IB Learner Profile connections are denoted in parentheses as: B-Balanced, Ca-Caring, Co-Communication, I- Inquirers, K-Knowledgeable, O- Open-minded, R- Reflective,

RT-Risk-taker & T-Thinkers

ATL skill area Student learning expectations could include: Key questions for use with helping students
better understand the ATL skills

Self-Management Skills time management—including using time effectively in class, keeping to deadlines, What organizational tools do I have?
(effective management of keeping to class schedules, creating study planners, homework planners and
time, resources, and sticking to them What aspects of my organization do I need to
information) develop?
self-management—including personal goal setting, organization of learning
materials, turning up to class with the right materials How can I best organize myself?
Emotional Management
organizing information logically, structuring information correctly in essays, and How can I deal with frustrations and difficulties?
(B) reports
using different information organizers for different purposes How can positive strategies help me to overcome
setbacks?
demonstrating persistence and perseverance, practicing focus and concentration,
and overcoming distraction How can I stay focused on assigned task?
Social Skills working in groups—including delegating and taking responsibility, adapting to roles, How do I work with others?
(working cooperating with resolving group conflicts, demonstrating teamwork
others) What successes have I had when I have worked
accepting others—including analyzing others’ ideas, respecting others’ points of with others?
view, and using ideas critically
(P/O/RT) How can I work with others; how can they work
personal challenges—including respecting cultural differences, negotiating goals with me?
and limitations with peers and with teachers, taking responsibility for own actions
Communication Active listening----including non-verbal communication, and listening to and What communication tools do I use?
(effective exchange of following directions and procedures
thoughts, messages and Which ways of communicating do I need to
information) literacy—including reading strategies, using and interpreting a range of content- improve on?
specific terminology, interpreting meaning through cultural understanding
(Co/Ca/I/ RT) How can I better communicate my
being informed—including the use of a variety of media, receiving feedback understanding?
informing others—including presentation skills using a variety of media, clear
speaking, writing for different purposes and giving feedback How do I negotiate with others?
ATL skill area Student learning expectations could Key questions for use with helping students better
include: understand the ATL Skills

Research Skills accessing information—including researching from a variety of sources, How can I access information?
(understand, use and critically transferring and summarizing information
evaluate multiple sources of using a range of technologies, identifying primary and secondary sources How do I know if the information is reliable?
information)
(I/T/K/R) selecting and organizing information— including identifying points of view, What will I do with the information?
bias and weaknesses, using primary and secondary sources, making
connections between a variety of resources, collecting, recording and How do I cite the sources accurately?
verifying data

referencing—including the use of citing, footnotes and referencing of

sources, respecting the concept of intellectual property rights

Thinking Skills to include generating ideas—including the use of brainstorming What tools can help me think in different ways?
reflection and transfer
planning—including storyboarding and outlining a plan What planning tools do I have?
(I/T,R/Ca/K)
inquiring—including questioning and challenging information and How do I think?
arguments,
How do I reflect?
developing questions, developing the skills of critical analysis and using
the inquiry cycle How have my reflections helped me learn?

applying knowledge and concepts—including logical progression of What other reflection tools and resources can help me
arguments do better?

identifying problems—including deductive reasoning, evaluating solutions What are the “big ideas” of each of the different
to problems subjects?

creating novel solutions—including the combination of critical and creative Do the big ideas of the subjects overlap?
strategies, considering a problem from multiple perspectives
How can I use my knowledge, understanding and skills
self-awareness—including seeking out positive criticism, reflecting on areas across subjects?
of perceived limitation

self-evaluation—including the keeping of learning journals

reflecting at different stages in the learning process on learning
experiences in order to support personal development through thinking
about meta-cognition (the way we think and learn)

making connections—including using knowledge, understanding and skills

across subjects to create products or solutions, applying skills and
knowledge in unfamiliar situations

inquiring in different contexts— including changing the context of an

inquiry to gain various perspectives.
Dreyfus Model of Skill Acquisition

Level 1 Level 2 Level 3 Level 4

The Novice The Learner The The Expert

Practitioner
Observation Emulation Self-Regulation
Demonstration
• Observes others • Copies others • Can demonstrate • Can perform the
performing tasks performance of the skill on demand skill without
and using the skill the skill • Flexibility of skill thinking through
• Gains an • Works through the use in different the process first
understanding of skill in a step by contexts is • Can teach others
how the step fashion, seeks developing the skill
skill 
o clarification for • Automaticity is Automaticity is
what the correctness of developing Errors established
distinguishing performance are corrected • Can use skill with
characteristics of • Consolidation of quickly unfamiliar
the skill are learning is • Can perform skill content in
• Gathers procedural occurring through either with unfamiliar
information about experience different content context
the performance of • Is very conscious or in different • High levels of
the skill, asks of performing the context performance
questions to clarify skill and correcting • Minimal teacher occur
procedure errors with scaffolding • Any errors are
• Errors are frequent deliberation required – setting corrected
• High levels of • Performs skill only directions, goals, automatically
scaffolding from with known assessable • No teacher
teacher needed - content in known outcomes scaffolding
explanations, context needed
training, structural • Medium level of
support scaffolding
needed -
correcting poor
performance,
answering
questions

References:
Dreyfus, H., & Dreyfus, S. E. (2000). Mind over machine. Free Press.

Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of

expert teachers. Bulletin of Science, Technology & Society, 24(3), 200-212.

Maslow, Abraham, Motivation and Personality, Addison-Welsley Publishing, Co., 3rd Edition,
December.
1987

Stephenson, J., & Weil, S. W. (1992). Quality in learning: A capability approach in higher
education. Kogan Page.
 Components of an IB Education IB Diploma Programme Curriculum

Component What does it look like in your content area?

Approaches Thinking
to Learning

Social

Self-management

Communication

Research

Approaches Teaching focused on effective teamwork

to Teaching: and collaboration

Teaching differentiated lessons to meet

the needs of all learners

Teaching based on inquiry

Teaching developed in local and global

contexts

Teaching focused conceptual

understanding

Teaching informed by assessment

Approaches to learning (ATL)

Identify ATL skill(s) that students will develop through the unit’s learning experience (including formative assessment). For a 3-week unit, 5 is enough. Consider:
Do student have enough prior knowledge? How will students know what is expected of them?
Will they see examples, rubrics, and templates? How will they practice applying knowledge and skills?
How will they acquire the knowledge and practice the skills required?

IB ATL skills category MYP ATL skills cluster Specific ATL skill Learning Experience
COMMUNICATION I Communication Presenting
Recording information
Reading for meaning
Listening
Viewing
Non-verbal communication
Multi-literacies
SOCIAL II Collaboration Collaboration and group work
Respect for other cultures and points of view
Global/intercultural awareness and sensitivity
Affective/emotional skills
Ethical behavior
SELF-MANAGEMENT III Organization Organization of learning materials
IV Affective Time management
Meeting deadlines
V Reflection Affective/emotional management
Positive action
RESEARCH VI Information Literacy Formulating research questions
Referencing sources
VII Media Literacy Observational skills
Collecting, organizing, interpreting & presenting
information
THINKING VIII Critical Thinking Problem solving
IX Creative Thinking Connecting subjects
Thinking creatively
X Transfer Critical thinking
Application of knowledge in familiar and unfamiliar
Reflection
 During the MYP we will need to explore each of these skills
This diagram is intended to demonstrate how we can use
and teach in the context of planning and assessing
Approaches to Learning when a student is struggling to
assignments, however when a student is completing the DP
complete a task.
these need not be explicitly taught, however the skills
This outlines the ATL skills needed to complete a task. should be there as an underlying checklist, especially with a
student that is struggling.

Organization of a paragraph
The teacher can chunk the task giving each chunk a deadline

Communication Information literacy

Have I used both primary and secondary sources effectively and
Have I communicated the information effectively? appropriately?
Have I used appropriate language to communicate the information? Have I chosen sources that are linked to the task?
Have I included subject specific language? Have I cited the sources?
Have I included information that fulfill the requirements of the rubric? Are my paragraphs organized and easy to follow?
Have I communicated coherently and legibly? Have I used reliable sources? Can I demonstrate why the sources are
reliable?

Reflection and Thinking

Have I answered all the questions required for this
task?
Have I related my answer to the rubric?
Have I fulfilled all the requirements of the rubric?
Do I need to redo any of the task?
Can I make my work better?
What have I learned? Transfer
How can I transfer these
skills to the next task?

Developed by Nonye Oladimeji Oct 2013.

 ATL/Student Learning Expectations

ATL Skill Areas Year 1 Student Learning Year 2 Student Learning Year 3 Student Learning
Expectations Expectations Expectations

Organization Learn to be Balanced Practice being Balanced Become Balanced

Time Management – including Be on time to class. Be on time to class. Be on time to class.

using time effectively in class,
keeping to deadlines

Use class time as directed. Use class time as directed. Work Use time wisely in class and at
independently. home.

Use a planner or other personal

time management system with Use a planner or other time Use a planner or other time
guidance from teachers and management system with management system
other adults. minimal guidance from teachers independently.
and other adults.

Turn in work on time. Make and follow a plan to get

Make a plan to get assignments assignments completed and
completed and turned in on time. turned in on time.

Learn to be Principled Practice being Principled Become Principled

Self-management – including Bring correct materials to class. Bring correct materials to class. Bring correct materials to class.
personal goal setting,
organization of learning
materials.
Organize materials with guidance Organize materials with minimal Organize materials
from teachers. guidance from teachers. independently.

Set learning and personal goals Set some learning and personal Set learning and personal goals
and create a plan to meet them goals independently and create a and create a plan to meet them
with support from teachers and plan to meet them with some independently.
other adults. support from teachers and other
adults.

Consistently make choices that

With teacher support, make support personal learning and
choices that support personal Make choices that support achievement.
learning and achievement. personal learning and
achievement.

Collaboration Learn to be Open-Minded Practice Being Open-Minded Become Open-Minded

Working in groups – including Direct others and follow others' Learn when to take the lead, Know when to take the lead,
delegating and taking directions. delegate or be a team player. delegate or be a team player,
responsibility, adapting to roles, and work to support the team
resolving group conflicts, effort whatever your role.
demonstrating teamwork.
Contribute to discussions. Be prepared for discussions and
actively contribute.
 Work with all group members. Be prepared for discussions and
actively contribute. Encourage
Work with all group members. others to participate.

Work with all group members,

and cope with uncooperative
team members or other
difficulties.

Accepting others – including Accept group decisions. Accept group decisions. Accept group decisions.
analysing others' ideas,
respecting others' points of view,
using ideas critically.
Listen to others' ideas and points Listen to others' ideas and points Evaluate and analyse others'
of view. Accept that different of view with an open mind. ideas and points of view. Accept
people have different ideas and that there can be more than one
points of view. right answer.

Learn to be Caring Practice Caring Become Caring

Personal challenges – including Try to resolve conflicts Try to resolve conflicts Try to resolve conflicts
respecting cultural differences, independently. Accept help from independently. Know when to independently. Know when to
negotiating goals and limitations adults when offered. seek out help. seek out help.
with peers and with teachers
 Try to work with teachers and Work with teachers and students
other adults to negotiate and and others to meet and negotiate
Try to work with teachers to set meet goals. goals.
goals.

Communication Learn to be a Communicator Practice being a Become a Communicator

Communicator

Literacy – including reading With teacher guidance use Attempt to use reading strategies Independently use reading
strategies, using and interpreting reading strategies appropriate to appropriate to the task. strategies appropriate to the
a range of content-specific the task. task.
terminology

Practice using content-specific

Acquire content-specific vocabulary in all subjects. Confidently use content-specific
vocabulary in all subjects. vocabulary in all subjects.

Being informed – including the With teacher guidance, gather Gather information from a variety Independently find and use a
use of a variety of media information from a variety of of sources. variety of sources for
sources. information.

Informing others – including With teacher guidance, use Use language appropriate to Use language appropriate to
presentations skills using a language appropriate to topic and topic and audience. topic and audience in a way that
variety of media audience. is pleasant to read.
 Create a multimedia presentation
with minimal guidance, choosing
Make simple presentations by from a range of presentation Independently create a
following provided instructions. possibilities. multimedia presentation
choosing wisely from a wide
range of presentation
possibilities.
Speak clearly in presentations. Speak clearly and makes eye
contact during presentations.

Eye contact and speech is

natural and engaging in
presentations.

Information Literacy Learn to be Knowledgeable Practice Being Knowledgeable Become Knowledgeable

Accessing information – With teacher support, use Use internet resources for Use a variety of internet
including researching from a internet resources for information. resources for information.
variety of sources using a range information.
of technologies, identifying
primary and secondary sources
Use the school's database Independently use the school's
Use the school's database subscriptions with minimal database subscriptions.
subscriptions with teacher teachers support.
support.

Use books, magazines and

Use books, magazines and reference materials.
Use books, magazines and reference materials.
reference materials.

With teacher support, identify

With teacher support, use and use primary sources such as Independently identify and use
primary sources such as primary sources such as
 interviews, maps, photographs interviews, maps, photographs interviews, maps, photographs
and diaries. and diaries. and diaries.

Selecting and organizing With teacher support identify Identify points of view and bias in Independently identify and
information – including points of view and bias in information and attempt to evaluate point of view and bias in
identifying points of view, bias information. evaluate sources with teacher sources.
and weaknesses, using primary support.
and secondary sources, making
connections between a variety of
resources With teacher support, make Make connections between a
connections between a variety of Make connections between a variety of sources.
sources. variety of sources.

Take notes using graphic

organizers, models or other Consistently use a method for
teacher supports. Take notes both with and without note-taking that works.
teacher supports.

Referencing – including the use Quote and cite others' work using Quote and cite others' work Quote and cite others' work
of citing, footnotes and a model or graphic organizer. using a model. accurately.
referencing of sources,
respecting the concept of
intellectual property rights
Create a works cited page with Create a works cited page using Create a works cited page.
teacher guidance. a model.

Respect intellectual property

Define intellectual property rights. Respect intellectual property rights.
rights.
Reflection Learn to be Reflective Practice being Reflective Become Reflective

Self-awareness – including With teacher prompting, reflect With teacher prompting, reflect Regularly, both with and without
seeking out positive criticism, on learning experiences to on learning experiences to teacher prompting, reflect on
reflecting on areas of perceived discover personal strengths and address personal strengths and learning experiences to address
limitation weaknesses. weaknesses. personal strengths and
weaknesses.

Accept feedback from teachers Ask for feedback from teachers

and peers. and peers. Ask for and appreciate feedback
from teachers and peers.

Self-evaluation – including the Use criteria to assess personal With teacher support, develop Develop criteria to assess
keeping of learning journals and performance. criteria to assess personal personal performance, or
portfolios, reflecting at different performance, or evaluate evaluate personal performance
stages in the learning process. personal performance against against existing criteria.
existing criteria.
Describe personal work process.

Evaluate personal work process

With support, evaluate personal and make changes as needed
With support, maintain journals work process. throughout the process.
and portfolios.

Maintain journals and portfolios Maintain journals and portfolios

Identify areas for future with some support. with minimal support.
improvement.
 Identify areas for future Identify and target areas for
improvement and, with support, future improvement and make
make changes. changes.

Thinking Learn to be a Thinker Practice being a Thinker Become a Thinker

Generating ideas – including the Use tools and graphic organizers Generate ideas with and without Choose the most appropriate of
use of brainstorming to generate ideas. the use of a graphic organizer. a variety of methods for
brainstorming and generating
ideas.

Planning – including Use graphic organizers or other Use graphic organizers or Choose the most appropriate of
storyboarding and outlining a tools to plan. outlines to plan. a variety of methods to plan.
plan

Inquiring – including questioning Follow the design cycle. Use the design cycle. Use the design cycle well.
and challenging information and
arguments, developing
questions, using the inquiry cycle
With teacher support, develop Develop research questions with Independently develop research
research questions. minimal teacher support. questions.

Applying knowledge and Using a graphic organizer or Using a graphic organizer or Using an appropriate method,
concepts – including logical other support, develop an other support, develop and develop a clear and logical
progression of arguments argument based on prior logical argument based on prior argument based on prior
knowledge. knowledge. knowledge.

Identifying problems – including With teacher support, identify Identify real-world and Identify and evaluate real-world
deductive reasoning, evaluating real-world and hypothetical hypothetical problems. and hypothetical problems.
solutions to problems problems.
 With teacher support, develop Independently develop and use
and use criteria to evaluate criteria to evaluate solutions.
Use criteria to evaluate solutions. solutions.

Learn to be a Risk-Taker Practice being a Risk-Taker Become a Risk-Taker

Creating novel solutions – With teacher support, create With some teacher support, Create novel solutions to
including the combination of solutions to identified problems. create solutions to identified identified problems.
critical and creative strategies, problems.
considering a problem from
multiple perspectives
With teacher support, examine Examine real-world and
real-world and hypothetical Examine real-world and hypothetical problems rom a
problems from a variety of global hypothetical problems from a variety of global perspectives.
perspectives. variety of global perspectives.

Act to solve real-world problems.

With teacher support, act to solve Act to solve real-world problems.
real-world problems.

Transfer Learn to be an Inquirer Practice being and Inquirer Become and Inquirer

Making connections – including With teacher prompting, make Use prior learning to make Apply prior learning to new
using knowledge, understanding connections to earlier learning. comparisons, predictions and experiences to form reason
and skills across subjects to inferences. opinions and draw logical
create products or solutions, conclusions.
applying skills and knowledge in
unfamiliar situations With teacher prompting, connect
Significant Concepts between Connect Significant Concepts
classes. between classes. Connect Significant Concepts to
a variety of school, personal and
global contexts.
 When prompted, use skills in a Use skills in a variety of school Use skills in a wide variety of
variety of school contexts. contexts. familiar and unfamiliar contexts
both in and out of school.

Inquiring in different contexts – With teacher support, use the With teacher prompting, use the Independently use the Areas of
including changing the context of Areas of Interaction to look at a Areas of Interaction to look at a Interaction or another framework
an inquiry to gain various problem or issue in different problem or issue in different to look at a problem or issue in
perspectives. contexts. contexts. different contexts.

With teacher support, look at a With teacher prompting, look at a Independently look at a problem
problem or issue from a variety of problem or issue from a variety or issue from a variety of global
global points of view. of global points of view. points of view
Subject Group/Discipline

Objectives

Approaches to Learning (ATL) Approaches to Learning (ATL) Skill Indicator Learning Experience
Skill Category
For the ATL skill category pulled, locate in the ATL skill framework
Circle the ATL skill pulled from the
and choose one of the bulleted items that support developing the
envelope
skills necessary to achieve the lesson objective

Reflection
Using Approaches to Learning in SIS to Report on Work Habits
From “Principles into Practice”
“Through approaches to learning (ATL), students develop skills that have relevance
across the curriculum that help them “learn how to learn”. ATL skills can be learned and
taught, improved with practice and developed incrementally. They provide a solid
foundation for learning independently and with others. ATL skills help students prepare
for, and demonstrate learning through, meaningful assessment. They provide a common
language that students and teachers can use to reflect on, and articulate on, the process
of learning. In addition, they can be useful for informing students and parents about
those non-academic skills that they need to improve in order to be more successful.
Teachers record student’s attainment of particular skills using the following framework.
• Novice/beginning—students are introduced to the skill, and can watch
others performing it (observation)
• Learner/developing—students copy others who use the skill and use the skill
with scaffolding and guidance (emulation)
• Practitioner/using—students employ the skill confidently and effectively
(demonstration)
• Expert/sharing—students can show others how to use the skill and accurately
assess how effectively the skill is used (self-regulation)”
Creating Approaches to Learning Score Type • To report on work habits
MYP schools use the
Approaches to Learning. To
create this score type, In
“Grade Book setup” go to
the Grade Book Score
Type” tab and then click on
“Add Score Type” in the top
right corner.

• In the window that opens

type “Approaches to
Learning” in the space for
“Score Type” and then click
on Save.

• Click on “New” and then add

the scores, values,
sequence and Legend Text
to match those to the left.

Expert 100 1 Expert/Sharing

Practicing 85 2 Practitioner/Using
Learner 70 3 Learner/Developing
Novice 65 4 Novice/Beginning
Creating the Approaches to Learning Assignment Type • In Grade Book Setup click
on the “Assignment Type”
tab.
• Then click on “+NEW” on
the far right.

• Enter “Approaches to
Learning” as the name, set
the sequence to the next
higher number in your list,
and then change the Default
color if you desire.
• Click on “INSERT”.

Setting Weights and Points for Approaches to Learning • Since work habits cannot
count toward a student’s
academic grade IAW FCPS
grading policies, ATLs have
to be set to 0% weight and
0.00 Default Points
Possible.
NOTE: If you are teaching a
class that is appropriate to
use ATLs as part of a grade,
you should set the weight
based on your grading
scheme and then make sure
the “Default Points Possible”
are the same for all
assignment types you are
grading.
Creating an ATL Assignment • Create these assignments
just like any other with the
following exceptions:
• Title should start with “ATL”
• Both assignment type and
Score type should be set
to “Approaches to
Learning”
• You do not need to set a
Due Date.
• It is also recommended that
you include a brief
description of the specific
skills being evaluated.
 IBMYP Approaches to Learning Assessment: Trimester One
Name: _______________________ Grade ________

ATL Elements CRITERIA Points

8 7 6 5 4 3 2 1
S T
Management of Materials: Student successfully
Student is inconsistent in
Binder is well organized. Pencil case has the Student is usually managing materials. Student is usually
organizes materials and tools,
necessary supplies. iPad is cared for and organized and usually has Sometimes has what is disorganized and rarely has
and always has what is
charged overnight. Remembers books and the materials needed. needed, sometimes does what is needed for class.
needed.
tools for class. Desk is neat. not.

S T
Presentation of Work: Student always completes Student work is usually Student work is sometimes Student work needs more
work of high quality: clear, completed appropriately: completed in an appropriate effort: clarity, care, neatness,
Assignments are carefully proofread, neat, with careful and correctly clear, careful and correctly manner: clear, careful and and attention to formatting
proper heading formatted. formatted. correctly formatted. expectations are needed.

Student plays a leadership

Student is a positive Student usually participates S T
Engagement with Learning: role by listening carefully,
participant who listens well, well by contributing to
Student needs to contribute
looking out for the learning to class by offering ideas and
is active in discussions and discussions and listening to
Listening, Collaboration and Participation needs of others and helping joining in.
group tasks. others.
the group achieve success.
S T
Student shares ideas in ways Student shares ideas Student shares ideas when Student does not yet
that help others expand their frequently, demonstrates prompted. Participates in contribute ideas or questions
thinking. Takes initiative to curiosity by seeking research tasks when that demonstrate creativity or
Engagement with Learning search for information. information through directed. Reflections on creative thinking. Performs
Curiosity and creative thinking. Reflects thoughtfully on research, and reflects on learning are usually very only minimal research and
his/her own learning. his/her own learning. basic. reflection when prompted.

Student is always on task Student rarely needs S T

Student occasionally needs Student often needs
and focused during class. redirection during class.
redirection during class and redirection during class.
Student consistently has a Student usually has a
Self-Regulation positive impact on the positive impact on the
can sometimes detract from Focus and self-control
the learning environment. happen only with support.
learning environment. learning environment.

Student Signature: Parent Signature:

Note: This document provides information about the student’s learning skills. It is not a part of the formal report card.
My personal BINDER/PLANNER goal is:
Name_______________________________________

Week of __________________

ATL:
Achievement Organization ATL: ATL:
Level
Preparation Binder Time Management Communication Reflection

I have included ALL of my I have organized ALL of my I ALWAYS use my agenda. I ALWAYS take complete I ALWAYS write well-written
7-8 supplies. binder. Cornell Notes. summaries.
(4 notes) (4 notes)

I have included MOST of I have organized MOST of I USUALLY use my I USUALLY take complete I USUALLY write well-written
5-6 my supplies. my binder. agenda. Cornell Notes. summaries.
(3 notes) (3 notes)

I have included SOME of I have organized SOME of I SOMETIMES use my I SOMETIMES take I SOMETIMES write well-
3-4 my supplies. my binder. agenda. complete Cornell Notes. written summaries.
(2 notes) (2 notes)

I have included FEW of I have organized LITTLE I RARELY use my agenda. I RARELY take complete I RARELY write well-written
1-2 my supplies. of my binder. Cornell Notes. summaries.
(1 note) (1 note)

I chose to not have any of I chose to not organize my I chose to not have my I chose to not take any I chose to not write a
0 my supplies. binder. agenda in my binder. Cornell Notes. summary for my Cornell
(0) Notes. (0)

_____Cornell Note summaries

___ binder form ___ no loose papers ____ records assignments ___ heading are clear and concise
___ ___ 2 pencils ___ name & date on all daily ____ topic _____Summaries reflect the
____ checks off completed
___ ___ 2 pens papers ____ main idea/?s (left) notes taken
assignments
___ eraser ___ labeled divider for ____due dates recorded
____ notes (right) _____ I have used complete
___ highlighter each class ____ notes show sentences.
____ records activities &
___ blank loose-leaf ___ notes organized evidence of being _____ I have used proper
future tests/projects
chronologically refined/studied punctuation.
on monthly calendar

AVID – Glasgow Middle School - 2014