1. Bone Diagram Example Goal Setting

2. 1.We goal set at the beginning of quarters and sometimes after test analysis. 2.Sometimes I goal set with individual students about specific behavior. Goal Setting

3. Hindering Forces: 1.I forget to go back and check if we met our goals. 2.I don’t like losing so much instructional time. 3.I am not sure my students think it’s valuable. 1.We goal set at the beginning of quarters and sometimes after test analysis. 2.Sometimes I goal set with individual students about specific behavior. Goal Setting

4. Helping Forces: 1.Resources from other teachers could help me. 2.Student ideas could help me. 3.I know goal setting works. Hindering Forces: 1.I forget to go back and check if we met our goals. 2.I don’t like losing so much instructional time. 3.I am not sure my students think it’s valuable. 1.We goal set at the beginning of quarters and sometimes after test analysis. 2.Sometimes I goal set with individual students about specific behavior. Goal Setting

5. Hindering Forces: 1.I forget to go back and check if we met our goals. 2.I don’t like losing so much instructional time. 3.I am not sure my students think it’s valuable. Helping Forces: 1.Resources from other teachers could help me. 2.Student ideas could help me. 3.I know goal setting works. 1.We goal set at the beginning of quarters and sometimes after test analysis. 2.Sometimes I goal set with individual students about specific behavior. 1.Routine use of class and individual goal setting. 2.Check and see if goals are met and adjust! 3.Use ways to support our goals in class. Goal Setting

6. Hindering Forces: 1.I forget to go back and check if we met our goals. 2.I don’t like losing so much instructional time. 3.I am not sure my students think it’s valuable. Helping Forces: 1.Resources from other teachers could help me. 2.Student ideas could help me. 3.I know goal setting works. 1.Routine use of class and individual goal setting. 2.Check and see if goals are met and adjust! 3.Use ways to support our goals in class. 1.We goal set at the beginning of quarters and sometimes after test analysis. 2.Sometimes I goal set with individual students about specific behavior. 3. Brainstorm ideas with students how to support 2. Have examples from real life to discuss 1. Create a schedule for goal setting routine

7. Your Task:  Find a group of like-minded individuals and create a bone diagram for any of the other 13 steps (or a completely different step you want to work on).  We would like to have every group’s diagram, so we can create a booklet of bone diagrams for each step for you.