Learning Targets & Success Criteria

Closing the Learning with 2 Essential Questions

  • by Kelly Harmon
  • Dec. 12, 2020, 6:04 p.m.

Since learning is a result of thinking, we want to provide frequent opportunities for your learners to summarize their learning and think about how the new information changes thinking.  Watch this 2-1/2 minute PD video to learn more about two great questions exit questions you can use in every lesson. 

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Using Formative Assessments to Design Tier 1 and Tier 2 Intervention Groups

  • by Ashley Taplin
  • Nov. 11, 2020, 11:30 a.m.

By Ashley Taplin


As I think about interventions, I am reminded of a quote by Mike Mattos in which he says, “the best intervention is prevention.” When interventions are embedded within daily formative assessments, students can see that learning is an ongoing process. Below are some strategies that can be used virtually or in-person, and give both students and teachers clear next steps for learning.


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Using Success Criteria to Prevent and Plan for Interventions.

  • by Kelly Harmon
  • Nov. 11, 2020, 11:07 a.m.

Impactful instruction is very intentional. From planning the learning targets to planning how students will practice and demonstrate learning, we work to provide clarity for our students. Success criteria brings everything into focus for the learner.


Dr. John Hattie defines success criteria as:

Success criteria are the standards by which the project or performance will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students those aspects on which they need to focus, and can relate to the surface (content, ideas) and deep (relations, transfer) successes from the lesson(s). 


The effect size of using success criteria is a .88-over 2 years of growth in one year!

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Teacher Clarity

  • by Ashley Taplin
  • Oct. 20, 2020, 2:52 p.m.

By Ashley Taplin

According to Professor John Hattie’s Visible Learning research, Teacher Clarity is one of the top influences that can greatly impact student achievement (Visible Learning, John Hattie). Teacher clarity focuses on intentional learning targets and success criteria. 




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Discussion Circles are Powerful!

  • by Randi Anderson
  • March 9, 2020, 9:58 a.m.

Written by Randi Anderson

Throughout the past year I've spent extensive time talking, collaborating, and brainstorming ideas all focused on classroom discussions circles. The research around discussion circles is astounding for student growth. In fact, classroom discussion has an effect size of .82 which translates to a TWO YEAR gain in student achievement. See Hattie's Effect size chart for reference.

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Academic Teaming

  • by Ashley Taplin
  • March 9, 2020, 9:53 a.m.

Written by Ashley Taplin

Last week, I had the opportunity to attend a conference by Steve and Michelle Ventura focused on growing our teams through data, strategies, and teacher clarity. We dove into Visible Learning research, founded by John Hattie, which synthesized instructional influences and ranked their effect size on learning. Hattie found that .4 was the average effect size of a year’s growth and thus, the strategies that are identified as .4 or higher can have an even greater impact on student learning.

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Lesson Planning

  • by Kelly Harmon
  • Jan. 22, 2020, 12:27 p.m.
Anyone else in the midst of writing lesson plans? Here are a few things that run through my mind as I plan:

    1. How will students' thinking change over the course of the lesson? Is this initial learning or are we going deeper on a topic or skill they already know something about?
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Laying a Foundation for Growth

  • by Ashley Taplin
  • Sept. 9, 2019, 10:50 a.m.

This month, as we dive into the consistency of school days, I have been thinking about ways we can develop and foster a growth mindset for students in math to gain confidence in their knowledge. I have been working with another department in our district to bring more SEL practices to the curriculum. We have been talking about how the foundation of this mindset is helping students become self-aware in their learning in order to take on challenges and new situations. Below are some strategies and ideas I have been reflecting upon to cultivate this.

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Micro-Interventions: Are We Taking Action Quickly?

  • Oct. 8, 2018, 8:56 a.m.

Using the success criteria, teachers can closely monitor learning and provide timely feedback about each students' progress or lack there of. The goal is to watch for students to demonstrate the success criteria. If they aren't able to demonstrate the daily learning target, then we must think about what is keeping them from doing so and take action quickly. Is there a gap or misconception that needs to be addressed in order to move students forward?

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Learning Targets & Success Criteria

  • Sept. 27, 2018, 9:35 a.m.


There are two questions that kick off most professional learning community (PLC) meetings.

  1. What do we expect students to learn? What are the focus standards? What are the daily learning targets?
  2. How will we know if they have learned? What are the success criteria for demonstrating the learning?


While learning targets of some type are found on the boards in most classrooms these days, success criteria is often not seen. The learning target alone will not be enough for many students to hit the target. Without knowing what hitting the target looks and sounds like, many students will fall short of the goal.


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