Creates *documentation structures for monitoring personal progress toward learning goals.
Understands how to use formal and informal *assessment strategies and *documentation structures to facilitate teacher and student monitoring of progress towards learning goals.
Plans formal and informal *assessment strategies and *documentation structures to check and record understanding of *learning targets during instruction.
Creates multiple formal and informal *assessment strategies and *documentation structures to gather and record data about the effectiveness of instruction on individual/whole class progress towards learning goals.
Designs formal and informal *assessment strategies; evaluates alignment of assessment to *learning targets; considers accuracy of assessment in reporting effectiveness of instruction on individual and whole class progress; and revises strategies as needed.
Provides leadership, training, mentoring, resources, and supports for teachers and others in the larger professional community to:
(a) designing formal and informal *assessment strategies and *documentation structures to gather and record data about student progress (b) evaluating alignment of assessments to goals; (c) considering accuracy of assessments in reporting effectiveness of instruction on individual/whole class progress; and (d) revising formal/informal *assessment strategies as needed.
A lesson target is a lesson-sized standards-based goal which can be accomplished within the timeframe of a single lesson period (1-3 days). The lesson target guides instruction for teacher and students with both focusing on meeting the lesson target by the end of the period. Learning targets are specific, measurable, actionable, relevant, and timely (SMART). Learning targets are derived by unwrapping content standards and then used to: (a) guide the development of formal and informal assessments; (b) plan instruction; and (c) facilitate self-directed student learning. A lesson target provides students with a clear understanding of what they need to know and be able to do in order to be successful. Some learning targets (especially those that extend beyond 1 class period) may be accompanied by more detailed *success criteria. Learning targets are sometimes written as “I Can” statements.