Deciding on Next Steps

Purpose:
To use the information documented by teachers and students to take stock of students' progress on their goals and figure out where to focus next. The assessment of performance of the EFF Standards is planned and documented in teaching/learning cycle steps 4 and 6. In step 8, we are looking at how their skill development has helped students make progress on their goals. The tool described here organizes that information to help you decide on the next steps.

Process:
This tool continues where the Planning Guide (in the Developing a Learning Plan tool) leaves off. If you have not used the Planning Guide, use whatever evidence of progress you have been collecting. To the extent possible, work together with students to complete the worksheet collaboratively.

  1. Column 1: Signs of progress we're looking for
    If you have used the Planning Guide, simply carry over the information from the last column of the guide ("How will we show we know it?") into column 1 of the Next Steps worksheet (see example below). If you have not used the Planning Guide, fill in the first column with the evidence of progress you have been collecting.
  2. Column 2: Progress we've made
    Use this column as a place to interpret the evidence you've collected. What does it tell you about the progress students have made? Do you have enough evidence to determine whether or not progress has been made?
  3. Column 3: Next steps
    Considering the progress made, note which areas need more attention or practice and why.

An Example from Practice:

Planning Guide

Goal: To figure out the kinds of jobs that we would like and that would meet our needs (pay, location, etc.).

Primary Standard: Read with Understanding

What do we need to know?

How can we learn it?

How will we show we know it?

- how to read the information about jobs

 

- what different job titles mean; what the job is

 

- we need to figure out what's a good job for us

 

- we need to find out what jobs are around here

 

- practice reading job info, small sections at a time

- learn the format of the Occupational Outlook Handbook (OOH) so we know how to use it efficiently

- figure out which info is important and which we can skip

- talk about what we're reading so we can figure out what it means

- develop our own personal criteria for a good job

- spend time learning how to find our own information on the internet (about local jobs)

We'll be able to find the information we need more quickly (cause we'll know what parts to skip).

 

We'll be able to say which jobs are a good fit for us or not and why.

 

We'll be able to find answers to questions by looking in the right part of the OOH.



Next Steps

Goal: To read road signs (in preparation for a trip)

Standard: Read with Understanding

Signs of progress we're looking for

Progress we've made

Next steps

We'll be able to find the informa-tion we need more quickly (cause we'll know what parts to skip).

We'll be able to say which jobs are a good fit for us or not and why.

We'll be able to find answers to questions by looking in the right part of the OOH.

We need more practice looking for information, since we only did it once. But we'll be faster next time.

We need to read about more jobs first. We read about the Medical Assistant jobs already.

We know how to do this now. We had a quiz about it.

Read about other jobs in the OOH.

Read about more jobs so we can think about some other possibili-ties that might be good for us.

We don't need to practice this anymore.

 


Next Steps

Goal:

Standard:  

Signs of progress we're looking for

Progress we've made

Next steps