Assessing Student Learning Needs 


ASLN Slide 28 comment 1

Session Materials:










We will focus on the Leading Indicators - those indicators which are more current and support identifying learning needs.







  1. Access the reports from ReportNet
  2. Display the data together with your teacher(s)
  3. Reflect on the data using the questions provided
  4. Using the Venn diagram worksheet, list the students and the specific strategies that will be the focus for each student listed in the worksheet
  5. In your Student system, add these students to the At-Risk group
  6. Re-assess these students in March

Step 1: Accessing the Data

Create the Class Profile

Click Class Profile for training on how to run this report.


  • Report Card results for 2009-2010 (this will also display 3 prior terms)
  • Grade 4
  • English Reading
  • DRA-P, DRA or CASI, PM Benchmark (we are looking for your reading assessments for Grade 3 and Grade 4)

Create the DRA or CASI Detail List Report


Create the Cohort Comparison Report

  • EQAO Grade 3, 2008-2009 to Report Card, 2009-2010, Grade 4

Other Report Options

  • Student Profile Multiple
  • OLA Student List - for grades SK, 1, 2

Step 2: Display Data - Class Profile



Grade 4, 2009-2010, Reading, Assessment DRA/DRA-P, CASI, PM Benchmark

Pic 1


DRA/CASI Detail Summary Report 2009-2010, term 1, DRA Grades SK,1,2,3


Pic 2


DRA Junior/CASI - Grade 4, 5, 6, 7, 8


Pic 3


EQAO Considerations

  • Consider the EQAO data from Spring 2009
  • What is the relationship between the June report card data and the EQAO data for those students?
  • On the basis of this comparison, at what level are these students currently achieving?


Pg 15



Pg 16

Step 3: Analyze the Data

Questions of the Data

Display the data - Elementary: by class, grade and division.

  1. What data catches your eye?
  2. Is there anything in the data that you do not understand?
  3. If so, what would you like clarified?
  4. Is there anything about the data that you find surprising?
  5. What concerns you most about the data?
  6. How many of the students in each class/student focused data type are performing: a) to the standard, b) at level 2, c) at level 1, d) at the standard and moving to level 4?
  7. Enter each student on the following VENN for the class.
  8. What target will you set for each student between now and March?
  9. Focusing on the students at-risk (below the standard) and the students who are underachieving (working at level 3, could work at level 4), what are the area of strength and of greatest student learning need that will serve as the identification of the overarching student learning needs?


Pic 4




Slide 20 SIP ASLN


Each class will then aggregate this information at the grade level.





  1. Thinking about the students at-risk related to their assessed strengths, needs and interests, what skills and knowledge do they need to learn and be able to demonstrate in order to bring them to standard?
  2. Thinking about the students who are underachieving and the role of students in the Instructional Core, what thinking tasks (or opportunities for thinking) do they need to allow them to work at Level 4.
  3. Using an analysis of the student level data, what are the identified learning needs which are the focus for school improvement?



Pic 6




Step 4:  Using the Venn Diagram

Reflections Through the Equity Lens

  • Equity matters - ALL students have a right to equal access to impactful education.
  • The Equity strategy and the First Nations, Inuit and Métis strategy have as their focus improved student achievement.
  • These strategies provide a lens which can support our deepening our understanding of the unique needs of some of our students.
    • What are the assets that will support their achievement?
    • What are our biases which impede our ability to set high expectations and meet these needs.
  • We aggregate our response at both a school level and an individual level.

ASLN Slide 24 comment


List the Students on the Venn Diagram template

  • List the specific strategies for improvement on the template
  • Focusing on the students at-risk (below the standard) and the students who are underachieving (working at level 3, could work at level 4), what are the area of strengths and of greatest student learning need that will serve as the identification of the overarching student learning needs?
  • Based on the students identified, this is your target for improvement

Setting Targets for Improvement

In In 2008-09, what was the percent of students at standard in reading in:

  • Grade 3
  • Grade 6

This is your BASELINE. In a model of continuous improvement, we would expect the results for this year to improve from this baseline.


  1. Examine the Venn for each grade which you completed
  2. In relation to the data for grade 3 and grade 6, how many students will need to be at standard to have the same result as last years EQAO?
  3. Which students will have to move to standard in order to achieve the same baseline as last year? In the context of continuous improvement, which students could move with effective classroom instruction between now and May?
  4. Identify the number of students who will be at standard by May, 2010. What percent does this represent of the students in grade 3, grade 6? (Remember, in a grade 3 class, moving 2 students represents an improvement target of 10%)
  6. Thinking about each student, the target for improvement applies across the entire grade. Which students in addition to than those moving to standard do you expect to move by May? Highlight these in yellow.



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Step 5:  Track These Students

  1. Which students have been identified to move by May?
  2. In the context of continuous monitoring, how are you monitoring whether the students identified in #1 are moving.
  3. In order for these students to move, what classroom supports/strategies have been identified that will support that improvement?
  4. If they are not moving, what additional supports will be put in place to support that growth.
  5. What is the focus for improvement in classroom practice - the Teacher Learning Need?
  6. How do you build capacity in your school to change classroom practice? How do you get to the sweet spot - 90% of teachers engaged in school wide, coherence building initiatives which will change practice?
  7. How do you monitor changed classroom practice which will impact on student achievement?

Monitoring at-risk students using the reports:

  1. Enter the students into the at-risk group in Trillium
  2. These are the students that will be monitored regularly using the ‘At-Risk' flag in the reports
  3. Repeat this process for the next reporting period

Click here to access the instructions to enter At-Risk Students in Trillium.

Step 6:  What Strategies Worked?

  1. Reflect on the classroom strategies previously used to support the at-risk students.
  2. Which ones do we think had the most impact?
  3. Which strategies were tried but did not appear to move the students?
Last modified: Wednesday, 12 November 2014, 04:27 PM
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