Sorry it took me so long to get back to this, Amy!! I stopped to think about examples that would make sense and never came back.
I think the best personal example from my classroom is the Writing Workshop I instituted with my fifth graders. They had daily, weekly, semi-quarterly and quarterly objectives they needed to meet, including expanding vocabulary, developing their writer’s notebook, obtaining feedback on their writing, initiating and participating in writing conferences with me, and submitting final written work (with all drafts, notes and other documentation)for my review – similar to what journalists do for their editors. The end result was to have 3-5 final pieces of writing a quarter that they would be willing for others to read (peers, parents, submit to the school newspaper, etc.). It wasn’t as simple as I’ve made it sound, and it was often messy and terribly disorganized looking. There were a few kids who failed to complete anything the first quarter, but by the end of the second, had at least two pieces done, and by the end of the year were writing proficiently, had a portfolio of 5-10 pieces of writing and could re-read their work and see their personal growth as writers. And, their year-end report card grade was based on their cumulative progress throughout the year, not on what they had received each quarter.
At the time I didn’t consider the workshop to be successful, overall, but with time and hindsight I realized that some of those kids are amazing writers now (not all attributable to my class, but it was the first time they had the opportunity to ‘act’ like real writers, so I feel like they identified with being one thereafter), and most were confident writers through high school. So, in the long run, I’d have to say that the writing workshop was a success.