Iowa Support System for Schools and Districts in Need of Assistance
KASAB (Examples/Possibilities) for Students
Type of Change
Knowledge
Stakeholders: Students
Changes - Impact
Data Examples
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Attitude
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Skill
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Design Phase: KASAB for Students
Knowledge of essential content and
concepts
Knowledge of metacognitive processes
Knowledge of effective learning
strategies
Knowledge of effective self-monitoring,
self-assessment processes
Knowledge of how adjust my own
learning
Knowledge of personal strengths and
preferred learning styles
Knowledge of how to collaborate with
others for learning
Self-efficacy (I can learn and I can learn
at a high level)
I can learn by myself, with others, and/or
from others (including my classmates,
teachers, and parents)
I have the power to impact my own
learning.
Effort and initiative make a difference in
my own learning
Everyone in my class deserves a safe,
positive learning environment
Application of essential content and
concepts
Use of metacognitive strategies
©2009
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Formative and summative assessment
data, including but not limited to:
ITBS/ITED
BRI, DIBELS
Common benchmark assessments
Building/District developed assessments
Observations (Note: observations of
skills and behaviors assumes the
prerequisite knowledge
Interviews
Self-rating scales
Survey self-perceptual data
Survey data
Interviews
Classroom observations and walkthrough data
Observation (Note: observation of
students skills and/or behaviors assumes
certain attitudes)
Summative and formative assessment data,
including but not limited to:
 ITBS/ITED
Design - 148
Iowa Support System for Schools and Districts in Need of Assistance
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Aspiration
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Use effective learning strategies at
appropriate times
Use effective self-monitoring, selfassessment processes
Adjust my own learning as needed in a
variety of contexts
Use personal strengths and preferred
learning styles to increase learning
Use collaboration skills with others
Use appropriate learning resources
Use of effective communication
strategies
High achievement for myself
High level of success in school and in the
world
Aspire to work collaboratively with other
in order to increase personal and
collective achievement
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BRI, DIBELS
Common benchmark assessments
Building/District developed assessments
Performance-based assessment
Student observations
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Interviews
Surveys
Focus Groups
Observation (Note: observation of
students skills and/or behaviors might
assume certain aspirations)
Student testimonials
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Behavior
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Participate actively
Maintain high degree of time on task
Assist myself and others in learning
Work independently and collaboratively
Self-monitor and assess learning
Adjust actions according to assessment
by self or others
Respond appropriate to positive
corrective feedback
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Walk-through data (i.e Instructional
Practices Inventory)
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Observations (including visual and verbal
indicators)
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Iowa Youth Survey
Remember:
Knowledge is the factual information.
Attitudes are the beliefs we want participants to have.
Design Phase: KASAB for Students
©2009
Design - 149
Iowa Support System for Schools and Districts in Need of Assistance
Skills are the capacities we want participants to acquire.
Aspirations are the desires we want participants to have.
Behaviors are the consistent application of the knowledge and skills that are driven by the attitudes and aspirations.
Design Phase: KASAB for Students
©2009
Design - 150