E.A.A.

Notes

Have students had instruction in this standards prior to this assessment? Yes x No

STANDARD/LEARNING OUTCOME:

Assessment Task/Context:

Assessed during observation of free play time.

Enduring Understanding/Big Idea
Why is it important for students to learn this?

Life skill. To understand other perspectives, and how to solve problems. Foundational social skill for
group or partner work.
10.13
Teacher Name Total # of Advanced Proficient Approaching Beginning
Students 8+ 5-7 3-4 NY-2
Kasi 15 0 7 5 3

Sharon 15 0 6 9 0

Emily 16 0 13 3 0

Carissa 14 0 4 8 2

TOTAL: 60 0 30 25 5

Adapted from Impact Teams, Pitchford & Bloomberg, 2017

 Goals

Advanced Proficient Approaching Beginning

Current 0 30 25 5

Goal Move 3 - to Move - 12 to Move 3 - to

advanced proficient approaching

Goal Totals: 3 39 16 2

2.16
Teacher Name Total # of Advanced Proficient Approaching Beginning
Students 8+ 5-7 3-4 NY-2
Asyra 1 6 7 1

Sharon 0 8 8 0

Emily 0 16 0 0

Carissa 0 12 2 2

TOTAL: 1 32 17 3

Adapted from Impact Teams, Pitchford & Bloomberg, 2017

 Evidence
Advanced 1
Proficient 32
Approaching 17 What 1-2
barriers kept students from
proficiency?
● Seeking adult help to
solve social problems
Analysis Action
Root Cause Strategies
Why were students successful? What will it take to get
students to another level?
●
Root Cause Strategies
Why were students proficient? What can we do so these
students exceed proficiency?
● Daily practice and ● Instruction on problems to
instruction solve when they are not
● Age emotionally invested.
● Using the picture solution Perspective taking.
cards ● Teacher supports with
alternative solutions that
are more of a
compromise
● Teach calm down
strategies
Root Cause Strategies
Why were these barriers What actions can we take?
challenging? (infer)
● age Same as above +
● Inability to articulate what ● Hand students solution
they want cards
● Language supports like
sentence frames
● Working on accepting the
solution
● Encourage students to talk
to their friends first
● SEL read alouds to
support with problem
solving
Adapted from Impact Teams, Pitchford & Bloomberg, 2017
Beginning 3 What is the biggest Root Cause Strategies
barrier keeping students from Why was this barrier What actions can we take?
approaching? 5 challenging? (infer)

● Emotional regulation ● Can’t appropriately express Same as above +

● Age their feelings and
● Models at home needs-takes away their
ability to make friends
● Need more exposure
● Emotional reg is still
developmental
● Need additional modeling
and instruction.
● Teach self advocacy
● Teaching calm down
strategies 1:1
● Remove from activities
and talking through what
is going to happen
● Using feeling cards
● Jessica-share information
on coregulation

Goals

Advanced Proficient Approaching Beginning

Current 1 32 17 3

Goal Move 11 - to Move 7 - to Move 0- to

advanced proficient approaching

Goal Totals: 12 28 10 3

Adapted from Impact Teams, Pitchford & Bloomberg, 2017