When teachers know what success looks like, they are more likely to get rid of the extra stuff - the fluff. When students know what success looks like and make sure they understand how to get there, they are more likely to be life long learners.

-Visible Learning School=when kids know what success looks like before it even starts.

How can students track their data after implementation of success criteria to show the growth?

Learning Intentions and Success Criteria depend heavily on the guiding questions and examples that teachers use to show what success looks like in student learning. John Hattie's example of giving students examples of what quality work should look like was particularly insightful for me in terms of providing support and scaffolding for struggling learners and those at Levels 1 and 2. Explaining the strategies used or not used would provide data to guide instruction for those gaps in learning.

The content of the learning today was providing a lens in which to view how to improve the strategies teacher's use when providing examples for quality work. Reasons for learning different perspectives in providing success criteria with the relationship to learning intentions guides thinking on how to develop assessments that allow for meaningful data to be collected to make informed decisions for future instruction. I will demonstrate what I have learned today as to my ability to develop assessments which reflect DOK and ALD levels. What powerful content on success criteria which started with the power of "And."

Show students what success will look like and we are more likely to get rid of what doesn't matter. Kind of like a backward design process and for a lot of kids this will be more motivational. Having a purpose and knowing why they are doing something is essential for some students.

Can students build success criteria for themselves? Also, since success can look different for every student, how do we build assessments for each one?