1. Learning Target Four “ I can plan meaningful success
criteria that both students and
teacher can use
to assess evidence of
understanding”

2. Success Criteria Complete the Learning Target
Learning Target Statement
Lesson-sized Chunk of Concepts and Skills
Performance of Understanding
Student Look-fors (Success Criteria)
© S. M. Brookhart & C. M. Moss, 2014

3. The Whole Thing is the Learning Target
Learning Target Statement
Lesson-sized Chunk of Concepts and Skills
Performance of Understanding
Student Look-fors (Success Criteria)
© S. M. Brookhart & C. M. Moss, 2014

4. Success Criteria Students “look-fors” Sharable in several ways
I can statements
Rubrics
Checklists
Guiding questions
By analyzing exemplars
© S. M. Brookhart & C. M. Moss, 2014

5. Success Criteria View the video
Shows a 2nd grade teacher setting up students for success in a lesson about using powerful words in writing.
What do you notice about this teacher’s use of success criteria?
© S. M. Brookhart & C. M. Moss, 2014

6. Now watch this clip

7. Avoid Two Common Errors
Success criteria that amount to restating the learning target
Success criteria that focus on following directions or the requirements for the assignment
© S. M. Brookhart & C. M. Moss, 2014

8. Success Criteria Should Help Students Interpret Their Learning
Example
LT -- I can do word problems requiring 2-digit addition.
Look-fors:
I can say WHAT I did and WHY I did it.
I can explain each step of my work, in order.
I use math vocabulary words and strategy names.
I use clear language that others can understand.
© S. M. Brookhart & C. M. Moss, 2014

9. Success Criteria Should Help Students Interpret Their Learning
Example
LT -- I can graph linear equations by graphing coordinate points.
Look-fors:
I can identify appropriate x-values in the domain for this function.
I can calculate the y-value for a given element of the domain.
I can graph coordinate points and connect them with a line.
I can use mathematical language in my explanations.
I can explain the relationship between x and y in the linear function.
© S. M. Brookhart & C. M. Moss, 2014

10. Teacher shared learning targets/success criteria via the following communication modes:
Orally
H=92%
M=96%
L=96%
Written
H=67%
M=46%
L=25%
Displays
H=46%
M=17%
L=4%
Demos/
Modeling
H=54%
M=25%
L=29%
[25% of High Group teachers used all 4 modes]
© S. M. Brookhart & C. M. Moss, 2014

11. Teacher communicated the learning targets and the success criteria
Prior to instruction
H=88%
M=79%
L=58%
During instruction/
ongoing
H=71%
M=67%
L=46%
At the conclusion of instruction
H=54%
M=4%
L=13%
[46% of High Group teachers shared before, during, and after]
© S. M. Brookhart & C. M. Moss, 2014

12. [17% of High Group teachers used 5 6 methods]
Teacher helped students understand the learning targets and success criteria in these ways:
Discussion and review
H=79%
M=67%
L=79%
Discussed criteria, rubrics, checklists, etc
H=42%
M=29%
L=13%
Showed exemplars, modeled
H=38%
M=13%
L=25%
 Helped students apply criteria to their own work
H=58%
M=38%
 Involved students in generating success criteria
H=25%
L=0%
 Provided feedback focused on learning target and success criteria.
H=83%
M=79%
L=42%
[17% of High Group teachers used 5 6 methods]
© S. M. Brookhart & C. M. Moss, 2014

13.  Compare their work to anchors or exemplars.
Teacher engaged students in applying success criteria in these ways. Helped students:
 Compare their work to anchors or exemplars.
H=46%
M=33%
L=21%
 Identify anchors or models based in the criteria.
H=29%
M=13%
L=13%
 Use rubrics, checklists, or other tools to self-assess.
L=17%
 Develop success criteria.
H=8%
M=0%
L=0%
[21% of High Group teachers used 3 4 methods]
© S. M. Brookhart & C. M. Moss, 2014

14. Success criteria
You may need to scaffold a skill before going into more independent study.
SHOW SC ( ON TARGET
AND NOT ON TARGET RUBRIC WITH SKILLS SUCH AS CONTENTS AND REASONING)
A CHECKLIST MAY BE GIVEN.

15. First draft, Life Cycle Project rubric
6 Points
4 Points
2 Points
0 Points
Title of poster
Title is evident on poster, correctly spelled and capitalized
Title is on poster, but with errors or it is hard to read
No title or heading
Order of life cycle stages
All the stages of the life cycle are in the correct order. Stages are correctly labeled.
One or more stages of the life cycle are in the wrong order.
Not included
Illustrations of life cycle stages
Illustrations of each stage are evident.
One or two illustrations of the life cycle stages are missing.
More than 2 illustrations of the life cycle stages are missing.
Description of life cycle stages
Stages are described with at least 2 details.
Stages are described with one detail. One or more stage is missing.
Stages are incomplete missing. Stages have one or zero supporting details.
Overall appearance of poster
Poster is very neat and organized. Title and all sentences have correct spelling, capitalization,
and punctuation.
Poster is somewhat neat and organized. Some correct spelling, punctuation, and capitalization. Poster shows signs of little effort.
Poster is messy, many errors, not colored, or unfinished. Poster shows no signs of effort.
First draft, Life Cycle Project rubric

16. Advanced
Proficient
Nearing Proficient
Novice
Order of life cycle stages
All the stages of the life cycle are in the correct order and correctly labeled.
One or more stages of the life cycle are in the wrong order.
No order is specified, or order is incorrect.
Illustrations of life cycle stages
Each stage has an illustration that gives an especially clear or detailed view about what happens to the animal then.
Each stage has an illustration that helps show what happens to the animal then.
Some stage illustrations do not show what happens to the animal then.
Illustrations do not help show what happens to the animal during its life cycle.
Description of life cycle stages
Stages are described accurately. Descriptions are especially complete and detailed.
Stages are described accurately.
Stages are described with some inaccurate or incomplete information.
No stages are described, or stages are described inaccurately.
Revised version, Life Cycle Project rubric, Used with a checklist for assignment requirements

17. Success Criteria are About Demonstrating Learning
Whether in “I can” statements, rubrics, or checklists, success criteria must allow assessment of learning, not following directions or meeting the requirements of the assignment.
© S. M. Brookhart & C. M. Moss, 2014

18. Checklist for assignment requirements
Not used for grading – used formatively
By students (self and/or peers)
My Poster Checklist
___ My poster has a title.
___ My poster is neat.
___ My poster is well organized.
___ My poster has correct spelling.
___ My poster has correct capitalization.
___ My poster has correct punctuation.

19. On Target
Not on Target
Content
I shared an insight or thought that was genuine, relevant, and worthwhile.
I shared a thought that was made-up, irrelevant, or trivial; OR I didn’t share a thought.
Reasoning
I explained why I chose the thought I shared.
I didn’t explain why I chose the thought I shared; OR my explanation was not sensible.

20. Answer these questions about each example.
Examine examples of success criteria in the context of the entire learning target (handout).
Decide whether you would prefer to look at secondary or elementary examples.
Answer these questions about each example.
How did the look-fors relate to the learning target statement, the concepts to be learned, and the performance of understanding?
How could the look-fors support student self-assessment and teacher feedback?
© S. M. Brookhart & C. M. Moss, 2014

21. What is success criteria?
SELF ASSESSMENT
Use student check lists
When I read I finger track, read sight words carefully, etc
Students can keep track of their own work on a target rising to a bell at the top.
step by step skills and progress.

22. What is success criteria ?
Rubrics or checklists.
A rubric should be solely based on the content of the learning target.
A checklist could be used for title, neatness, organized etc.BUT does not form part of the grade.
Often self assessment could be a KWL on a wall to star and check.
Called Student LOOK FORS
points along a path. If students fail to understand the path they can ask questions.

23. Success criteria
Aim: to have assessment capable learners who can self assess, via checklists, rubrics on the wall with examples of good and bad writing or math problem work etc, ability to discuss why a piece of work is a 1 or 2 or 3 or 4.
Active learners, who ask questions, seek feedback, , pursue increased knowledge and skills.

24. Perhaps have 4 success criteria.
YOU COULD USE SCORING IF YOU HAVE 4 SUCCESS CRITERIA
0 DONE = 0
1 DONE = MINIMAL
2 DONE = BASIC
3 DONE = PROFICIENT
4 DONE = MASTERY.

25. Procedure Plan for one learning target at a time.
Use the formative learning cycle.
© S. M. Brookhart & C. M. Moss, 2014