2 Educators When teaching students to self- When teaching students to When teaching students When teaching teach students evaluate learning progress, 5/5 criteria learning progress, 4/5 to self-evaluate learning students to to determine, occur: Educator: criteria occur. progress, 3/5 criteria occur. learning am I provides descriptive task feedback progress, fewer “Where Now?” to all students throughout their than 3/5 criteria learning that clearly links to occur. learning goal and success criteria provides feedback about strengths and offers information to guide actionable improvement to all students multiple times throughout the learning process paces instruction to allow for frequent, descriptive feedback to all students and allows time for students to act on the feedback received asks students to self-regulate by assessing their own progress and justifying their assessments multiple times throughout the learning process instructs students to set personal based on feedback and self- 3 Educators When teaching students to identify When teaching students to When teaching students to When teaching teach students next steps in learning, 4/4 criteria identify next steps in learning, 3/4 identify next steps in students to to determine, occur: Educator criteria occur. learning, 2/4 criteria occur. identify next steps do I Close assists each student in determining in learning, fewer “How the Gap?” what might be some of the next than 2 criteria instructional steps for the occur. individual. paces instruction to allow for the feedback loop and focused student revision. provides opportunities for students to reflect and document learning. provides opportunities for students to share their learning.
2 Educators teach students to determine, “Where am I Now?” When teaching students to learning progress, 5/5 criteria occur: Educator: provides descriptive task feedback to all students throughout their learning that clearly links to learning goal and success criteria provides feedback about strengths and offers information to guide actionable improvement to all students multiple times throughout the learning process paces instruction to allow for frequent, descriptive feedback to all students and allows time for students to act on the feedback received asks students to self-regulate by assessing their own progress and justifying their assessments multiple times throughout the learning process instructs students to set personal based on feedback and When teaching students to self- evaluate learning progress, 4/5 criteria occur. When teaching students to self-evaluate learning progress, 3/5 criteria occur. When teaching students to learning progress, fewer than 3/5 criteria occur. 3 Educators teach students to determine, “How do I Close the Gap?” When teaching students to identify next steps in learning, 4/4 criteria occur: Educator assists each student in determining what might be some of the next instructional steps for the individual. paces instruction to allow for the feedback loop and focused student revision. provides opportunities for students to self- reflect and document learning. provides opportunities for students to share their learning. When teaching students to identify next steps in learning, 3/4 criteria occur. When teaching students to identify next steps in learning, 2/4 criteria occur. When teaching students to identify next steps in learning, fewer than 2 criteria occur.
1-Developing-ACL-Practice-Profile-6-28-17.docx