PEARSON ASSESSMENT TRAINING INSTITUTE Implementing ...assets.pearsonschool.com/asset_mgr/versions/2012-01/7E2FFDD47… · PEARSON ASSESSMENT TRAINING INSTITUTE Implementing District-wide

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P E A R S O N A S S E S S M E N T T R A I N I N G I N S T I T U T E

Implementing District-wide ClassroomAssessment Professional Development with ATI

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• Do teachers have clear, uniform targets of instruction that are also the basis for ongoing classroom assessment?

• Do students receive regular, descriptive feedback to help them adjust and improve their learning?

• Do classroom grading practices support learning by being fair, accurate and standards-based?

Success with the Common Core State Standards begins in the classroom.

Pearson’s Assessment Training Institute (ATI) professional development programs help integrate classroom assessment for student learning into day-to-day instruction.

Leading the Change in Classroom Assessment Practices

ATI professional development programs:

Teach research-proven classroom assessment strategies

Address assessment accuracy and effective use, for both summative and formative assessment

Include study of student-led conferences, sound grading practices, portfolios and performance tasks and rubrics

Emphasize student involvement and effective feedback

Include resources structured for a learning team model of professional development

A S S E S S M E N T T R A I N I N G I N S T I T U T E ( AT I )

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A S S E S S M E N T T R A I N I N G I N S T I T U T E ( AT I )

Create a balanced assessment system that supports and verifies student learning.

A Research-Based Approach to Assessment Literacy

Pearson’s Assessment Training Institute (ATI) can help your district understand how to create the conditions necessary to support a balanced assessment system. This system enables district personnel at any level to use both formative and summative assessments to gauge student progress toward meeting state standards and delivers on the promise of assessment-informed instruction.

ATI Getting Started Workshop SeriesThe ATI learning team model of professional development is flexible, on-site, and cost-effective. Its practical approach allows teachers and administrators to team up to manage the development of their own assessment knowledge and skills. Together, they learn how to make assessment an integral part of teaching and of their students’ learning experience.

• Getting Started with Classroom Assessment for Student Learning

• Getting Started with Seven Strategies of Assessment for Learning

• Getting Started with Sound Grading Practices

• Getting Started with Developing Balanced Assessment Systems

Leading Professional Development InstitutesThe regional institutes are led by renowned authors to support district leadership in developing a deeper understanding of the role classroom assessment plays in student achievement.

• Leading Professional Development in Seven Strategies of Assessment for Learning (Regional Institute)

• Leading Professional Development in Classroom Assessment for Student Learning (Regional Institute)

• Developing Balanced Assessment Systems (Regional Institute)

• Developing Balanced Assessment Systems (Virtual Institute)

ATI Books and Multimedia ResourcesFor a complete listing of all the ATI books and multimedia resources, visit www.ati.pearson.com.

• Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2e

• Assessment Balance and Quality: An Action Guide for School Leaders, 3e

• Seven Strategies of Assessment for Learning

• A Repair Kit for Grading: 15 Fixes for Broken Grades, 2e

Annual Conferences During the annual conferences, international leaders in the field of classroom assessment provide presentations focused on the role and importance of quality assessment for learning.

• ATI Summer Conference on Classroom Assessment

• Sound Grading Practices Conference

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Getting Started with Classroom Assessment for Student LearningThis one-day workshop, based on the new Second Edition of Classroom Assessment for Student Learning: Doing It Right—Using It Well, is designed to introduce K–12 educators to the two central ideas of classroom assessment quality—assessment accuracy and effective use of results—and to prepare them to use the text in continued discussion and implementation of these practices.

Getting Started with Seven Strategies of Assessment for LearningThis one-day workshop, based on the text Seven Strategies of Assessment for Learning, is designed to deepen participants’ understanding of how assessment for learning can be woven into daily teaching activities and to prepare them to use the text in continued discussion and implementation of these practices. Participants leave the workshop understanding what formative assessment looks like when used as part of ongoing instruction in the classroom.

Getting Started with Sound Grading PracticesThis one-day workshop, based on the text A Repair Kit for Grading: 15 Fixes for Broken Grades, is designed to deepen participants’ understanding of standards-based grading practices that support learning and to prepare them to use the text in ongoing discussion and implementation of these practices.

Getting Started with Developing Balanced Assessment SystemsThis one-day workshop, based on the content of the text, Assessment Balance and Quality: An Action Guide for School Leaders, 3rd ed., takes local school district leadership teams though an analysis of the conditions needed for designing balanced, high-quality assessment systems. The workshop will prepare participants to conduct a self-evaluation for their school/district.

Workshops for Teachers

L I S T I N G O F D I S T R I C T S E RV I C E S

On-site, one-day workshops for teachers to learn the concepts and practices of sound assessment and prepare for further study and classroom implementation.

Performance Tasks and RubricsThis one-day workshop teaches K–12 educators the characteristics of high quality performance tasks and rubrics designed for formative use, showing how to evaluate and revise any performance task or rubric so that it meets standards of quality needed for accuracy and effective use of results.

Getting Started with Classroom Assessment for Student Learning, Mathematics VersionThis one-day workshop, based on the mathematics version of Classroom Assessment for Student Learning: Doing It Right—Using It Well, is designed to introduce K–12 educators to the two central ideas of classroom assessment quality—assessment accuracy and effective use of results—within the context of mathematics, and to prepare them to use the text in continued discussion and implementation of these practices.

Getting Started with Learning TeamsThis one-day workshop is designed for learning team facilitators who are interested in using one or more of Pearson ATI’s texts in an ongoing, collaborative learning team approach to professional development. The workshop teaches how to plan, organize and pace learning with the text Classroom Assessment for Student Learning: Doing It Right—Using It Well, Seven Strategies of Assessment for Learning, or A Repair Kit for Grading: 15 Fixes for Broken Grades.

Online Course in Formative Instructional Practices This course contains five self-paced modules that lead teachers through the classroom assessment process to help them gather accurate information about student learning and meet students where they are to improve learning. Created in partnership with Battelle for Kids.

Continuing the LearningThe following workshops will be available from Pearson ATI in 2012.

The Getting Started Workshop Series

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ATI offers a series of one-day follow-up sessions to LPD participants that will provide additional training and support for school-level implementation. After school and district teams have had some experience in presentations and forming and facilitating learning teams, another session will be scheduled to review and discuss the following:

• successes, detailing what worked, why it worked, and how to expand on that success;

• challenges, examining why what was done might not have worked as expected and what specific actions might be taken to improve the effectiveness of the activity; and

• additional materials and strategies that can be used to assist learning team management and facilitate sound assessment practice development.

• ATI can also provide support to learning team facilitators and school/district leaders through the use of live or recorded webinars, e-mail, video or phone conference, and advanced topic workshops.

L I S T I N G O F D I S T R I C T S E RV I C E S

Workshops for PD FacilitatorsFor districts wanting to implement the ATI program in multiple schools, two-day “train the facilitator” sessions are available. These “Leading Professional Development” (LPD) sessions prepare a small cadre of selected staff to facilitate ongoing learning in their schools using the ATI resources.

Leading Professional Development in Classroom Assessment for Student LearningThis two-day presentation prepares participants to share with others the central ideas that underpin classroom assessment quality—accuracy and effective use—and to facilitate ongoing collaborative learning with the text Classroom Assessment for Student Learning: Doing It Right—Using It Well. By the end of the program participants will be able to:

• Understand the keys to quality and introduce them to others

• Understand assessment for learning practices

• Initiate and manage learning teams-based professional development focused on classroom assessment quality

Leading Professional Development in Seven Strategies of Assessment for LearningThis two-day session is based on the content of the text Seven Strategies of Assessment for Learning. The presentation is designed to deepen participants’ understanding of how assessment for learning can be woven into daily teaching and to prepare them to lead others in their study of these practices. By the end of the program participants will be able to:

• Help students develop a clear vision of the intended learning

• Provide descriptive feedback effectively and efficiently

• Teach students to self-assess and set goals

• Prepare students to reflect on, track and share their learning

• Introduce the strategies of assessment for learning to others

• Lead team-based professional development focused on the seven strategies of assessment for learning

Follow-up Support Sessions

Building District Capacity: The LPD Series

Certify Your District Staff with an ATI Site License When districts want to develop their own cadre of presenters, Pearson ATI grants use of its PowerPoint decks, Presenter/Facilitator Guides, and Participant Workbooks associated with its one-day workshops—Getting Started with Seven Strategies of Assessment for Learning, Getting Started with Classroom Assessment for Student Learning, and Getting Started with Sound Grading Practices—for the expressed purpose of preparing district presenters to offer the three workshops to teachers and administrators in the district. After cadres have been trained, all related ATI content is made available to the district in both print and electronic form. Under this type of agreement, Pearson ATI provides electronic files for duplication, and the district can copy and use the content for the purpose of delivering the one-day workshops aimed at helping teachers begin learning the effective use of assessment for learning practices in the classroom.

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D I S T R I C T I M P L E M E N TAT I O N P L A N S

OPTION A

There are two paths districts can consider to achieve this goal, or they can select both paths if desired. Each path relies on training a cadre, often an audience of professional development staff or teacher leaders, to help deliver the PD program to others in the district.

Path 1: Building Capacity through Learning Team Facilitators• One or more two-day workshops (of up to 75 participants) to

prepare a selected cadre to become learning team facilitators in either Classroom Assessment for Student Learning or Seven Strategies of Assessment for Learning, enabling them to lead and manage the school-based learning team process using the ATI books developed for use in that context. This workshop is titled “Leading Professional Development,” or LPD for short.

• One or more LPD follow-up days for the learning team facilitators to support learning team planning and facilitation.

Path 2: Building Capacity through an Internal Training Cadre• One or more three-day “boot camps” to prepare a select cadre

of district staff to present one or more of the three ATI one-day workshops in the Getting Started Series:

— Getting Started with Classroom Assessment for Student Learning

— Getting Started with Seven Strategies of Assessment for Learning

— Getting Started with Sound Grading Practices

A district selecting Path 2 of Option A will have ATI-certified presenters. These staff receive all of the ATI PowerPoint decks, facilitator notes and presenter guides, and participant workbooks/handouts related to the one-day “Getting Started” workshop selected in order to offer these sessions in the same manner as Pearson presenters within the district. This requires the purchase of an intellectual property site license agreement, which authorizes unlimited use of the Pearson ATI workshop content in the district as defined by the terms in the agreement.

Developing District-wide Capacity

“One of the most valuable professional development opportunities I have ever attended.”

— Building administrator, October 13–14, 2010, Portland, LPD in Classroom Assessment

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D I S T R I C T I M P L E M E N TAT I O N P L A N S

OPTION B

Unlike Option A, which in both paths is focused on preparing district staff to deliver the ATI Professional Development program, this implementation plan is aimed at a teacher audience, providing direct instruction to teachers via the “Getting Started” series of workshops. All three workshops, listed below, can be contracted, or a district may elect to focus on just one or two.

• Getting Started with Classroom Assessment for Student Learning

• Getting Started with Seven Strategies of Assessment for Learning

• Getting Started with Sound Grading Practices

The one-day “Getting Started” workshops presented by Pearson consultants prepare participants to:

1. Return to their classrooms and begin to practice/implement the changes in assessment practice described in the session

2. Engage in continued study and implementation of the content of the workshop, using the textbook provided, individually or in a collaborative learning team setting

Additional implementation support can be provided through one of more of the following options:

• A one-day workshop titled Getting Started with Learning Teams

• A one-day workshop on Performance Tasks and Rubrics

• An online course, consisting of five modules, that introduces key concepts in the texts Classroom Assessment for Student Learning and Seven Strategies of Assessment for Learning

• A mathematics version of the one-day workshop Getting Started with Classroom Assessment for Student Learning

On-site Training for Schools and Districts in Classroom Assessment

OPTION C

This implementation plan is also for a district interested in developing the assessment literacy of instructional staff, but fits a district that wants or needs to start slowly, perhaps due to financial considerations or the nature of its strategic plan. It may want to focus on implementation in just 1–2 schools. In cases like that, the district may use one or more of the following options as a starting point:

• Contract for one, or perhaps one of each, of the “Getting Started” series of workshops for one group of teachers.

• Select the online course (five modules) to introduce key concepts of assessment literacy and assessment for learning, due to this option’s flexibility in use, economy in cost, and lack of need to rely on or schedule external consultants.

• Contract for the mathematics version of the one-day workshop, Getting Started with Classroom Assessment for Student Learning, to begin developing assessment literacy in just one subject area.

Changing Classroom Assessment Practice

“Provided a clear, concise vision for helping me return to my school district and lead change in assessment practice”

— Building administrator, October 13–14, 2010, Portland, LPD in Classroom Assessment

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Help with Common Core StandardsThe textbook Classroom Assessment for Student Learning—Doing It Right, Using It Well grounds teachers in sound assessment practices that can help implement any written curriculum, including the Common Core Standards:

Deconstructing complex standards into clear targets that can then be turned into student-friendly language to provide clear learning targets for students;

Designing accurate classroom assessments to assess those learning targets; and

Effectively using the results of those assessments for teachers to adjust instruction and students to adjust learning.

B O O K S

Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2eBy Jan Chappuis, Rick Stiggins, Steve Chappuis and Judy Arter

This essential book on assessment for learning is grounded in research that shows how student motivation and learning can improve with student-involved classroom assessment. It teaches both how to develop high-quality classroom assessments and how to use them in service of student achievement. This combination text and workbook features practical examples

and expanded information about assessment for learning in everyday instruction. Written for individual use or group study. Assessment Balance and Quality: An Action Guide for School

Leaders, 3eby Stephen Chappuis, Carol Commodore and Rick Stiggins

Filled with practical activities and designed to enhance understanding of sound assessment practice, this book helps administrators gain a clear vision of what excellence in assessment looks like and outlines the seven essential assessment actions schools and districts can take to realize that

vision. Also presented are ten assessment competencies for school leaders, with activities and resources to help them learn and apply the skills.

Understanding School Assessment: A Parent and Community Guide to Helping Students Learnby Jan Chappuis and Steve Chappuis

This book helps parents understand the role classroom assess-ment can play in improving student learning. Parents learn how to work with teachers, schools, districts and other parents to ensure a quality school assessment environment. Comes with a study guide.

Seven Strategies of Assessment for Learningby Jan Chappuis

This informative new book from Assessment Training Institute presents research-based recommendations about classroom assessment practices structured around three formative assessment questions: “Where am I going?”, “Where am I now?” and “How can I close the gap?” The content is sequenced so you

can easily weave assessment for learning practices into daily teaching and assessment activities.

A Repair Kit for Grading: 15 Fixes for Broken Grades, 2eby Ken O’Connor

Classroom teachers and school and district leaders gain a deeper understanding of the issues involved in sound grading practices. O’Connor also provides practical strategies and alternatives to help change how students are graded.

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Assessment for Student Motivation (45:00)In this video, Rick Stiggins explains why the behavior management model of rewards and punishments has not been a productive way to think about assessment. He then offers a new vision, explaining the relationships among student-involved assessment for learning, student confidence and student achievement. Correlates with CASL Chapter 2

Evaluating Assessment Quality: Hands-On Practice (36:00)The video begins with Rick Stiggins and Judy Arter teaching the standards

of classroom assessment quality. Viewers are then given the opportunity to

critique assessments against the standards of quality.

Correlates with CASL Chapters 4, 5, and 6.

Assessing Reasoning in the Classroom (68:00)Rick Stiggins offers practical, effective ways to use assessments to teach reasoning and to help students succeed at problem solving. Correlates with CASL Chapters 3, 4 and 5.

Commonsense Paper and Pencil Assessments (56:00)Rick Stiggins shows how to design paper and pencil tests and shares strategies for using them to increase student motivation and achievement. Correlates with CASL Chapter 5.

Designing Performance Assessments for Learning (75:00) Judy Arter and Jan Chappuis show how to evaluate performance tasks and rubrics for quality. This video also includes a segment on how to develop a rubric, with examples taken from the work of a team of science teachers. Correlates with CASL Chapter 7.

Student-Involved Conferences (60:00)Anne Davies and Rick Stiggins share effective ways to prepare students to participate in conferences and describe keys to productive student-involved conferences. Viewers have the option of participating in a simulation of a student-led conference to translate the information into practice. Correlates with CASL Chapter 12.

Grading & Reporting in Standards-Based Schools (60:00) Rick Stiggins and Ken O’Connor guide viewers through a discussion of the most compelling issues related to collecting evidence of student achievement and lay out a process to develop more effective grading practices. Correlates with CASL Chapter 10.

D V D S

“It was a huge series of ‘ah ha’ moments.”

—Teacher, March 3–4, 2010, Portland, LPD in Classroom Assessment

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2 0 1 2 AT I C A L E N D A R O F E V E N T S

EVENT DATE(S) LOCATION

Leading the Way for Common Core State Standards Implementation February 9–11 Orlando, FL

Leading Professional Development in Classroom Assessment for Student Learning February 23–24 Portland, OR

Developing Balanced Assessment Systems February 24 Atlanta, GA

Leading Professional Development in Classroom Assessment for Student Learning March 7–8 St. Louis, MO

Developing Balanced Assessment Systems March 26 Des Moines, IA

Leading Professional Development in Classroom Assessment for Student Learning April 11–12 Charlotte, NC

Leading Professional Development in Classroom Assessment for Student Learning May 9–10 Seattle, WA

19th Annual Pearson ATI Summer Conference July 9–11 Portland, OR

Leading Professional Development in Classroom Assessment for Student Learning September 20–21 Portland, OR

Developing Balanced Assessment Systems September 27 Portland, OR

Leading Professional Development in Seven Strategies of Assessment for Learning October 4–5 Portland, OR

Leading Professional Development in Seven Strategies of Assessment for Learning October 10–11 Seattle, WA

Developing Balanced Assessment Systems October 11 Rochester, NY

Leading Professional Development in Seven Strategies of Assessment for Learning October 18–19 St. Louis, MO

Leading Professional Development in Seven Strategies of Assessment for Learning November 7–8 Charlotte, NC

Leading Professional Development in Classroom Assessment for Student Learning November 13–14 Cleveland, OH

For more information, visit www.PearsonPD.com/institutes/ati

Please join us for an upcoming Assessment Training Institute workshop.

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I n 2003, shortly after Bryant Gillis became the principal at Miles Elementary, the student population at the school began to change

dramatically. The number of transient families in the area increased, and the percentage of students eligible for free and reduced lunch jumped from 15% to 53%.

According to Bryant, “Faced with a changing student population, we had to take a hard look at what was not working in our school as regards the Kentucky core content. We came to the conclusion that our unit-driven approach, with a test at the end of each unit, meant that teachers were out of touch with what students were learning on a daily basis.”

Following ATI guidelines, Bryant began by setting up learning teams of teachers at each grade level to discuss ideas and divide up tasks. The teams worked together to review the curriculum and standards, identify classroom learning targets, plan student involvement, and build quality classroom assessments aligned to the targets.

“The ATI books gave us a pattern of how to scaffold lessons,” says Bryant. “When we provided the right books and the right training, the fire caught on.”

As part of the ATI program, Miles Elementary began to involve students in setting their own academic goals, to target the MAPS assessments conducted three times a year in the district. “Students like being involved, and they’re good at it,” says Bryant. “And it has an impact—attitudes have changed.” The school has seen increased levels of self-confidence and motivation as students have become more responsible partners in the assessment process.

State test scores have improved significantly at Miles Elementary despite the changing demographics. According to Bryant, “The ATI program has had a huge impact on student performance. Our scores have increased steadily every year, from 70% to 83% proficiency rate in reading and from 75% to 85% in math, and we are consistently beating the district and state averages.”

EVIDENCE OF SUCCESS: Case Study

“When we provided the right books and the right training, the fire caught on.”

Visit the Assessment Training Institute Complimentary Resources page at www.ati.pearson.com and select

from any or all of the following materials to help deepen your understanding of classroom assessment for learning.

• Read and download published articles by Rick Stiggins, Steve Chappuis and Jan Chappuis

• Review pre-recorded webinars with Rick Stiggins and Ken O’Connor

• Download supplemental materials to published ATI books such as online study guides

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Success with Common Core begins with Classroom Assessment