my classroom set a weekly goal for what they are working on that week in class. Here is the link that I use. Then we either keep that goal for the week or we will move on to a different goal the next week.

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Here is my learning pit right next to the 'where are you as a reader/writer and where are you as a learner in math'. I have connected this to the learning pit and how they might feel as a student when going through the process to learn their letters, sounds, numbers, etc. Starting next week they will have their clips with their names attached to where they are at in their own learning, recognizing when they have met one goal and where they are going next.

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Here is an example of Where are my students now, where are they going, and where are they going next.

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The purpose of the Friendship Groups I’m running is to help strengthen students' ability to form meaningful relationships with their peers. The goals of this group are to cover skills such as overcoming shyness, talking and making connections with others, and identify how behaviors may impact a peer’s desire to be a friend. Students discuss these goals at the beginning of each group.

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So... I use these to track what we are learning, how we are doing, and where to next.

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The Learning Goal is at the top as:  Learning to Read and Write.  The Success Criteria include:
I can learn my letters.
I can learn my letter sounds.
I can put my sounds together to read and write words.
I can put words together to read and write sentences.
The clips show where the students "are now" and show "where they are going."

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Student in my classroom set 3 goals for ELA and Math. They chart their progress by adding a sticker on days they have reached the goal. After 5 days of achievement they move onto a new goal.

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This is a example of my Personalized Learning Plan for weekly math time. Students have a copy of the success criteria and and a weekly reflection math journal.
Miss Lovelace

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This is an example of a Personalized Learning Plan for our weekly math time. Students review the success criteria for the week and reflect where they are in their learning. -Jaime Barrow

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In adapted PE we will be setting goals for improving fitness through orienteering and map reading. Students have a map checklist and time of completion record. Students will use the documented data for referencing criteria and goal setting.

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Students are working to set their own writing goals using the writer's anchor papers ladder (See Buhlig's for picture). From here, students measured their writing against the anchor papers and came up with a goal of their own to work on for the next few weeks that would help them move towards the next step anchor paper.

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Learning to read braille letters. IEP goal is highlighted in yellow. Students daily goal that he sets himself is in orange. His actual LPM highlighted by the blue. This allows the students to know how they are doing on a daily basis and allows them to see how close they are to meeting their goal.

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After giving my students the learning goals for 5th grade fiction writing and editing, they worked alone to come up with 3 success criteria for a successful picture book, written for our K buddies. They were able to meet with others to discuss what they had and clarify any questions, then we met together to co-construct those criteria. It's a work in progress, but after having everyone record in Seesaw what was working for them and what they were struggling with as far as this assignment goes, we now have a better idea about where we're going and what it will take to get us there.

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We will be setting individual reading goals for improving read aloud fluency in a couple weeks in our classroom. We have co-constructed some success criteria to use when setting our fluency goals.  Here is a bookmark showing the aforementioned criteria.  Students will use this for reference purposes while reading/goal setting during workshop.

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Goal Setting and Success Criteria-- Buhlig

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Goal Setting and Success Criteria-- Buhlig

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In our classroom, we have conversations about making progress on our individual goals in writing. The goal isn't to get to the top, but improve something about our writing each time we write a new story or revise a story.  Each student has another sheet to use for success criteria as they write their story. Then, each week we come to our writing chart to see if they've met their goal of moving up 1 color on our chart.
** See other picture

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This is a picture from Mrs. Mace's room of a bulletin board in my classroom in which I have anchor charts showing Learning Intentions and Success Criteria.  Along with that are additional anchor charts to support the success criteria.  Alongside that bulletin board is another that shows anchor charts created with students to talk about visible learning and the learning pit.

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My favorite part of our PLP. The "week at a glance". This allows the student to think about how they will meet weekly goals and a back up plan if needed.
Hammontree

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Students in Mrs. Moore's class each read an exemplar piece of writing. Each student wrote what made the piece of writing "quality" during a silent 2 minute work time. Then, the students shared their list. Each item that is agreed upon by the team goes in the middle. In the end you have a student generated list of success criteria!

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Goal Setting and Success Criteria for Writer's Workshop

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Goal Setting and Success Criteria for Writer's Workshop

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Writing leads that capture the reader's attention.

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Screenshot of STEAM Lab Goals for PEAK on 9/18 (our slide we have up for kids today).  Assessed through exit ticket.

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Screenshot of STEAM Lab Goals for PEAK on 9/18 (our slide we have up for kids today).  Assessed through exit ticket.

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-Mann

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Goal Setting and  Success Criteria 9/18 Indpendent Investigation

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Goal Setting and  Success Criteria 9/18 Indpendent Investigation

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This is an example of a student slide that I use to direct students to learning goals and success criteria. Goals are assessed by student share outs and exit tickets. Kim Turner