Understanding how they learn, or building metacognitive awareness, is a critical way for students to have agency over their learning. POL skills are explicitly taught alongside subject-specific content knowledge, ensuring students’ holistic development and empowering them to take charge of their own learning journey beyond traditional assessments and classroom settings. To practice and develop these skills, students engage in self-reflection as well as academic monitoring within their classes and are assessed on both their POL skills and their proficiency in course skills and content. Students use tools to set goals, track their progress, guide their self-reflection, and demonstrate their skills across POL categories. Process of Learning Guide and Resources By emphasizing these skills, the Student Agency model aims to equip students with the tools they need to thrive in school and beyond. 

• Self-Reflection: Students self-assess their noncognitive skills and habits and continue to progress in skills development through ongoing reflection. Students learn and practice POL skills throughout the school year, focusing on specific skills tailored to each grade level. Emphasis on certain POL skills aligns with a unit’s learning objectives; for example, collaboration skills come into play during group projects. As students develop these POL skills gradually, they can reflect on their progress through weekly Do Now/Exit Ticket Reflections and the Student Agency Rubric. Weekly Self-Assessment Tool Student Agency Rubric 
• Academic Self-Monitoring: Students monitor their own grades and growth over time using a grade checks protocol. Online Grade Check Starting in 6th grade, students learn to check their online grades weekly, fostering self-advocacy and facilitating conversations with teachers and families about their learning progress and any needs they might have. While the frequency of its use decreases as students progress and develop awareness about their learning habits, the Online Grade Check remains a valuable intervention for students that need it.

Students prepare and present their goals and progress toward them to teachers, family, and community members once a year during SLCs. To do this, students set goals and reflect on their progress. Reflections and artifacts are assembled into a portfolio, which is shared with family through a presentation. For example, middle-school students typically spend 2–3 weeks of daily work, around 30 minutes per day, assembling and practicing for the SLCs in advisory and core classes. 

• Goal-Setting: Students set goals for their SLCs twice a year so that they have time to monitor their progress. Initial goals are created at the beginning of the year during the Fall Family Conference. These goals address both POL skills and academic goals and are designed to allow students to authentically reflect on their learning aspirations and needs with the support of adults. For example, a student might express a goal like, “I aim to enhance my math proficiency by applying problem-solving strategies when faced with challenges.” At the midyear point, and in preparation for SLCs, students reflect on their Fall goals. During this time, they assess progress on their Fall goals, then set new goals for spring or the upcoming school year. Students also consider resources, potential challenges, and strategies for self-advocacy. Student-Led Conference Goal-Setting
• Portfolio Preparation: To prepare for SLCs, students create a portfolio, with the guidance of their advisor, to present to their families. In preparation, students collect a range of documents to assemble into the portfolio. These include written reflections on work artifacts from all their classes, community contributions, and family letters explaining their achievements. Students use a checklist to organize the required artifacts and create their portfolios. Student-Led Conference Portfolio Checklist
• Practice Presentations: To prepare for the presentation, students rehearse with a friend, get feedback from older students, give feedback to younger ones, and foster a supportive peer community.

Advisory is a fundamental pillar to student growth and empowerment in Gateway’s Student Agency model. Regular advisory meetings prioritize community building and social and emotional learning (SEL), as well as goal-setting and reflection. Advisory sessions offer opportunities for students to set their SLC goals, reflect on their portfolio of work, and prepare presentations. 

Additionally, through periodic one-on-one check-ins with their advisors, students receive personalized guidance to keep them engaged and on track academically. They can also use these check-ins to assess progress toward their SLC goals. To prepare, students complete a brief reflection form, which helps advisors guide the conversations. Advisory Reflection Tool They may focus on specific classes or aspects of student growth, such as community involvement or club participation, all of which support their SLC goals.