Professional Development Guide for Periodic Assessments

1
Professional Development Guide for Periodic
Assessments

• A Tool for Analyzing Periodic Assessment Data and
  Using Results to Inform Instruction in
  Collaborative Conversations

July 2007
2
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
3
Professional Development Feedback Form Useful
as a rubric to clarify expectations of
participants
4
Collaborative Professional Development Model
Coordinated by Central Staff and Local District
Coordinator
5
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 States
  Frameworks.
• the format of the CST and CAHSEE.

6
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.

7
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.)

8
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

9
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 Districts Periodic
  Assessments.
• Matrix of Test Variations, Accommodations, and
  Modifications for Administration of California
  Statewide Assessments
• Revised 1/07

10
Requirements

• Must be regularly used in classroom instruction
• Variations, accommodations, modifications
• Must be identified on the Individualized
  Education Program (IEP)
• Accommodations, modifications

11
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

12
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

13
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

14
Module 2

• Framework for Implementing Periodic Assessments

15
IMPROVE
Instructional 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
16
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
17
IMPROVE Instructional Protocol for Teacher
Planning after Review of Periodic Assessments
18
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

19
Administration of the Periodic Assessment
Refer to the Districts Periodic Assessment
Calendars for the appropriate assessment windows
20
Centralized Scanning

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

21
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.
22
Login Screen athttps//lausd.princetonreview.com
Use your LAUSD email login and password
23
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
24
Class Selection Page
Select your class/ grade
25
Assessment Selection Page
Select the Periodic Assessment results you would
like to view (A1, A2, Q1, Q2, etc.)
26
Item Response Report
27
Item Response Report (Hide Names)
28
Module 3

• Protocol Example

29
Data Analysis Protocol Worksheet
30
Sample Data Analysis Protocol Worksheet
31
Module 4

• Research and
• Resources

32
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

33
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 [phone].
• For assessment materials call the Princeton
  Review help desk at [phone] or send an
  e-mail to helpme_at_review.com
• For data reports, log in to the Periodic
  Assessment website at https//lausd.princetonrevi
  ew.com
• For questions regarding the Periodic Assessment
  Program call the Periodic Assessment Unit at
  [phone].
• 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.

34
Module 5

• Professional Development Evaluation and Feedback

35
Professional Development Feedback Form
Individual feedback will be used to make
refinements and improvements to future
professional development
36
Collaborative Professional Development
Plus () / Delta (?) Feedback