Professional Development Guide for Periodic Assessments

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Professional Development Guide for Periodic Assessments

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

2. Module 1 Overview Module 1: Overview This Guide is for all educators – teachers, coaches, coordinators and administrators who are involved in the professional development related to using Periodic Assessments (PAs). It is recommended that schools use PA data to build a culture that supports and nurtures teacher conversation around assessment results for the purpose of improving student achievement. The District’s PAs are currently administered districtwide in four core content areas, Mathematics, Science, English/Language Arts and History/Social Science, and are intended to provide teachers with valuable feedback about: Learning progress using consistent measures of student achievement. Teaching techniques using a common frame of reference for planning future instructional practices. Module 1: Overview This Guide is for all educators – teachers, coaches, coordinators and administrators who are involved in the professional development related to using Periodic Assessments (PAs). It is recommended that schools use PA data to build a culture that supports and nurtures teacher conversation around assessment results for the purpose of improving student achievement. The District’s PAs are currently administered districtwide in four core content areas, Mathematics, Science, English/Language Arts and History/Social Science, and are intended to provide teachers with valuable feedback about: Learning progress using consistent measures of student achievement. Teaching techniques using a common frame of reference for planning future instructional practices.

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6. 6 The District’s PAs implement the State’s Education Code. For students who are eligible to take the California Alternate Performance Assessment (CAPA) and who cannot address the performance level or content assessed in the District’s PAs, even with accommodations or modifications, there is no requirement for them to take the PAs. The District’s PAs implement the State’s Education Code. For students who are eligible to take the California Alternate Performance Assessment (CAPA) and who cannot address the performance level or content assessed in the District’s PAs, even with accommodations or modifications, there is no requirement for them to take the PAs.

7. 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.) Distinguish between the different purposes for each of the assessments: Formative Assessments – as exemplified by the District’s PAs Summative Assessments – as exemplified by the State’s accountability tests: CA Standards Tests (CSTs) California High School Exit Examination (CAHSEE ) Distinguish between the different purposes for each of the assessments: Formative Assessments – as exemplified by the District’s PAs Summative Assessments – as exemplified by the State’s accountability tests: CA Standards Tests (CSTs) California High School Exit Examination (CAHSEE )

8. 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 For students who are eligible to take the California Alternate Performance Assessment (CAPA) and who cannot address the performance level or content assessed in the District’s PAs, even with accommodations or modifications, there is no requirement for them to take the PAs. For students who are eligible to take the California Alternate Performance Assessment (CAPA) and who cannot address the performance level or content assessed in the District’s PAs, even with accommodations or modifications, there is no requirement for them to take the PAs.

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

10. 10 Requirements Must be regularly used in classroom instruction Variations, accommodations, modifications Must be identified on the Individualized Education Program (IEP) Accommodations, modifications

11. 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. 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. 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 This Module uses the mnemonic “IMPROVE” to describe a process for using PA data to increase student achievement. This Module uses the mnemonic “IMPROVE” to describe a process for using PA data to increase student achievement.

15. 15 IMPROVE 1) This is the framework and steps for continuously using the PAs to increase student achievement. Instructional Guides prepare teachers for the scope and sequence of standards so they can focus their instruction, using the guides to identify the standards for each quarter. The Periodic Assessments are aligned to the standards within the Instructional Guides, so provide a valuable diagnostic tool, aligned to the curriculum. Map the concepts/skills being assessed by the PAs: A protocol on how to do the work in this session is provided to you in this Guide. Collaborative conversations among teachers/ educators using the District’s Instructional Guides will be on how to work with colleagues to develop common instructional strategies. Present the content to students implementing effective instructional strategies Record students’ understanding of the content using the PAs: The assessments are used in order to have a consistent measure of student achievement. Refer to the District’s “Periodic Assessment Calendars” for the appropriate assessment windows. Observe demonstrated patterns of students’ strengths and areas of challenge: Using the Item Response Reports, based on data from the PAs, teachers can identify any patterns that exist in student responses (i.e. significant percentage of students choosing a particular incorrect response. View the Answer Choice Rationale documents for each assessment to identify specific misconceptions or errors highlighted by the Item Response Reports. Engage other subject area or grade level teachers in collaborative conversations using assessment data. Time should be provided to staff to use the data from the PAs in a systematic process to determine future instruction as described in this Guide. This Guide includes a protocol for collaborative conversations around assessment data. Divide participants into seven small groups, assign each group one “step” and ask them to describe how they would operationalize the “step” at their school, department, or grade level. 3) Debrief ideas (2 minutes per “step”) and discuss strategies for continuously supporting implementation and evaluation of results. 1) This is the framework and steps for continuously using the PAs to increase student achievement. Instructional Guides prepare teachers for the scope and sequence of standards so they can focus their instruction, using the guides to identify the standards for each quarter. The Periodic Assessments are aligned to the standards within the Instructional Guides, so provide a valuable diagnostic tool, aligned to the curriculum. Map the concepts/skills being assessed by the PAs: A protocol on how to do the work in this session is provided to you in this Guide. Collaborative conversations among teachers/ educators using the District’s Instructional Guides will be on how to work with colleagues to develop common instructional strategies. Present the content to students implementing effective instructional strategies Record students’ understanding of the content using the PAs: The assessments are used in order to have a consistent measure of student achievement. Refer to the District’s “Periodic Assessment Calendars” for the appropriate assessment windows. Observe demonstrated patterns of students’ strengths and areas of challenge: Using the Item Response Reports, based on data from the PAs, teachers can identify any patterns that exist in student responses (i.e. significant percentage of students choosing a particular incorrect response. View the Answer Choice Rationale documents for each assessment to identify specific misconceptions or errors highlighted by the Item Response Reports. Engage other subject area or grade level teachers in collaborative conversations using assessment data. Time should be provided to staff to use the data from the PAs in a systematic process to determine future instruction as described in this Guide. This Guide includes a protocol for collaborative conversations around assessment data. Divide participants into seven small groups, assign each group one “step” and ask them to describe how they would operationalize the “step” at their school, department, or grade level. 3) Debrief ideas (2 minutes per “step”) and discuss strategies for continuously supporting implementation and evaluation of results.

16. 16 What work needs to be done before each Periodic Assessment administration?

17. 17 IMPROVE Instructional Protocol for Teacher Planning after Review of Periodic Assessments

18. 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 Record students’ understanding of the content using the Periodic Assessments: the assessments are used in order to have a consistent measure of student achievement. Refer to the District’s Periodic Assessment Calendars. Observe demonstrated patterns of students’ strengths and areas of challenge: Using the Item Response Reports, based on data from the Periodic Assessments, teachers can identify any patterns that exist in student responses (i.e. significant percentage of students choosing a particular incorrect response). View the Answer Choice Rationale documents to identify specific misconceptions or errors highlighted in the Item Response Reports Engage other subject area or grade level teachers in collaborative conversations using assessment data. Time should be provided to staff to use the data from the PAs in a systematic process to determine future instruction as described in this Guide. This Guide includes a protocol for collaborative conversations around assessment data.Record students’ understanding of the content using the Periodic Assessments: the assessments are used in order to have a consistent measure of student achievement. Refer to the District’s Periodic Assessment Calendars. Observe demonstrated patterns of students’ strengths and areas of challenge: Using the Item Response Reports, based on data from the Periodic Assessments, teachers can identify any patterns that exist in student responses (i.e. significant percentage of students choosing a particular incorrect response). View the Answer Choice Rationale documents to identify specific misconceptions or errors highlighted in the Item Response Reports Engage other subject area or grade level teachers in collaborative conversations using assessment data. Time should be provided to staff to use the data from the PAs in a systematic process to determine future instruction as described in this Guide. This Guide includes a protocol for collaborative conversations around assessment data.

19. 19 Administration of the Periodic Assessment

20. 20 Centralized Scanning School mail is used to submit class packs of answer sheets for scanning.

21. 21 Engage teachers in collaborative conversations to plan professional development by using student data from each Periodic Assessment

22. 22 Login Screen at: https://lausd.princetonreview.com

23. 23 Request for Periodic Assessment School/ Local District Access

24. 24 Class Selection Page

25. 25 Assessment Selection Page

26. 26 Item Response Report

27. 27 Item Response Report (Hide Names)

28. Module 3 Protocol Example

29. 29 Data Analysis Protocol Worksheet 1) Area of Strength: Analyze students’ “Item Response Report” and/or Constructed Responses and identify the positive accomplishments and strengths. List concepts where the students demonstrate proficiency. 2) Area of Need: Identify items/concepts where students need improvement in order to achieve proficiency. 3) Implications: Using the information identified in the areas of strength and need, how can we alter/ change instruction? What strategies could be used to improve student understanding of the concepts missed? 4) Recommendations: Describe the sequence of learning experiences planned for students. What recommendations do we have for the next steps in our instructional process?1) Area of Strength: Analyze students’ “Item Response Report” and/or Constructed Responses and identify the positive accomplishments and strengths. List concepts where the students demonstrate proficiency. 2) Area of Need: Identify items/concepts where students need improvement in order to achieve proficiency. 3) Implications: Using the information identified in the areas of strength and need, how can we alter/ change instruction? What strategies could be used to improve student understanding of the concepts missed? 4) Recommendations: Describe the sequence of learning experiences planned for students. What recommendations do we have for the next steps in our instructional process?

30. 30 Sample Data Analysis Protocol Worksheet a) Area of Strength: Analyze the “Item Response Report” and identify positive accomplishments and strengths. List concepts where the students demonstrate proficiency. b) Area of Need: Identify items/concepts that need improvement in order to achieve proficiency. c) Implications: Using the information identified in the areas of strength and need, review the “Item Response Report” to determine which distracter was most challenging for students. Use the “Answer Choice Rationale” document (provided with each PA) to identify students’ specific misconceptions or common errors as evidenced by their choice of distracter. How can we focus instruction? What strategies could be used to improve student understanding of challenging concepts? d) Recommendations: Describe the sequence of learning experiences planned for students. What recommendations are there for the next step in the instructional process? a) Area of Strength: Analyze the “Item Response Report” and identify positive accomplishments and strengths. List concepts where the students demonstrate proficiency. b) Area of Need: Identify items/concepts that need improvement in order to achieve proficiency. c) Implications: Using the information identified in the areas of strength and need, review the “Item Response Report” to determine which distracter was most challenging for students. Use the “Answer Choice Rationale” document (provided with each PA) to identify students’ specific misconceptions or common errors as evidenced by their choice of distracter. How can we focus instruction? What strategies could be used to improve student understanding of challenging concepts? d) Recommendations: Describe the sequence of learning experiences planned for students. What recommendations are there for the next step in the instructional process?

31. Module 4 Research and Resources

32. 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. 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 (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.

34. Module 5 Professional Development Evaluation and Feedback

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