Professional Development Guide for Periodic Assessments A Tool for Analyzing Periodic Assessment Data and Using Results to Inform Instruction in Collaborative.

Professional Development

Guide for Periodic Assessments

A Tool for Analyzing Periodic Assessment Data and Using

Results to Inform Instruction in Collaborative Conversations

July 2007

Module 1

Overview

“The primary purpose of assessment should be to assist both educators and policy makers to improve instruction and advance student learning.”

National Forum on Assessment

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Professional Development

Feedback Form

Useful as a rubric to clarify

expectations of participants

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Collaborative Professional Development Model

Instructional Guides: Well-defined Instructional Units Model Lessons Connections to Culturally Relevant and Responsive Pedagogy to Support All LearnersSample Assessments and BlueprintsStrategies for Intervention

“The Intended Curriculum”

Classroom Instruction:Teach Standards-Aligned Curriculum Use Effective Instructional Practices Regular teacher team/ grade level

meetings study lessons and review Instructional Units

Administer Periodic Assessments to Gauge Student Achievement

“The Implemented Curriculum”

Collaboration and Professional Development:Use Data to Develop/ Refine LessonsIdentify Resources to Increase Achievement Plan Instruction to Address Areas of Need Involve Students in Achievement Status and Planned Improvement

“The Informed Curriculum”

Data Analysis:Analyze Student Data From

Periodic Assessments Identify Areas of Students’ Strength

and Need

“The Learned Curriculum”Coordinated by Central Staff

and Local District

Coordinator

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Why periodic assessments?

Guide and focus professional development and instruction during any instructional unit

Identify areas for re-teaching and/ or intervention during subsequent instructional units

Provide ongoing opportunities for students to become familiar with: the academic content specified by

the State’s Frameworks. the format of the CST and

CAHSEE.

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California Education Code 60602 (a)(1):

“The Legislature recognizes that in addition to statewide assessments … school districts will conduct additional ongoing pupil diagnostic assessment and provide information regarding pupil performance based on those assessments on a regular basis to parents or guardians and schools.”

“The Legislature further recognizes that local diagnostic assessment is a primary mechanism through which academic strengths and weaknesses are identified.”

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Two Types of Measurement Data to Benefit Learning: Formative Assessment – “FOR” learning

serves to promote greater learning by collecting data on an ongoing basis that reflects student progress to help inform future instruction (Periodic Assessments)

Summative Assessment – “OF” learning serves to audit progress by making final judgments on data for public reporting and/or program evaluation (CSTs, CAHSEE, etc.)

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Participation in the Periodic Assessments

Students with disabilities who are on District Core Curriculum or District Core Curriculum with Accommodations must take grade-level Periodic Assessments

Students with disabilities participating in District Alternate Curriculum do not take the Periodic Assessments

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Variations, Accommodations, or Modifications for Diverse Learners

Use of variations, accommodations, or modifications on the Periodic Assessments will mirror the State guidelines. Students taking the California Alternate Performance Assessment (CAPA) will not take the District’s Periodic Assessments.

Matrix of Test Variations, Accommodations, and Modifications for Administration of California

Statewide AssessmentsRevised 1/07

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Requirements

Must be regularly used in classroom instruction Variations, accommodations, modifications

Must be identified on the Individualized Education Program (IEP) Accommodations, modifications

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Variations

A change in the manner in which a test is presented or administered, or in how a test taker is allowed to respond.

Test directions provided in primary language Additional breaks Small group Visual magnifying

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Accommodations

A variation in the testing environment or process that does not fundamentally alter what the exam measures

Braille transcription Reading or presenting on CD the mathematics

assessment Dictating the essay response orally or manually to

a scribe, audio recorder, or speech-to-text converter

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Modifications

A variation in the testing environment or process that fundamentally alters what the exam measures

Use of a calculator on the Math section Reading the English/Language Arts section Word processing software with spell and grammar

check

Module 2

Framework for Implementing Periodic Assessments

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IMPROVEInstructional Guides are used to prepare teachers for

scope and sequence of standards prior to each of the Periodic Assessments

Map the content (concepts/skills) being assessed

Present the content to students implementing effective instructional strategies

Record students’ understanding using the Periodic Assessments

Observe students’ strengths and needs using the Item Response Reports

View the Answer Choice Rationales to identify specific misconceptions highlighted by the Item Response Reports

Engage other teachers in collaborative conversations around students’ areas of need

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What work needs to be done before each Periodic Assessment

administration?

Instructional Guides are used to prepare teachers for scope and sequence of standards prior to each of the Periodic Assessments

Map the concepts/skills being assessed by the Periodic Assessments

Present the content to students using effective instructional strategies

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IMPROVE Instructional Protocol for Teacher Planning after Review

of Periodic Assessments

What concepts/skills need to be taught to students?

1.

2.

3.

How can students most effectively/efficiently learn these concepts/skills (e.g. strategies)?

1.

2.

3.

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IMPROVE

Record students’ strengths and needs using the Periodic Assessments to capture data

Observe students’ strengths and needs using the Item Response Reports

View the Answer Choice Rationales to identify specific misconceptions highlighted by the Item Response Reports

Engage other teachers in collaborative conversations around students’ areas of need

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Administration of the Periodic Assessment

Refer to the District’s “Periodic

Assessment Calendars” for the

appropriate assessment

windows

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Centralized Scanning

School mail is used to submit class packs of answer sheets for scanning.

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Engage teachers in collaborative conversations to plan professional development by using student data

from each Periodic Assessment

The Item Response Report, designed by District teachers, is the first report available to teachers. Any additional reports will be reviewed by District teachers before posting on the reporting website.

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Login Screen at:https://lausd.princetonreview.com

Use your LAUSD email login and password

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Request for Periodic Assessment School/ Local District Access

Available from your Local District Office, the Periodic Assessment Unit and downloadable from the Periodic Assessment page on Inside LAUSD

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Class Selection Page

Select your class/ grade

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Assessment Selection Page

Select the Periodic Assessment results you would like to view (A1, A2, Q1, Q2, etc.)

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Item Response Report

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Item Response Report (Hide Names)

Module 3

Protocol Example

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Data Analysis Protocol Worksheet

1. Area of Strength: (cite evidence from Item Response Report and/or Constructed Responses)

2. Area of Need: (cite evidence from Item Response Report and/or Constructed Responses)

3. Implications for Instruction: What does the teacher plan to do?

4. Recommendations: How will students be engaged in learning? (e.g. strategies and activities)

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Sample Data Analysis Protocol Worksheet1. Area of Strength: (cite evidence from Item Response Report and/or Constructed Responses)

Examples: Solve linear equations using subtraction (Math) Identifying theme (ELA) Identifying modes of inheritance (Science)

2. Area of Need: (cite evidence from Item Response Report and/or Constructed Responses)

Examples:• Solve linear equations using division (Math)• Find recurring theme in two pieces of literature (ELA)• Predicting outcomes of a genetic cross (Science)

3. Implications for Instruction: What does the teacher plan to do?

Examples: (Math)• Review and practice simple division with fractions and

express them in simplest form (within the context of the next instructional unit).

4. Recommendations: How will students be engaged in learning? (e.g. strategies and activities)

Examples: (Math)• Students write simple word problems requiring one step

linear equations that involve division (within the context of the next instructional unit).

• Work with a partner or in a group to solve each other’s simple word problems.

Module 4

Research and

Resources

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Research Supporting Periodic Assessment as a Tool to Increase Student Learning:

Chappuis, S., & Stiggins, R., (2002), “Classroom Assessment for Learning”, Educational Leadership (September), pp. 40-43

Marzano, R., (2003), “What Works in Schools: Translating Research Into Action”, ASCD

Symonds, K., (2003), “After the Test: How Schools Are Using Data to Close the Achievement Gap”, Bay Area School Reform Collaborative, San Francisco, CA

Stiggins, R., (2002), “Assessment For Learning: A Vision for the Future”, Education Week (March 13), pp. 30 and 32

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Periodic Assessments are the anchor to effective Instructional Units and focused Professional Development

Resources and Assistance:

For username and password information call: LAUSD Help Desk at (213) 241-5200.

For assessment materials call the Princeton Review help desk at (888) 745-7737 or send an e-mail to [email protected]

For data reports, log in to the Periodic Assessment website at: https://lausd.princetonreview.com

For questions regarding the Periodic Assessment Program call the Periodic Assessment Unit at (213) 241-6873.

For information on assessment administration, scoring and reporting refer to LAUSD Reference Guides – REF-3731.0, REF-3733.1, REF-3734.0, REF-3735.0, REF-3736.0, REF-3737.0

For general information, contact your Local District.

Module 5

Professional Development Evaluation and Feedback

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Professional Development

Feedback Form

Individual feedback will be used to

make refinements and improvements

to future professional development

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Collaborative Professional Development

Plus (+) / Delta (Δ) Feedback