1. BUILDING QUALITY LEARNING USING PERIODIC ASSESSMENTS
Sec. Math
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
Process / Resources
Time
Activity
10 min
5 min
Module 1: Introduction and Overview
a. Ask participants to rate on H-1 or on posted chart paper their level of confidence in performing the three practices which will be the focus of the session (“Session Outcomes”). Use a scale of 1-4; 1=least degree of confidence and 4=most confident.
b. Identify on the H-1 handout entitled “Personal Connections to Session Outcomes” what practices they hope to gain and/or continuously improve upon for any and/or all of the following:
--PLANNING INSTRUCTION
-- ASSESSING, ACCESSING/INTERPRETING AND COMMUNICATING LEARNING PROGRESS
--DETERMINING FUTURE TEACHING PRACTICES
c. Debrief responses to item “a’ above to ascertain the CURRENT level
of expertise/comfort participants have in performing the session outcomes. For example: How many people mark “4” for number 1? (Keep chart for reference).
(Memorialize these so that you can reference them and record any changes at the
end of the session)
d. Solicit from the group which practices they identified in “b” above that they hope
to gain confidence with and/or continuously improve upon.
Total Group
H-1:
“Personal Connections to Session Outcomes”
H-1 for participants and chart paper or overhead transparency for facilitators

2. CRITERIA FOR EVALUATING PROFESSIONAL DEVELOPMENT SESSION OUTCOMES
Process / Resources
Time
Activity
5 min
Distribute “Professional Development Feedback Forms” and describe that this provides a common structure for organizing all District training on using PAs to improve student achievement. Just as students should be provided with “rubrics” – the criteria which will be used to evaluate their work before the work starts in order to clarify expectations - this form clarifies District expectations for the content of this training.
Review the components of the “Feedback Form” with participants.
Following this professional development, you will be asked to share your responses with us in order for your suggestions to be used to continuously improve future professional development efforts. The Local District Administrators of Instruction will regularly compile and analyze feedback using these forms in collaboration with central district staff in order to determine future modifications to enhance practices of participants.
Total Group
H-2: Prof. Dev. Feedback Form: “Building Quality Learning Using Diagnostic Periodic Assessments”

3. Why Periodic Assessment?
Time
Activity
Process/Resource
5 min
f. 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.

4. Why Periodic Assessment?K
What I Know W
What I Want to Know L
What I Learned
Time
Activity
Process/Resource
Individually, participants fill out the “K” and the “W” columns.
Possible questions to ask under the K column:
Identify at least 3 facts about the Periodic Assessment program related to your subject area.
What reports are available?
Who can access the reports?
Can you access the reports from home?
How many assessments will you administer through out the year?
How can we effectively use Periodic Assessment to guide instruction?
Possible questions to ask under the W column:
What do you think you will learn in this class?
What do you want to learn in this class?
To fill out the “L” column, participants share out as a group what they filled out the K / W columns to clear up misperceptions about the topics which might have shown up in the Know column.
NOTES:
The purpose of the PA program is to:
(i) guide and focus professional development and instruction during instructional unit
(ii) identify areas for re-teaching and / or intervention during subsequent instructional units
(iii) Provide ongoing opportunities for students to become familiar with the academic content specified by the State’s Frameworks and the format of the CST/CASHEE.
KWL chart

5. PERIODIC ASSESSMENT PROGRAM COMPONENTS
* Program Overview
* Continuous Improvement Phases
* Customer Service
* Process for Scanning, Scoring & Reporting
Process/
Resources
Time
Activity
15 min
20 min
10 min
Program Overview
Read H-3: “Assessment For Learning: A Vision For the Future”and respond to “Task Sheet” in triads.
Debrief shared understandings based upon issues raised on the “Task Sheet” and discuss implications for future teacher actions.
Review highlights from H-4 which describes the history and current status of the District’s Periodic Assessment (PA) Program.
Total Group:
H-3: Assessment for Learning & Task Sheet
Total Group H-4: “PA Program Overview”

6. Demonstration District
Time
Activity
Process / Resources
60 min
d. Princeton’s Demonstration Site:
Participants will be guided through the demonstration site to familiarize themselves with the navigation process. (Note: participants will log in to the actual site to generate their own data later on).
1) Log-In
Online Demonstration Site
(Usernames & Passwords provided to Local District Administrators of Instruction and school-based administrators)
2) Site Navigation
Online Scoring (teacher)
Reports (teacher)
3) Reports
Item Response Report (IRR)
Performance Band Report (PBR)
Graph vs Non-Graph
Student Level Report (SLR) “In Development”
H-5 Demonstration District (Usernames and Passwords for grade levels / contents)

7. Phases of Formative/Diagnostic Periodic Assessment Process
Time
Activity
Process / Resources
5 min
e. Review with participants how teachers can used the “continuous improvement cycle/process” which provides the framework for this course. Participants work in small groups to address:
(i) How does this align with your current efforts?
(ii) What supports might be in place to help teachers achieve this cycle?
f. Explain that systemic support via professional development sessions and online assistance for schools to implement the District’s Periodic Assessment Program will be provided by Central/Local District staff using the four phases of the “Continuous Improvement Process” adapted from W.E. Deming’s “Total Quality Management Model”. The process includes the phases of “Plan”, “Do”, “Study”, “Act”.
H- 6: “Phases of Formative PA 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”
Process / Resources
Time
Activity
H-7
Appropriate memoranda based upon participants
5 min
HW #1:
2 hrs
Module 2: Planning Phase
a. Refer to the second section in the “Planning Phase” and address only the appropriate calendar for the session participants:
MEM : Single-Track Elementary Mathematics and Science MEM : Three-Track Elementary Mathematics and Science MEM : Four-Track Elementary Mathematics and Science MEM : Single-Track Secondary Schools MEM : Three-Track Secondary Schools MEM : Four-Track Secondary Schools
(1) Alternative calendar, Options, Continuation schools request pre-slugged answer sheets on forms available from LD Administrators of Instruction.
(2) Access schedules and all other program resources on Periodic Assessment page on the District website is accessed through InsideLAUSD. Click on Periodic Assessment link in the Resources & Applications section.
Homework / Application Activity:
Develop your own schedule for the semester to allow sufficient time for analyzing data and determining future learning experiences that modify instruction.

9. Planning Phase
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;
Schedule collaborative time for teachers to use the data from each Periodic Assessment for determining future instruction/intervention
Time
Activity
Process/ Resources
60 min
b. Read the first section in the “Planning Phase” above which references the
resources for standards. Review how these materials are accessed through
coaches, lead teachers and school administrators. Additionally, online
support is provided using or go to the Periodic
Assessment website which is located on the “Inside LAUSD” web page.
In diads or triads, select at least two priority standards and be prepared to share the criteria you used to determine your selection.
Total group

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.
Time
Activity
Process/ Resources
10 min
c. Explain that correlation is a statistical technique indicating the relationship
between pairs of variables (i.e., student performance on Periodic Assessment
and California Standards Test items).
This slide shows the high correlation between results on the District’s Periodic
Assessments and results on the California Standards Tests. For example, in
Grades 2-7 mathematics for , teachers can have an 82% certainty
that the items on the Periodic Assessments measure student achievement in
the same way as items on the California Standards Tests. Note that the
correlation is not the same among all subject areas and grades. This is because
the assessments vary slightly from one grade or subject area to the next
(constructed response items, etc.).
Because the items on the District’s Periodic Assessments were written to align
with the standards (as described in the State Frameworks for each subject area
assessed), educators using the Periodic Assessments to guide instruction can be
confident that student performance on the Periodic Assessments will be
comparable to student performance on the California Standards Tests.
d. Review matrix which displays strong correlations between performance on
Periodic Assessments and CST with the participants and have them answer:
“Based on our description of correlation data, what conclusion might you draw
from these data?” Participant can answer this question privately, then share
their responses in pairs and then share out their thoughts publicly as a whole
group.
Slide #10: “Correlations”

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
Time
Activity
Process / Resources
30 min
f. Point out that each type of assessment is important
and valuable as one informs learning progress and the other summarizes learning achieved. Sitting in small groups, participants are asked: ”what do we know about formative and summative assessments? How do they inform our work?” Participants use the “Card Stack and Shuffle” process identified below:
First, individually write down their answers (one idea per card) on their cards.
Second, all participants place their cards in the center of the table and shuffle.
Third, in turn each group member picks a card to read aloud to the table group. Members engage in dialogue and discussion about the items.
“Comp. Charts”
Stacks of 3x5 Notes Cards

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
Time
Activity
Process/
Resources
30 min
g. Ask participants to review the charts for their subject area to answer:
What information do these charts provide a teacher?
How can these charts be used in planning and instruction?
The charts were designed to provide a clear and easily understood demonstration of the links between the District’s Instructional Guides and Periodic Assessments and how they connect with the California Standard Tests.
Comparability Chart Comments:
1) These charts show the emphasis that the state of California give the content standards and how they are treated on the district’s Periodic Assessments. It also shows that the standards assessed by the state are alos assessed by the district.
2) Working with the charts, teachers can help students relate actual daily learning activities with ‘the big picture’ over the entire year. The role of each Periodic Assessment is to serve as an indicator of learning progress on a subset of standards.
3) In planning and instruction, they could help a teacher decide the emphasis with which to treat each standard and how much time to devote to instruction around key concepts.
Review H- 8 “Comparability Chart”

13. The Comparability Charts
CST Blueprint for subject and grade
Standards for each periodic assessment
Shading according to standard sets
Unshaded standards are not separately assessed on CST
Number of questions by content strand
Shading corresponds to CST Blueprint
Number of questions by standard
Time
Activity
Process/
Resources
30 min
h. Focus on the left side of the chart which displays the CST Blueprint for a subject and grade level, or course.
i. Generally, the tables have colored shading by ‘standard set,’ which is a group of related standards, such as Number Sense in mathematics, or Reading Comprehension in ELA. The Algebra 1AB, Biology and Chemistry charts are shaded by CST Reporting Cluster.
j. The second column on the CST Blueprint table shows the number of questions for each standard, and a subtotal for each standard set. The third column shows the standard set subtotal as a percentage of the entire assessment. Because of space limitations on the charts, some of the text within standards may have been omitted. Where this has occurred, the deleted text is replaced by an ellipsis (…). Every effort has been made to retain the full meaning of the standards. The full text of all CST Blueprints is available at the CDE STAR Website,
k. Standards not assessed on the CST or embedded within other content standards have been omitted from the “OF Learning” side of the chart.
l. The “FOR Learning” side of the chart is split into separate tables for each periodic assessment administered.
m. Reinforce the call-out that reads “Unshaded standards not separately assessed on CST.” This means that standards shown in the Periodic Assessment table with an un-shaded white background are embedded within other content standards or are not specifically assessed on the CST for that grade level or course.
Comparability Chart
ES Math
ES Science
Sec E/LA
Sec H/SS
Sec Math
Sec Science
Number of questions by standard
Non-assessed or embedded standards are omitted

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:
Plan future instruction based upon student strengths and needs.
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.
Time
Activity
Process / Resources
30 min
HW #2:
3 hrs
n. Engage all participants in the practices cited in the “Sample Activity” above; ask participants to debrief follow-up plans within their groups. (Teachers may work in grade level / subject alike group.)
Step1: In 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 how the state gives emphasis to the standard(s) on 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. (This might be a place to bring in CST released items and sample Periodic Assessment items so that teachers can begin to think about how these concepts/standards 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:
(i) Plan future instruction based upon student’s strength and needs.
(ii) Identify exemplar lessons that address students’ needs. Think about the instructional strategies that might have contributed to a particular lesson’s success.
Homework / Application Activity:
Participants collaborate with Instructional Coaches, Lead Teachers, Grade level or Department chair to Implement step 3 to 6 above for your specific subject/grade level.
Appropriate Comp charts / CST released questions / sample Periodic Assessment items.
Recorders’ notes

15. 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.
Process / Resources
Time
Activity
H-9 Sample “Periodic Assessment”
H-9a: ES Math
H-9b: ES Sci.
H-9c: Sec E/LA
H-9d: Sec H/SS.
H-9e: Sec. Math
H-9f: Sec. Sci.
30 min
o. Review sample Periodic Assessments provided to identify concepts and skills in diads or triads. Teachers take assessments collaboratively in small groups in order to map the concepts/skills students are expected to demonstrate, using the “Brainstorm and Pass” protocol below:
First, participant generate ground rules for brainstorming.
Second, choose a recorder, using whatever strategy you prefer. Note that the recorder is also included in the brainstorm process.
Third, describe the round-robin process that group members will offer ideas on the topic in turn, starting to the right of the recorder. The group must wait for each member to either a) contribute an idea or b) say “Pass”. Emphasizing that passing is just for the moment, and individual who pass still get a turn on the next go round.
Fourth, using chart stands or charts tape to the wall to display ideas and discuss how these concepts/skill will be most effectively presented.

16. Analysis of Periodic Assessment Activity
What concepts/skills do students need to learn? 1. 2. 3.
How can students most effectively learn these concepts/skills? (e.g. include strategies and resources)
Process /
Resources
Time
Activity
H-10 “Analysis of PA Activity”
Presenters list or show sample texts or resources for grade level/subject presented by participants.
Chart or overhead transparency
20 min.
HW #3:
3 hrs
10 min.
p. In triads, use “Sample Periodic Assessment” to complete “Analysis of Periodic Assessment Activity” (H-10)
Homework / Application Activity:
Identify text-supported materials and solicit additional resources which can be used to supplement learning experiences. Select sections from texts which can be used to support instruction of “concepts/skills” students need to learn.
q. Debrief responses and solicit ideas about the value of this process for collaborative planning work with colleagues.

17. Doing Phase
Present content to students, implementing effective instructional strategies and appropriate materials
Time
Activity
Process / Resources
30 min
HW #4: 2 hrs
Module 3: The Doing Phase
a. Use excerpt from Instructional Guide (H-11) to brainstorm ideas in diads or triads for teaching one of the concepts / skills identified on H-10
Debrief instructional practices and categorize by extent or degree of student engagement
Homework / Application Activity
Develop response using H-9 format for “Analysis of Periodic Assessment” for your subject/ grade level; come to our next session prepared to share your analysis and the process you used for engaging other colleagues in the development of your response
H-11
(excerpt from Instructional Guide)
H-11a: ES Math
H-11b: ES Sci.
H-11c: Sec E/LA
H-11d: Sec H/SS.
H-11e: Sec. Math
H-11f: Sec. Sci.
Homework/
Application Activity:
Use your Instructional Guide and a sample Periodic Assessment to develop response using the format provided on H-10.

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.
Process / Resources
Time
Activity
b. Using KWL (What I know, What I want to know and What I learned) chart to activate participant knowledge by asking them what they already know about the requirements for submitting Periodic Assessment; then in small groups or as a classroom unit participants set goals specifying what they want to learn. By reviewing excerpts from Reference Guides: “Checklist of Requirement for Submitting Periodic Assessments” participants will gain what requirements are for submitting Periodic Assessments.
c. Review “Periodic Assessment Program Exceptions Return Document”
H-12
Reference Guides:
REF El Math
REF El Science
REF Sec E/LA
REF Sec H/SS
REF Sec Math
REF Sec Science
KWL Chart
Group: H-13 “PA program Exceptions Return Document”
25 min.
5 min. K
What I Know W
What I Want to Know L
What I Learned

19. Accessing Data and Reports
Process /
Resources
Time
Activity
120 min
30 min
LAUSD Periodic Assessment Reporting Platform:
Participants navigate the Princeton Website at
using their own Single-sign on Usernames & Passwords to familiarize with:
1) Reports:
Item Response Report (IRR)
Performance Band Report (PBR)
Graph vs Non-Graph
Student Level Report (SLR) “In Development”
2) Online Scoring function (teacher)
Ask participants to generate an Item Response report using their own content area. Participants choose a standard that they need to re-teach and think about what lessons within their guide could be modified as a warm-up, center or small group activity for re-teaching purpose.

20. Studying Phase
Use data to prescribe areas for improvement and to inform instruction; engage students in reflection, intervention, transition, and extension
Process/
Resources
Time
Activity
H-14 “Text Rendering Experience”
H-15 “Achievement Gap Study” and “Task Sheet”
35 min
25 min
Module 4: Studying Phase
Use “the Text Rendering Experience” as a protocol for reading “Achievement Gap Study Emphasizes Better Use of Data”
Debrief as a total group the critical learning from the article

21. Item Response Report (Sorted by Question) (Grade 7 Math Assessment 3)
Process / Resources
Time
Activity
20 min
5-10 min
HW #5:
2 hrs
HW #6:
c. Observe and discuss demonstrated patterns of students’ strengths and areas of challenge using the Sample Item Response Reports (H-16). Based on data from the Periodic Assessments, teachers can identify patterns that exist in student responses (i.e. significant percentage of students choosing a particular incorrect response).
d. View the Answer Choice Rationale (H-17) documents and identify specific misconceptions or errors highlighted in the Item Response Report (H-16)
e. Participants identify patterns that exist in student responses (i.e. significant percentage of students choosing a particular incorrect response). What are the patterns of students’ strengths and areas of challenge?
f. Identify specific misconceptions or errors highlighted in the Item Response Reports
Homework / Application Activity:
Ask participants to use their own content area and generate a sample IRR report and write up their own interpretation for questions “c” through “f” above.
Read: “Classroom Assessment for Learning” and respond to “Task Sheet.”
H-16 Sample Item Response Report (IRR)
H-16a: ES Math
H-16b: ES Sci.
H-16c: Sec E/LA
H-16d: Sec H/SS.
H-16e: Sec. Math
H-16f: Sec. Sci.
H-17 Sample “Answer Choice Rationales”
H-17a: ES Math
H-17b: ES Sci.
H-17c: Sec E/LA
H-17d: Sec H/SS.
H-17e: Sec. Math
H-17f: Sec. Sci.
Homework Application Activity using your own IRR
H-18 “Classroom Assessment for Learning”

22. Answer Choice Rationale
# 12
Std:
7AF4.2
A: = 20 B:
C: 5 (70 – 50) = 5(20) = 100
D: Correct
Mai rode on a train at a rate of speed of 70 miles per hour for 3 hours. Then she rode in a car at a rate of speed of 50 miles per hour for 2 hours. What is the difference between the number of miles Mai rode on the train and the number of miles she rode in the car?
A 20
B 60
C 100
D 110
Time
Activity
Process / Resource
10 min
g. Answer Choice Rationale
Participants look at the Answer Choice Rationale to understand why students might have chosen a particular incorrect answer.
In this case, many students incorrectly selected letter A (40% of the class).
What is the misconception for students here and how can participants, as teachers, ensure that this misconception will be addressed in the classroom?
H-17 Sample “Answer Choice Rationales”
H-17a: ES Math
H-17b: ES Sci.
H-17c: Sec E/LA
H-17d: Sec H/SS.
H-17e: Sec. Math
H-17f: Sec. Sci.

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)
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)
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.
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.
Process / Resources
Time
Activity
10-15 min
h. Data Analysis Protocol
This is a “Sample Data Analysis Worksheet”(H-19) used for analyzing student assessment reports and informing/adjusting instruction. The examples in each section indicate what ideas and conversations might be discussed in this collaborative work process. These examples are independent of to previous problem in slide 19.
1) Area of Strength: Analyze the “Item Response Report” and identify positive accomplishments and strengths. List concepts where the students demonstrate proficiency.
2) Area of Need: Identify items/concepts that need improvement in order to achieve proficiency.
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? One way participants can do this is to look into their Instructional Guide for lessons they could use to re-teach and reinforce concepts. After implementing these lessons, what strategies within those lessons helped make the lessons effective? What strategies could be used to improve student understanding of challenging concepts?
4) Recommendations: Describe the sequence of learning experiences planned for students. What recommendations are there for the next step in the instructional process?
H-19
Sample “Data Analysis Protocol Worksheet”

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)
Process / Resources
Time
Activity
i. Guided Practice Using Protocol
Let participants know that this is a sample worksheet for analyzing student assessment reports and informing/adjusting instruction.
Homework / Application Activity
With guided steps below, participants access sample IRR and ACR for their specific content area and write up responses for the template above.
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? Teachers look at all items that were used to assess standard that was problematic for student.
(i) What did the item(s) ask students to do?
(ii) How does one item differ from another?
(iii) What might be the reason for students doing well on one item versus another on
which they had more difficulty?
(iv) What about my instruction may have caused these disparities?
(v) How can we address this in re-teaching experiences?
4) Recommendations: Describe the sequence of learning experiences planned for students. What recommendations do we have for the next steps in our instructional process?
H-20: blank “Data Analysis Protocol Worksheet”
HW: Use “Data Analysis Protocol Worksheet”
and your own IRR and ACR for a subject you teach and develop responses to the four questions
10 min.
HW #7:
2 hrs

25. Item Response Report (Sorted by Standards)
Time
Activity
Process / Resource
20 min
j. Guided Practice: Using Item Response Report (IRR) Sorted by Standards
(1) Let participants know that IRR can be sorted by standards. On this particular sample (H-21) there were 6 assessment items for 7th grade Algebra and Functions, standard 4.2 (questions 2, 5, 8, 12, 17 and 20).
(2) Ask participants what might be the benefits for looking at the IRR this way? How would viewing the IRR in this fashion help the teacher reflect on their practice and student performance?
H-21 “IRR” (Sorted by standards)
H-21a: ES Math
H-21b: ES Sci.
H-21c: Sec E/LA
H-21d: Sec H/SS.
H-21e: Sec. Math
H-21f: Sec. Sci.

26. Problem #2 Problem #5 Problem #8 Problem #12 Problem #17 Problem #20
Rachel drove 195 miles in 3 hours. If she continues driving at the same rate, how far will Rachel travel in 7 hours?
A miles
B miles
C miles
D miles
The Main Street Bookstore had 2000 copies of a new book in stock. The store has sold 1200 copies of the book at a rate of 50 books per day. If the store continues to sell the books at this rate, in how many more days will the books be sold out? A B C D
Jared bought 3-pound box of candy for $12. What was the cost of the candy per ounces?
(1 pound = 16 ounces)
A $0.25
B $0.40
C $0.44
D $0.75a
Mai rode on a train at a rate of speed of 70 miles per hour for 3 hours. Then she rode in a car at a rate of speed of 50 miles per hour for 2 hours. What is the difference between the number of miles Mai rode on the train and the number of miles she rode in the car? A B C D
Mark started riding his bicycle at 8:00 a.m. He rode 21 miles at an average rate of speed of 6 miles per hour. At about what time did Mark complete his bicycle trip?
A :30 a.m.
B :50 a.m.
C :00 p.m.
D 2:00 p.m.
The total cost of buying 4 tickets is $48. What is the cost of buying 6 tickets?
A $32
B $58
C $72
D $96
Time
Activity
Process / Resource
10 min
HW #8:
2 hrs
(3) In pairs, discuss and be ready to share what might be the reasons why students were able to get the correct average of 65% for #20 and yet get 20% for #12 and 30% for #8, even though these assessment items belong to the same standard?
Homework / Application Activity:
Identify 2 specific standards that are fundamental to your subject or 2 specific standards that you would like to focus on with students. Share how you would incorporate instructional activities into the next instructional unit in order to strengthen students understanding on these identified standards.
H-22: “Assessment Items”
H-22a: ES Math
H-22b: ES Sci.
H-22c: Sec E/LA
H-22d: Sec H/SS.
H-22e: Sec. Math
H-22f: Sec. Sci. HW

27. Performance Band Report
Process /
Resources
Time
Activity
10 min
HW #9:
1 hr
k. Using Performance Band Reports (H-22)
Individually and later as a class, participant to look at the Performance Band Reports to answer: (i) What information is available here? (ii) How might this report be used to guide and plan instruction?
Participants might say:
(1) The summary area (colored in pink at the top) provides a snapshot of class performance within band(s) selected. It lists the number of students within band followed in parentheses by the percentage of all students this represents. For example, there were 4 students in this class who performed at Basic level and this was an equivalent of 20% of the class population.
(2) These values (at the bottom right) reflect how a group of students within that band performed on a single standard or strand. Clicking on these values will drill down to the standard performance of individual students.
Participant might want to generate their own data, export, reformat and print the reports (name and without names) for more personal use.
Homework / Application Activity:
Select focus standards or strands for your own students and determine how you will modify instruction to accommodate addressing student needs.
H-23: Performance Band Report
H-23a: ES Math
H-23b: ES Sci.
H-23c: Sec E/LA
H-23d: Sec H/SS.
H-23e: Sec. Math
H-23f: Sec. Sci HW

28. Performance Band Report (Color Graph)
Process / Resources
Time
Activity
20 min
HW #10:
2 hrs
HW #11:
3) The visual representation of what participants saw in the previous slide.
Using Performance Band Reports, participants reflect upon their individual results and share out with the whole group
How are students doing in this class?
What do these data tell us?
Where should my efforts be focused when designing re-teaching opportunities?
What tools/resources are available to help me design re-teaching activities?
What are we going to do about intervening for students who are still not
proficient?
f) What can we have students do that would help them to learn these concepts /
skill?
g) What other changes or modifications should be made instructionally to improve achievement?
Homework / Application Activity:
Generate and analyze Performance Band reports for your own class(es) and conduct analysis by questions a through e above.
Read: “Helping Students Understand Assessments”(H-25) and respond to “Task Sheet”.
H-24
“PBR Color
Graph”
H-24a: ES Math
H-24b: ES Sci.
H-24c: Sec E/LA
H-24d: Sec H/SS.
H-24e: Sec. Math
H-24f: Sec. Sci
H-25: Helping Students Understand Assessments” & Task Sheet

29. Research-Based Practices to Support Instruction Using Periodic Assessments as a Tools for Building Quality Learning
c. Develop systematic means of harvesting effective practices for wider dissemination and replication and allocate resources accordingly.
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
Process / Resources
Time
Activity
30 min
HW #12:
2 hrs
HW #13:
3 hrs
Module 5: Increasing Scale/Consistency of Effective Implementation Practices
a. Provide opportunities for colleagues to systematically:
Review research and effective practices which are linked to improved student achievement
Refer to Instructional Guides for identified best practices to meet the needs of diverse learners (English Learners, Standard English Learner, Special Education, Differentiated Instruction and Culturally Relevant and Responsive Education).
Develop strategies to support each other with classroom implementation and review of student work as evidence of results.
Debrief responses to Task Sheet questions related to reading entitled “Helping Students to Understand” (H-25)
Homework / Application Activity:
Read: “Assessment Through The Student’s Eyes” and respond to “Task Sheet”.
Request that participants select a research article of their own and come prepared with a paragraph describing implication for teaching at the next meeting.
Total Group
H-26: “Assessment Through The Student’s Eyes” and Task Sheet for HW activity

30. Periodic Assessment ListServ (PALS)
Time
Activity
Process / Resources
10 min
20 min
5 min
HW #14:
2 hrs
e. Brainstorm ideas about how teachers can use strategies to support each other with classroom implementation and review of student work.
f. Communication link provided by the district PALS is a moderated list, located on the Periodic Assessment website, within Inside LAUSD. Once subscribed, educators can send questions or comments to the list that are distributed to all. The purpose of PALS is to provide educators immediate access to:
Exchange ideas and best practices via
Provide mutual support among other educators using the Periodic
Assessments
Make ongoing suggestions to improve the usefulness and functionality of the Periodic Assessment program
g. Participants sign on to PALS
Homework / Application Activity
Research and share at least one specific practice / strategy with others via PALS on how to hold students accountable for improving their performance on Periodic Assessments .
Homework

31. Professional Development Evaluation And Feedback
Resources/
Process
Time
Activity
5 minute
Module 6: The evaluation and refinement process has two parts:
Individual Evaluation Comments
Collaborative Evaluation Comments
Total Group

32. Professional Development Feedback Form
Individual feedback will be used to make refinements and improvements to future professional development
Resources/
Process
Time
Activity
5-10 min.
a) Individual Professional Development Feedback Form:
Total Group/ Individuals
1) Review briefly with participants the “Professional Development Feedback Form”.
2) Describe the process for using their suggestions: educators are to collect forms and provide them as feedback to the Local District Administrator of Instruction; suggestions will be used to make refinements and improvements to future PD sessions.
H-2 “Professional
Development
Feedback
Form”

33. Collaborative Professional Development
Plus (+) / Delta (Δ) Feedback
Resources/
Process
Time
Activity
Total Group/ Individuals
15 minutes
b) Collaborative Evaluation/Refinement:
1) Ask participants to volunteer to share some of their responses regarding what was effective in the PD and what was not. Record these on a chart paper or overhead in the form of a Plus/Delta chart.
Plus (+): Effective (what worked with the PD? How did this PD inform your work around using data to design instruction that meets the needs of your students?)
Delta (Δ): Refinements/improvements (what changes would make the PD
more effective? What other supports are necessary?)
Plus/Delta Activity on chart paper or on an overhead transparency page + Δ
2) After sharing the findings, ask participants to return for a moment to the “Professional Development Feedback Form” that they completed in case they wish to add something to the form based upon the Plus/Delta activity.
H-2 “Professional
Development
Feedback
Form”