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Lori: I use them to plan every aspect of the curriculum.

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2 out of 5. I have been looking at them and using them but not introducing them to the students.

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Lori: No, my students cannot explain them.

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No, they have not seen them

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Lori: No, my students do not reference them, YET!

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I am not great at using them.  I need to spend some time to begin working on that.  I do talk about the standards, not the targets.

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I am not great at using them.  I need to spend some time to begin working on that.  I do talk about the standards, not the targets.

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I have tried once or twice but they do not seem to mind. The students have not ever gone back and referenced them

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No- not targets, but probably standards.

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No- not targets, but probably standards.

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I don't instruct, but the rooms that I am in are doing well.

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In my classes I have always made sure the students clearly know what direction they should be going. It isn't something that I do formerly 1 on 1 since the performance standards are accomplished by the group progressing and being ready to perform by set concert dates

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Lori: I think, I hope, that with the conferencing and by me continually referring to them, that the students will learn the language and learn to look to them to understand their progress.

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No, I haven't.  I'm definitely failing here.

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No, I haven't.  I'm definitely failing here.

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Lori: Keep pushing me. Keep coaching me. Keep convincing me that this is all worth the effort.

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I can add them to the road map. So that students can reference them. I can also ask them to reflect which of the targets they feel confident in and which ones they still need help with.

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Not sure.

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Reminders are helpful. I need time. I am starting to see how I can put it together but finding the time to implement it has been the tough part

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I'm not a teacher, but the rooms I am in they refer to the teacher to define targets.

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I do conference with them and we discuss where they are currently.  We did create a road map together for this quarter.

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I do conference with them and we discuss where they are currently.  We did create a road map together for this quarter.

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Support the teachers in any way they need.

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Thanks for the definitions.

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I think we need more time to actually work.  So maybe we should push Chapter 5 to December.  I am most certainly not ready to have you come and coach.  At this moment, I am so overwhelmed that I'm sure I would fail my coaching session.  (emoji with hands on my cheeks)

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I think we need more time to actually work.  So maybe we should push Chapter 5 to December.  I am most certainly not ready to have you come and coach.  At this moment, I am so overwhelmed that I'm sure I would fail my coaching session.  (emoji with hands on my cheeks)

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I would rate it at a 4

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I have not used learning targets due to the nature of my role

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I have not used learning targets due to the nature of my role

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I use them to guide my choice of activites

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I'm working on it, I will get there. I need to get more organized in a couple places.

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Yes they can... the thing we need to work on is using the terminology of Learning Target. They know them, they just don't know to call them learning targets

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I see I didn't place a number. I do want to clarify that I use learning targets, but I believe I need more help with making sure they are done properly. Maybe a template that shows what were trying to do or something. I'll say 2.5

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I give the students the learning progressions (targets) when I hand them the 'standard'. I am not sure that they can explain them..but they have them

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I can question students about the learning targets for their core classes. Gina

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I can question students about the learning targets for their core classes. Gina

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I'm still moving towards using learning targets in instruction. I have them figured out (I think), but I'm still instructing with standards. I'm hoping to move more toward learning targets as the quarter progresses. So, not a good rating...

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Lori: I posted earlier that I use them to plan every lesson, which I do. However, I have discovered that I need to revise many of my  learning targets to make them unidimensional.  I also now understand better how to align my assessments to the targets and then develop instruction that fits the targets. 

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Lori: I posted earlier that I use them to plan every lesson, which I do. However, I have discovered that I need to revise many of my  learning targets to make them unidimensional.  I also now understand better how to align my assessments to the targets and then develop instruction that fits the targets. 

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No. I wish they would. Then they could help me stay on track.

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I have not really ever checked if they can explain them. It more of a can they do this problem or that problem.

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Not even once have I heard a student in Core Lab reference a learning target unprompted. Gina

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Not even once have I heard a student in Core Lab reference a learning target unprompted. Gina

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Yes and no, Again they reference the standard being learned but they do not acknowledge them as standards and learning targets...

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I think that I just need to refer to them more often

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Lori - my students still cannot articulate the targets, but this is a top priority for me as I move forward in the next couple of lessons. 

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Lori - my students still cannot articulate the targets, but this is a top priority for me as I move forward in the next couple of lessons. 

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Again, since I have yet to formalize the learning targets, I believe my students know what they need to do, but I haven't formerly set targets that they are checking boxes or anything like that.

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remind remind remind

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They are at a point where they can articulate (and somewhat explain) the standards, but we still have work to do with the individual learning targets.

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I need to get more organized with the learning targets. Break them out better.

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I'll work on this once I get it figured out.

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I can support the general education teachers by questioning students about the learning targets in their classes. Gina

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I can support the general education teachers by questioning students about the learning targets in their classes. Gina

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They can reference the standards but not the learning targets.

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I need to start acknowledge them by identifying them and calling them standards and targets

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First I'll set some targets after I figure out exactly what it should look like and then I'll explain it to the students so they can begin checking the boxes

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Patience and more Patience. I need to get a few more light bulbs. Then time to organize them.

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I just need to be better at breaking down the standards into the individual learning targets and sharing that information with them.

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jake z, I hope so... I really don't test them on there knowledge of them, But all of them have written them at least once, often twice.

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jake z, I hope so... I really don't test them on there knowledge of them, But all of them have written them at least once, often twice.

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Don't give up on us. I like everything we are doing. Any instruction here that will align with the expectations and requirements of Admin will be great.

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There, but hidden more or less.

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Time and patience. :)

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Lori: I will unpack the standards into learning targets with my students and be extra special explicit in using them with students. I need to show my students how I use the targets to assess their learning/skills. 

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Lori: I will unpack the standards into learning targets with my students and be extra special explicit in using them with students. I need to show my students how I use the targets to assess their learning/skills. 

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examples or templates. I know we did it already, but I have so many things running in my mind I can honestly say I'm not sure exactly what I'm being asked to do. I may even know what you want, but the words are not clicking

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Lori: The more we can discuss these things, the more our thinking and level of understanding are discovered. The more we understand where our frustrations are, the better we can work together to help each other move forward. So let's just keep the conversation and learning and openness going. 

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Lori: The more we can discuss these things, the more our thinking and level of understanding are discovered. The more we understand where our frustrations are, the better we can work together to help each other move forward. So let's just keep the conversation and learning and openness going. 