Including Students in Interim Assessments

Holy Cow!  This year is flying by.  It has already been since NOVEMBER that I have written a post.  I have things stored away in my notes that I want to post about, so I will make a list here and hopefully provide links as I "catch up":

• Pascal's Triangle/Sierpinski's Triangle Bulletin Board
• Math Blog Fail
• Hour of Code
• Hummingbird Kits
• Racecar Lab for Systems of Equations
• INB update
• Algebra A course structure update

Hopefully in my free time I can update these rather than sitting on my couch eating Honey Nut Cheerios and watching Netflix...  I was told it takes 28 days to form a habit.  

For now, I will keep today's entry short and sweet.  I have been racking my brain (wracking or racking?  I never know which one to use...) on how to integrate students in interim assessments.  I know it is for me to help track where they are, where they've been, and what they need in order to continue moving forward, but I also know how powerful it is for me to step back and guide them as they figure out what they need.

After one of our data meetings, someone suggested that I read chapter 8 of Tools for Thoughful Assessment.  In doing so, I found the goal cards to be a great idea.  I ended up combining the two suggestions there and have created them.  I have attached both versions so you can look at them, use them, compare them to what you do or don't do already.

What are some things you or other teachers you know do to include students in looking at data and goal setting?  Am I biting off more than I can chew like my glorious Blog attempt?  Or my ineffective, overambitious grading policy?