1 BUILDING QUALITY LEARNING USING PERIODIC ASSESSMENTS Session Outcomes: Use diagnostic Periodic Assessments as instructional tools for quality enhancement in practices of: --planning standards-based instruction --assessing, accessing data and communicating learning progress --determining future teaching practices

2 CRITERIA FOR EVALUATING PROFESSIONAL DEVELOPMENT SESSION OUTCOMES

3 Why Periodic Assessment?

4 Why Periodic Assessments? K What I Know W What I Want to Know L What I Learned

5 PERIODIC ASSESSMENT PROGRAM COMPONENTS * Program Overview * Continuous Improvement Phases * Customer Service * Process for Scanning, Scoring & Reporting

6 Demonstration District

7 Phases of Formative/Diagnostic Periodic Assessment Process

8 Schedule of Periodic Assessment and Follow-Up Sessions for Analysis and Use of Data  Office of Instruction establishes calendars annually  Alternative calendar, Continuation, Options schools and Special Education Centers may create special calendars  Calendars available online on “InsideLAUSD”

9 Planning Phase a.Identify priority standard using the District’s Instructional Guides, State Curriculum Frameworks and “Standards Comparability Charts” to plan what students should know and be able to do and how learning can be expedited using research-based practices that are culturally relevant and responsive; b.Schedule collaborative time for teachers to use the data from each Periodic Assessment for determining future instruction/intervention

10 Correlations Between Students’ Performance on District Periodic Assessments (PAs) and the California Standards Tests (CSTs) Analyses by the District’s Program Evaluation and Research Branch showed strong correlations between student PA performance and CST performance.

11 The District Uses Two Types of Assessment Measures: Assessment OF Learning, California Standards Tests End of year or course Judgmental feedback Audits achievement Report on Program and final accountability Another example: the California High School Exit Exam (CAHSEE) Assessment FOR Learning, LAUSD Periodic Assessments Ongoing administration Descriptive feedback Measures progress Informs teacher practice and professional development Another example: Standards-aligned teacher- made assessments

12 What are the purposes and value of the Comparability Charts? (1) Provide a graphic display of the relationship between Periodic Assessments and the California Standards Tests (2) Confirm and validate the importance of learning going on in District classrooms (3) Delineate the instructional sequence as outlined in the District Instructional Guides

13 The Comparability Charts CST Blueprint for subject and grade Non-assessed or embedded standards are omitted Standards for each periodic assessment Shading corresponds to CST Blueprint Unshaded standards are not separately assessed on CST Number of questions by content strand Number of questions by standard Shading according to standard sets

14 Sample Activity for Using Comparability Charts Step 1. In your small group (at your table), select one chart to examine and discuss. (Ideally it will be a chart that relates to your current instruction) Step 2. Solicit someone to take notes as the group identifies which standards are emphasized in the end-of-year CST? Step 3. Use the chart to determine how those standards are sequenced and measured on the Periodic Assessments Step 4. Choose a quarter using the Instructional Guide for the subject and chart how much time will be devoted to each of the concepts in which the standards are embedded. Step 5. Think about what students should be able to do as a result of time spent on each of the concepts / standards. (Refer to CST released items and sample Periodic Assessment items so that teachers can begin to think about how these concepts/standard might be assessed) Step 6. Participate in follow-up meetings with other grade levels/subject teachers and/or by grade level/department sessions at your school site that follow receipt of Periodic Assessment results to use the data to: a.Plan future instruction based upon student strengths and needs. b.Identify lessons that were particularly effective for developing understanding in students. Think about the instructional strategies that might have contributed to a particular lesson’s success.

Planning Phase c. Review and experience sample Periodic Assessments by having teachers take assessments collaboratively in order to map the concepts/skills students are expected to demonstrate; d. Plan use of text-support materials and resources.

16 Analysis of Periodic Assessment Activity What concepts/skills do students need to learn? How can students most effectively learn these concepts/skills? (e.g. include strategies and resources)

17 Doing Phase a.Present content to students, implementing effective instructional strategies and appropriate materials

18 Doing Phase b. Administer school/classroom measures of learning and the District’s Periodic Assessments to preserve equity and consistency of expectations as scheduled in the District’s calendars of common measures; c. Score student work on Periodic Assessment; multiple choice (centrally score electronically) and performance/constructed response/writing sample (teacher-scored) evaluate data reports and provide timely feedback to students.

19 Accessing Data and Reports

20 Studying Phase a.Use data to prescribe areas for improvement and to inform instruction; engage students in reflection, intervention, transition, and extension

21 Item Response Report (Sorted by Question) (Grade 5 Math Assessment 2)

22 Answer Choice Rationale # 19 D5 NS 1.2A Decimal place value error B Used 70 from the question C Subtracted 70 from 200 D Correct Out of 200 people eating at a diner, 70% of them ordered sandwiches. How many of the people ordered sandwiches? A 14 people B 70 people C 130 people D 140 people

23 Sample Data Analysis Protocol Worksheet 1. 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? Example: (Math) Review and practice simple division with fractions and express them in simplest form (within the context of the next instructional unit). Example: (ELA) Review and practice how to find a story’s theme by completing a visual organizer to deconstruct a piece of literature to reveal theme and specific and relevant evidence to support the theme. 4. Recommendations: How will students be engaged in learning? (e.g. strategies and activities) Example: (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. Example: (ELA) Students engage in learning through “Think Aloud”. Students complete a visual organizer for each piece of literature. The visual organizer asks students to think about the title of the piece of literature, whether the main character changes in the course of the work, and how the conflict is resolved to compose a statement of the theme. Students use visual organizers to develop and organize thoughts about recurring theme in two pieces of literature.

24 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)

25 Item Response Report (Sorted by Standards)

26 Problem # 10Problem # 12 Problem # 19 In a survey of 100 dog owners, 75% of them said that they always feed their dog dried food. What fraction of the dog owners feed their dog food? A 1/4 B 1/3 C 2/3 D 3/4 Huey lost 80 marbles. He was able to find 45% of them. How many marbles did Huey find? A 2 marbles B 32 marbles C 36 marbles D 56 marbles Out of 200 people eating at a diner, 70% of them ordered sandwiches. How many of the people ordered sandwiches? A14 people B70 people C130 people D140 people

27 Performance Band Report

28 Performance Band Report (Color Graph)

29 Research-Based Practices to Support Instruction Using Periodic Assessments as a Tools for Building Quality Learning Selected Research Reading 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 c. Develop systematic means of harvesting effective practices for wider dissemination and replication and allocate resources accordingly.

30 Periodic Assessment ListServ (PALS)

Professional Development Evaluation And Feedback

32 Professional Development Feedback Form Individual feedback will be used to make refinements and improvements to future professional development

33 Collaborative Professional Development Plus (+) / Delta (Δ) Feedback