THE TOOLKIT SERIES
Cultivating Agency through Student Self Direction
Access goal-setting frameworks, student planning guides, and independence metrics designed to cultivate individual learner agency.
Empowering Autonomous Learners
Self direction transforms students from passive participants into active drivers of their own education. By fostering individual agency, we teach learners to set meaningful goals, navigate setbacks with resilience, and unlock the intrinsic motivation required for lifelong learning.
The Core Definition
“Self direction is a competency that includes both the intrapersonal skills of self-awareness and reflection and the interpersonal skills of collaborating with others to elicit feedback and support during the learning process.”
The 4-Step Self Direction Roadmap
01
| Define Task Goals
02
| Choose my Self Direction Goal
03
| Mid-Task Check-in & Pivot
04
| Review & Showcase Growth
The 5 Dimensions of Self Direction
These distinct target behaviors form the core tracks of the K-12 matrix, mapping out how students grow from emerging beginners to self-directed leaders.
Formative Tip
Use the 4-Step Student Roadmap as a reflective check-in tool. Have students physically mark or highlight their current step on their personal roadmap asset during multi-day projects to make their internal self-regulation visible.
1. Self-Awareness
What am I learning about myself as a learner in this environment?
2. Initiative & Ownership
How can I integrate my personal interests and choices into how I approach this new learning task?
3. Goal Setting & Planning
How can I break down this complex task into concrete, manageable steps to accomplish it?
4. Engaging & Managing
Am I maintaining an effective pace, reaching my short-term benchmarks, and actively seeking out the resources I need?
5. Monitoring & Adapting
Am I able to recognize when something isn’t working well, pause, adjust my approach, and learn from my missteps?
Extending — Self-Directed / Leads Others: Self-Directed Leaders independently formulate sophisticated long-term learning goals, systematically self-correct when facing highly ambiguous or frustrating barriers, and naturally mentor peers in designing productive individual workflows. New Hampshire’s progressions call this level “Extending.”
Applying — Independent & Consistent: Strategic Learners proactively establish concrete action plans, independently monitor their task pacing against self-imposed benchmarks, and confidently pivot to an alternative strategy the moment a chosen approach fails. New Hampshire’s progressions call this level “Applying.”
Developing — With Structured Guidance: Advanced Beginners execute pre-structured plans with minimal teacher prompting, maintain focus through short-term challenges when given clear boundaries, and accurately reflect on their missteps when provided with structured reflection criteria. New Hampshire’s progressions call this level “Developing.”
Emerging — Requires Direct Prompting: Beginners set basic immediate goals only with direct, one-on-one teacher support, require explicit environmental prompting to sustain momentum or redirect focus, and identify their immediate emotional reactions to a task when guided. New Hampshire’s progressions call this level “Emerging.”
Developmental Progressions by Grade Span
Select a grade band below to view the targeted performance matrix. Note: Dimensions 1 (Self-Awareness) and 5 (Monitoring & Adapting) feature custom background tints within our framework to remind educators to utilize them as student-led reflective self-assessments rather than traditional teacher-assigned grades.
Extending
SELF ASSESSMENT
Self-Awareness
Reflecting on past experiences to evaluate one’s own strengths, limitations, motivation, interests, and aspirations within different learning contexts.
I can also…
SELF ASSESSMENT
Initiative & Ownership
Taking responsibility for learning, finding purposeful driving questions, shaping opportunities to fit personal interests and learning style, and seeking input from others.
I can also…
SELF ASSESSMENT
Goal Setting & Planning
Developing long-term goals, establishing meaningful learning targets, identifying effective strategies, and planning out steps.
I can also…
SELF ASSESSMENT
Engaging & Managing
Seeking out relevant resources and information to support learning goals and refining strategies. Maintaining effective pace, reaching short-term benchmarks and long-term goals.
I can also…
SELF ASSESSMENT
Monitoring & Adapting
Evaluating progress, adapting strategies, seizing failure in order to grow from mistakes, and attributing success to effort and motivation.
I can also…
Self-Directed / Leads Others
Applying
compare examples of my past and present work to show how I used my strengths to make some progress.
I can also…
work with my peers to develop a new learning task or broaden an existing task to make it more interesting to us.
I can also…
use feedback from others to decide if my plan will work and make changes to improve my plan.
I can also…
describe how I tried different strategies to find the one that worked the best when completing a task.
I can also…
tell how and why I might make changes next time to improve the quality of my work.
I can also…
Independent & Consistent
Developing
describe how I used my strengths to complete a learning task.
I can also…
ask for help or ask relevant questions that help me keep working to complete a task.
I can also…
follow a process my teacher taught me to plan the steps and strategies needed to complete a new task.
I can also…
follow a process using checkpoints identified by my teacher or my peers to make progress toward completing multistep tasks.
I can also…
identify the strategies that worked well and explain why I think they worked.
I can also…
With Structured Guidance
Emerging
explain why I made a choice, describing my strengths, my interests, or why I am not interested in doing a task.
I can…
select and complete tasks I am interested in doing, with support from others.
I can…
explain how or why the strategy used at each step of a plan would help me complete a familiar task.
I can…
follow a process my teacher taught me to select the best resources or strategies needed to complete a specific task.
I can…
provide examples of how I changed my approach or made the quality of my work better, when prompted.
I can…
Requires Direct Prompting
identify the tasks I’d like to work on, when I am given choices.
try new experiences to find out what might be interesting to me, with support.
follow a process my teacher showed me to identify steps or strategies that will help me meet a learning goal.
explain what I learned when I used a resource, or when I used a strategy guided by my teacher.
keep working on learning tasks with encouragement from others.
Extending
SELF ASSESSMENT
Self-Awareness
Reflecting on past experiences to evaluate one’s own strengths, limitations, motivation, interests, and aspirations within different learning contexts.
I can also…
SELF ASSESSMENT
Initiative & Ownership
Taking responsibility for learning, finding purposeful driving questions, shaping opportunities to fit personal interests and learning style, and seeking input from others.
I can also…
SELF ASSESSMENT
Goal Setting & Planning
Developing long-term goals, establishing meaningful learning targets, identifying effective strategies, and planning out steps.
I can also…
SELF ASSESSMENT
Engaging & Managing
Seeking out relevant resources and information to support learning goals and refining strategies. Maintaining effective pace, reaching short-term benchmarks and long-term goals.
I can also…
SELF ASSESSMENT
Monitoring & Adapting
Evaluating progress, adapting strategies, seizing failure in order to grow from mistakes, and attributing success to effort and motivation.
I can also…
Self-Directed / Leads Others
Applying
identify how I used new strategies to overcome a problem I was stuck on so I could complete a task.
I can also…
take responsibility for my own learning by identifying new areas of interest and then collaboratively developing new learning tasks.
I can also…
use examples provided to decide what’s needed for a task or project and develop a plan with steps and strategies to complete the task or project.
I can also…
describe how or why I changed a familiar approach so I could accomplish learning that was more complex.
I can also…
evaluate how changes in my approach could improve the quality of my work or my learning next time.
I can also…
Independent & Consistent
Developing
locate examples in my work to explain why a strategy was needed and how I successfully used it.
I can also…
proactively seek input from others and ask relevant questions related to shaping my learning.
I can also…
follow a familiar process to set learning goals for a new task and plan the steps and strategies to complete the task.
I can also…
maintain my focus and pace by meeting agreed-upon checkpoints for completing a multistep task.
I can also…
identify ways to refine my strategies or process when I know a change is needed.
I can also…
With Structured Guidance
Emerging
describe how strategies I’ve learned in the past can be used in a new learning task.
I can…
use specific examples to explain how the experiences of others have expanded my interests or my learning.
I can…
work with others to set task-specific learning goals and plan steps and strategies to complete the task.
I can…
describe how I used a familiar learning strategy or tried a new approach to complete a multistep task.
I can…
use established checkpoints to help me focus on what to do in each step of my plan to meet learning goals.
I can…
Requires Direct Prompting
identify my learning preferences and explain how they relate to my personal strengths, interests, or disinterest.
describe connections between my personal interests and new learning experiences provided by others.
follow a teacher-directed process to identify a task-specific learning goal and plan sequenced steps and strategies to complete the task.
use resources and strategies modeled by others to complete a task.
make changes to improve the quality of my work when gaps in my understanding or process are identified by others.
Extending
SELF ASSESSMENT
Self-Awareness
Reflecting on past experiences to evaluate one’s own strengths, limitations, motivation, interests, and aspirations within different learning contexts.
I can also…
SELF ASSESSMENT
Initiative & Ownership
Taking responsibility for learning, finding purposeful driving questions, shaping opportunities to fit personal interests and learning style, and seeking input from others.
I can also…
SELF ASSESSMENT
Goal Setting & Planning
Developing long-term goals, establishing meaningful learning targets, identifying effective strategies, and planning out steps.
I can also…
SELF ASSESSMENT
Engaging & Managing
Seeking out relevant resources and information to support learning goals and refining strategies. Maintaining effective pace, reaching short-term benchmarks and long-term goals.
I can also…
SELF ASSESSMENT
Monitoring & Adapting
Evaluating progress, adapting strategies, seizing failure in order to grow from mistakes, and attributing success to effort and motivation.
I can also…
Self-Directed / Leads Others
Applying
cite examples from my work to evaluate my progress in overcoming barriers and expanding my strengths.
I can also…
propel my own learning in more meaningful directions by redefining a task challenge.
I can also…
diagnose project-specific expectations, set personally meaningful learning goals that may exceed requirements, and create a plan to complete them.
I can also…
analyze how or why I adapted strategies or refined my pace or approach based on feedback or when I faced roadblocks.
I can also…
analyze my learning in terms of meeting project goals, transforming mistakes into new learning, and enhancing work quality and personal growth.
I can also…
Independent & Consistent
Developing
use relevant prior work or experiences to locate and explain examples of when I successfully used new learning strategies.
I can also…
shape new learning opportunities by engaging with others to generate learning goals that match personal interests or strengths.
I can also…
analyze project-specific expectations and resources needed to formulate a plan with key steps and strategies to complete the project.
I can also…
maintain appropriate focus and pace using agreed-upon benchmarks for completing a multistep task or project.
I can also…
evaluate my progress, citing examples of successful strategies used and analyzing the effectiveness of changes made to complete a high-quality multistep task or project.
I can also…
With Structured Guidance
Emerging
analyze how familiar strategies have been used or expanded upon in a new project.
I can…
recognize my own role in learning by proactively asking relevant questions and seeking specific support when needed to complete a task.
I can…
use familiar learning strategies and processes to set a learning goal, develop a plan to meet the goal, and seek feedback from others to refine the plan.
I can…
seek help or try models of others when using new resources or strategies to accomplish a multistep task or project.
I can…
use established criteria or benchmarks to evaluate whether I should adapt a strategy, refine my methods, or consider a different approach to improve quality.
I can…
Requires Direct Prompting
identify my strengths and areas needed for growth, using feedback from others.
choose a learning opportunity from options provided by others.
use strategies suggested by others to develop steps to accomplish a project when the specific learning goal has been provided.
follow a process provided to select resources based on task requirements or suggested criteria.
make changes to improve my plan or the quality of my work when gaps in my understanding or process are identified by others.
Extending
SELF ASSESSMENT
Self-Awareness
Reflecting on past experiences to evaluate one’s own strengths, limitations, motivation, interests, and aspirations within different learning contexts.
I can also…
SELF ASSESSMENT
Initiative & Ownership
Taking responsibility for learning, finding purposeful driving questions, shaping opportunities to fit personal interests and learning style, and seeking input from others.
I can also…
SELF ASSESSMENT
Goal Setting & Planning
Developing long-term goals, establishing meaningful learning targets, identifying effective strategies, and planning out steps.
I can also…
SELF ASSESSMENT
Engaging & Managing
Seeking out relevant resources and information to support learning goals and refining strategies. Maintaining effective pace, reaching short-term benchmarks and long-term goals.
I can also…
SELF ASSESSMENT
Monitoring & Adapting
Evaluating progress, adapting strategies, seizing failure in order to grow from mistakes, and attributing success to effort and motivation.
I can also…
Self-Directed / Leads Others
Applying
cite examples from my work to evaluate how I have expanded my strengths and interests by setting learning goals beyond assigned tasks.
I can also…
seek input to help me analyze the content and context of learning tasks in order to reshape, extend, or enhance my own learning.
I can also…
independently seek input on a project-based learning goal and plan that pushes my learning beyond the task, and use feedback to improve the plan.
I can also…
provide examples of how I set and maintained a high standard of work quality and how I plan to improve my process in the future.
I can also…
analyze my learning by citing examples of how I met or exceeded project goals, transformed mistakes into new learning, and enhanced my personal growth.
I can also…
Independent & Consistent
Developing
analyze my ability to adapt or expand my strengths and interests to successfully complete a new task or project.
I can also…
take responsibility for my own learning by establishing driving questions to guide my own learning process.
I can also…
set a personally meaningful project-based goal, with steps to complete the plan and possible challenges along the way with alternative strategies or resources needed to complete the project.
I can also…
anticipate complexities of task completion and schedules, and explain how I adjusted my pace appropriately to meet agreed-upon deadlines.
I can also…
evaluate my progress and work quality, citing examples of successful strategies used and analyzing the effectiveness of changes made to complete a multistep task or project.
I can also…
With Structured Guidance
Emerging
explain how my strengths or strategies used successfully in the past can be applied in a new learning situation.
I can…
collaborate with others to share control of shaping the direction of a new learning task while pursuing my interests or learning goals.
I can…
analyze project-specific expectations, identifying resources needed, strategies suited to completing the tasks, and steps to complete the project.
I can…
adapt strategies for my approach, with help as needed, when accessing more complex information or resources.
I can…
use established benchmarks or feedback to monitor quality or progress, consider alternative approaches, and revise my plan, as needed.
I can…
Requires Direct Prompting
analyze how my interests have sometimes been in conflict with expectations of others and generate ways I might overcome this in the future.
choose a new learning opportunity from options provided and explain how it reflects personal curiosity or interests.
set a project-based goal modeled after examples provided and use familiar strategies to develop steps and strategies to accomplish it.
follow a process provided to select reliable resources based on task requirements or suggested criteria.
begin a course of action, seeking help when gaps in my progress, understanding, or work quality are identified by me or others.
Self Direction Progressions
Select and download the target performance progression for your specific grade span:
Planning & Design
Access lesson design frameworks for teachers alongside student baseline assessments and roadmaps:
Feedback & Iteration
Guide active dialogue, peer review, mid-task progress tracking, and strategy pivots: