Awareness of Progress

Learners are aware of their current progress toward goals by way of self-assessment and frequent peer and educator feedback.

Tier 1: This Look For is one of seven that represent Quality First Instruction for all learners.


Checklist on a clipboard

Plan, set goals, organize, self-monitor, and self-evaluate

Evidence of Learner Behaviors

  • Describe what their goal is, where they are in progressing towards that goal, and how they know that’s where they are

  • Explain a resource (e.g., plans, goal tracker) that makes them aware of their progress

Questions to Ask Learners

  • What's an example of a goal you are working toward?

  • How are you doing in working toward that goal?

  • How do you know that’s how you’re doing?

  • How does your progress in that goal compare to the progress you wanted to have made at this point?

  • What caused that? What steps are you taking today to fix that?

Two hands holding up a flag together

Engage in self-assessments and frequent peer and learning facilitator feedback on goals

Evidence of Learner Behaviors

  • Reflect on desired progress vs. actual progress and create daily actions that will close the gap

  • Explain processes used in their learning environment to receive daily feedback on goals (both in person and digitally) from both classmates and their learning facilitator

Questions to Ask Learners

  • How do you self-assess or reflect on your goal progress?

  • What are some ways you do goal reflection as a class?

  • What are some ways you get feedback on goals from your learning facilitator?

Business man with a bar chart behind him showing increases

Recognize actions they took that helped them succeed

Evidence of Learner Behaviors

  • After meeting a goal, describe what concrete steps or actions led to their success

Questions to Ask Learners

  • When you look back on that goal, what actions did you take that led you to success?

  • How do you know those are what made you successful in your goal?

Target with an arrow in the center

Recognize why they did not meet a goal

Evidence of Learner Behaviors

  • After falling short of a goal, describe what actions contributed and were controllable factors (i.e. “I didn’t study hard enough, I didn’t budget enough time for the project, etc”

Questions to Ask Learners

  • In that goal, what were obstacles?

  • How did you try to adapt to or change them?

  • Going forward, what do you know now about your next goal?


Feedback and reflection increase learner self-efficacy, feelings of competence, and motivation and engagement with learning activities. Feedback fosters learner self-awareness, ownership of learning, and self-regulation.


Awareness of progress is in service of learner agency, which shifts ownership to learners. Learning facilitators must provide various forms of impactful feedback, also fostering opportunities for peer and self-assessment.

Educator Actions

Learning facilitators ensure learners are constantly aware of their progress toward goals.

CSTPs: 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7

ribbon graphic


Create “checkpoints” for learners to check their progress on various goals, such as their Personalized Learning Plan, a project or reading goal, or the upcoming end of a trimester or semester.

Offer learners tools, such as self-reflection prompts and protocols, to consider the progress they’ve made in goals, what hurdles they faced, and what changes to their goal plan they need to make.


  • Conduct 1:1 check-ins that are planned and prioritized based on learners’ quantitative and qualitative data (P)

  • Communicate directly with learners’ families in a culturally-appropriate way (P)

  • Provide feedback that is closely aligned to goals (P/F)

  • Target feedback toward misconceptions and gaps in understanding (P/F)

  • Provide learners with time, tools, and processes to self-reflect and self-evaluate (P/F)

  • Provide learners with time, tools, and processes for peer assessment (P/F)

P = planned F = facilitated spontaneously