Student Ownership Continuum for Teachers

Novice
Student Led
Conference

Student
Goal Setting

Apprentice

Student is not
Having student
present at
present at parent
conference;
conference
Traditional parent3. Prior to
teacher
conference,
conference
teacher coaches
1. Invite parent student on sharing
to
data points with
conference parent
2. Share
4. Teacher,
student data parent, and
with parent
student all present
at conference, all
Parent Teacher
sharing.
Conference
Example
Student does not
set goals;
1. Teacher sets
student

Teacher has goal

setting
conversation and
tracks students
progress

Master

Expert

Student leads part

of the conference

Student has 100%

control of
conference.
Teacher sits back
and listens.

5. Student shares
some data at
conference,
prompted by
teacher
6. Student and
teacher reflect on
conference

7. Teacher or
student invites
parent to
conference
8. Student leads
entire conference.
Student Led
Conference Form

Students and
Students use data
teachers work
to create and
together to create
monitor their
and monitor goals
personal goals.

goals

Student
Reflection

Students do not
reflect
1. Reflect on
student
progress

2. Track student
data
3. Work with
student to set
goal.
4. Track the
student's progress
towards their goal

5. Have data
driven goal setting
conversations with
students
6. Help student
monitor their own
progress towards
their goal

Led by teacher,
Summative and
rarely done,
formative, teacher
summative,
guided. Students
teacher guides
and teachers work
learning based on together to drive
reflection
learning choices
2. Have students
reflect at the end
of a unit.
Unit Reflection
Example

4. Guide students
to reflect
throughout the
learning process
to drive their
choices

7. Provide student
with daily
opportunities to
create and
monitor their
personal goals.
K-2 Goal Setting
Example
3-5 Goal Setting
Example
3-5 Goal Setting
Example 2
Reflection is
embedded
throughout
day/week;
Students reflect
independently;
Students
reflection drives
their learning
choices
5. Consistently
provide

3. Use reflections
to guide student
learning

Students
Responsible
for their
Learning

Teacher leads all

student learning
and students do
not have choice
in learning
activities.
1. Teach
traditionally
(ex: direct
instruction)

Students have
limited choice in
learning activities

K Student
Reflection
Example
3-5 Student
Reflection
Example
Students have
multiple
opportunities to
choose the
direction of their
learning

opportunities for
students to reflect
and make their
own learning
choices.

Students are
EMPOWERED to
make learning
choices based off
of their data.

2. In one content
area, give
students some
4. Consistently
choices based on 3. Throughout the
provide students
their data,
day, give students the opportunity to
interests, and
personal choices
make their own
learning styles (ex:
in their learning
data driven
choice board,
(ex: pathways and
choices.
must do/may do)
playlists)