Weekly Action Tracker

Daily Habits

Weekly Routines

1. Routine 1: __________________ on _______________
   
   
   
   
   
   
2. Routine 2: __________________ on _______________
   
   
   
   
   
   

Weekly Reflection

• What went well this week?
  
  
  
  
  
  
  
  
  
  
  
  
• What challenges did I face?
  
  
  
  
  
  
  
  
  
  
• How can I adjust my routines next week?
  
  
  
  
  
  
  
  
  
  

One-on-One Coaching Script

1. Session Introduction (3 minutes)

Teacher: “Hi there! I’m so glad we could spend this time together. How have you been feeling about your classes and activities lately?”
(pause for response)

Teacher: “Great—thank you for sharing. Today, we’ll map out both a short-term goal and a long-term aspiration, then build routines to help you make real progress. Sound good?”

Teacher: “Before we jump in, tell me: What’s one thing you’ve been hoping to accomplish soon, either in school or outside?”
(pause; if needed, prompt: “Is there a class you’d like to improve in, or a habit you’d like to start?”)

2. Short-Term Goal Mapping (5 minutes)

Teacher: “Let’s look at the first slide in Next-Move Mini Slides. It asks: What is one goal you want to accomplish in the next month?”

Teacher: “Take a moment to think of a goal you could reach in the next 1–4 weeks. It could be academic—like raising a grade—or personal—like reading a book series. Write it down when you have it.”
(pause for student to write)

Teacher: “Awesome. Why did you choose that goal? What makes it important to you?”
(pause; if needed, prompt: “How will you feel once you reach it?”)

Teacher: “Now let’s break that goal into smaller steps. On slide 3, it asks for 2–3 action steps you can take this week. For example, if your goal is to improve in math, you might: 1) review notes for 15 minutes each day, 2) ask a friend or teacher one question after class, and 3) complete one extra practice problem.”

Teacher: “What first step will you take? And what could you add as steps 2 and 3?”
(pause; after they share, affirm: “Those are clear steps. You can do this!”)

3. Long-Term Goal Mapping (5 minutes)

Teacher: “Next, open slide 4 in Next-Move Mini Slides. It asks: What is a future aspiration that excites you? Think of something one year or more away—like a college major, a career path, or a skill you’d love to master.”

Teacher: “What long-term aspiration comes to mind for you?”
(pause; if needed, prompt: “Is there a job or field you’re curious about? Or a skill you’d enjoy building over time?”)

Teacher: “Fantastic. Now on slide 5, we’ll turn that aspiration into a roadmap by listing three milestones. For instance, if your goal is to become a graphic designer, you might: Milestone 1—take an online design course; Milestone 2—complete a small personal project; Milestone 3—build a portfolio website.”

Teacher: “What are three key milestones you could work toward for your aspiration?”
(pause; encourage specificity: “What can you do this semester or next year?”)

4. Routine Creation (5 minutes)

Teacher: “Great progress! Now let’s look at your Weekly Action Tracker. We’ll choose 2–3 daily habits and 1–2 weekly routines that align with your short- and long-term goals.”

Teacher: “First, what daily habit could you practice that supports your short-term goal? For example, ‘Review class notes after school at 4 PM.’”
(pause; after response, write it under Habit 1.)

Teacher: “What else could fit—another subject or personal habit?”
(pause; add Habit 2.)

Teacher: “If you want a third daily habit, what would that be?”
(pause; add Habit 3 or skip if two is enough.)

Teacher: “Next, let’s pick weekly routines—things you’ll do once a week. Maybe ‘Meet with a study group on Thursday’ or ‘Reflect on progress on Sunday evening.’ What routines feel doable?”
(pause; write Routine 1 on the correct day, then Routine 2 if desired.)

Teacher: “Perfect. You now have a clear tracker filled in. These routines will guide you each day and week.”

5. Next Steps & Reflection (2 minutes)

Teacher: “Before we wrap up, let’s think about any roadblocks. What might get in the way of your routines?”
(pause; if none mentioned, prompt: “What if you’re tired or have another commitment?”)

Teacher: “How will you remind yourself each day? A phone alarm? A note on your desk?”
(pause; discuss reminder strategies.)

Teacher: “Finally, let’s set a check-in date using our Progress Check Rubric. How about two weeks from today?”
(pause; confirm date.)

Teacher: “I’m proud of the plan you’ve built today. Your first step is: ______________________ tomorrow. You’ve got this—let me know how it goes at our check-in!”

End of Session

Progress Check Rubric

Use this rubric at your one-on-one check-in to assess how well the student is following their routines, making progress toward goals, and reflecting on their work.

How to Use

• During the check-in, score each criterion from 1 to 3 based on the student’s journal entries and tracker data.
• Add up the three scores for a total (3–9) to gauge overall progress.
• Provide targeted feedback and adjust routines or goals as needed for the next period.