A teacher introduces a unit by discussing the unit's focus standards and how a particular learning target relates. Next, the teacher has the students assess example student work using the tiered target. The teacher also discusses the benefits of 4 levels of proficiency as a way to help provide more specific feedback than a straight percentage or numerical score.

A teacher identifies a content standard that connects to upcoming instruction and goes through the steps of developing a learning target. Next, the teacher develops 4 levels of proficiency for the target. The teacher then works on a plan to introduce the learning target to students.

A teacher introduces a tiered learning target by first explaining how the target connects to a content standard, then details each level of the target. Next the teacher has the class identify and discuss the specific characteristics of each level of proficiency (i.e. stating what effectively, thoroughly, and specific examples looks like). After a formative assessment the teacher has each student self-assess using the tiered target and provide justification. The teacher has a conversation the next day with students whose self-assessment is discrepant from the teacher’s assessment.

A teacher identifies a learning target relevant to upcoming instruction and adjusts some wording in an effort to make the target more student friendly. Next, the teacher develops a plan to make the target visible in the classroom as well as include the target at the top of a formative assessment. When the assessment is handed out the teacher makes mention of the learning target.