Janice Woodlee's sixth-graders work with their parents to formulate two academic goals, such as learning fractions or reading a certain number of books during the quarter. They also choose one personal goal, such as becoming a better listener or being nicer to a sibling. Then students write a plan outlining how they will accomplish the goals and to whom they will go for help. Some students tape the goal statements on their desk. Goals are reviewed, reworked, and updated monthly.
Students reflect in writing on whether they are meeting their goals.
They then create plans to overcome problems, and set new goals if the old ones have been met. At all grade levels, students are learning to set and meet goals, identify resources, reflect on their learning, create criteria, use criteria for looking at their work and that of others, and communicate about their work. For student-led parent conferences to work, says Stiggins, it's essential that teachers be clear with students about what it takes to succeed. That way, the student can aptly describe that success to her parents. Such ability to reflect does not develop overnight.