Assessment

At Cobblestone, authentic assessment replaces standardized testing. Authentic assessment measures the progress of an individual child based on their own benchmarks, and its primary goal is to improve student learning. Children are not compared to each other, rather their progress is assessed individually based on their developmental growth. Cobblestone monitors each student's academic progress and emotional growth using authentic assessment; this identifies further learning or instructional needs. It also provides novel opportunities for students to demonstrate or deepen their learning. This means that students do not wait for others in the group to be ready, nor do they feel left behind when they need more time to master particular concepts.

Authentic assessment is an on-going process as opposed to standardized tests, which are given at set intervals and measure one child against other children. Assessment almost always includes a self-assessment by the child of their learning, as well as their attitudes, behaviors, and intellectual habits.

At the younger grade levels, authentic assessment focuses more on the process of learning and development, through observation, anecdotal records of play and socializing, and documentation of growth over time.

At the older levels, the focus is more on the products of learning, including performances, presentations, projects and exhibitions, and written tests, evaluated according to criteria partly determined by the students themselves. Cobblestone's teachers compile and apply instructional opportunities and assessment strategies to help monitor more directly their students' intellectual and emotional dispositions, to develop Habits of Heart and Mind such as; perseverance, engagement, self-direction, reflectiveness and empathy, which are central to our school’s philosophy.

Teachers regularly interview, observe, read and conference with students. They use staff-developed continuums in writing, research, math, science and independence to assess each child's progress. Instead of a traditional grading system with report cards, teachers and students work together to create a portfolio that demonstrates each child's learning. This portfolio consists of representative selections from the child's body of work with written commentary from the teacher. The various academic disciplines, (language arts, math, science, social studies,) are reflected in these selections. The portfolio informs both the teacher and the child of what has mastered and what skills should be addressed next.

Two times a year, parents, teachers, and the child sit down and review the portfolio. These conferences are a celebration of the child's work as well as a planning session for upcoming lessons. In this way children and parents partner with teachers to develop and monitor the child's educational program.

At the end of the school year, the lead classroom teacher prepares a written narrative of the child's social-emotional growth, the centerpiece of the portfolio, which gives an overview of the child as seen by their teacher. The completed portfolio is then presented to the family as a record of the year's achievements.

Consultant Teacher Referrals

Cobblestone employs special education consultants who work with students identified as having special learning needs or other challenges. These consultants provide observations and formal evaluations upon request by a teacher or parent.

Teacher and Student Support Team (TSST) Assessments

The Teacher and Student Support Team (TSST) at Cobblestone is comprised of a classroom teacher representing each level, along with consultant teachers and the school director. This team meets monthly to review the progress of all children for whom there have been concerns.