1. Interim Assessment ACS GLAS ELDA
Assessment in FUSD
Interim Assessment ACS
GLAS
ELDA

2. Outcomes/Agenda For Test Coordinator Inservice
Each Test Coordinator will be able to articulate Key Assessment Concepts
Each Test Coordinator will understand the logistics (nuts & bolts) of Interim Test administration
Each Test Coordinator will improve their knowledge about FUSD Assessment systems

3. All students will excel in reading, writing, and math
FUSD Goals
All students will excel in reading, writing, and math
All students will engage in arts, activities, and athletics
All students will demonstrate the character and competencies for workplace success
All students will stay in school on target to graduate

4. Begin with the end in mind…
Three things to remember from this presentation…
Interim Assessments (ACS, GLAS, ELDA, etc.) are just one part of an overall assessment system
The assessments are good
Teachers can use the results to inform their teaching

5. Relationship between Curriculum, Instruction and Assessment

6. Interim Assessment Overview & Key Concepts

7. Before we can achieve any of the intended outcomes, we have to establish that assessments are good.
So here are four quick assessment vocabulary terms…

8. Common Test Vocabulary
Validity
Does the test measure what it is intended to measure?
Does the test produce consistent results?
Reliability

9. Common Test Vocabulary
Item Analysis
The purpose of item analysis is to determine if ITEMS in an assessment are good (valid, reliable, capable of discriminating performance levels, etc.). It relies heavily upon statistical analysis.
The purpose of RESPONSE analysis is to see how well students did in response to an item. Response analysis assumes that the item is “good”
Response Analysis

10. Response Analysis

11. Technical Test Vocabulary
p value
Item Difficulty
Cronbach
Construct Validity
Spearman
Pearson
Item Discrimination
Reliability Coeffiecient ALPHA
Distractor Evaluation
Point Biserial Correlation

12. Assessment Philosophy
3 Assessment Perspectives:
Assessment for Accountability
(State-mandated)
Assessment of Learning
(periodic status checks linked to standards)
Assessment for Learning
(assessment during learning)

13. Make Assessment work for our kids
In High-stakes accountability, students and teachers are not the primary users of assessment
When is assessment created for students and teachers as the primary users?

14. Assessment works for our kids when …
Black and William (1998) synthesized over 250 studies linking assessment and learning, and found…
The intentional use of assessment in the classroom to promote learning improved student achievement.
Increasing the amount of time on assessment, however, does not necessarily enhance learning.
Assessment promotes learning when teachers use assessment to become aware of the knowledge, skills, and beliefs that their students bring to a learning task, and use this knowledge as a starting point for new instruction, and monitor students’ changing perception as instruction proceeds,

15. Assessment for Learning
What? Classroom assessments Why? To direct future instruction When? During instruction (daily, weekly) Who? Users are students and teachers Primary Question: What does a student or class know (or where they are stuck), in order to understand what comes next so students can learn

16. Assessment for Learning
Students have a clear vision of the learning target from the beginning of instruction
Samples of strong and weak work with a progression to competence laid out; scaffolding for skills and concepts
Descriptive feedback (versus evaluative) provides information about how to improve
Feedback guides future instruction
Frequent and repeated self-assessment
Students can communicate their achievement status and direction for learning

17. Descriptive Vs. Evaluative Feedback
Evaluative feedback: Grades, points, judgments of quality
Motivating for some students
Descriptive feedback: Reinforces direction or next steps in learning
Link with student motivation

18. Accountable Communities
Foundations
Accountable Communities
Four Grounding Questions
What do we want students to learn?
How will we know they learned it?
How will we respond when they didn’t ?
How will we respond when they already know it?
AC Agenda Framework (What are the components for every meeting?)
Content Focuses on Student Learning Needs as Defined by Assessments (How will we know they learned it?)
Intervention/Enrichment Needs Are Addressed Through 3 Tiered System of Support with Flexible Grouping (How will we respond when they didn’t learn? How will we respond when they already know it?)
. . .
Classroom
Objective- kid friendly, academic language (What will students know, understand, and be able to do?)
Instruction Aligned to Objective (How do instructional activities align to objectives?)
 Closure (How do you close your lesson?)
Assessment (How do you determine if students are “getting it?” How do you monitor and adjust?)

19. Cycle of Continuous Improvement
Planning
for Action
Cycle of Continuous Improvement
Implementation
Strategies
Reflection
On the agenda, we also call out what phase of the cycle of continuous improvement we are discussing. Much of our time together is in the analysis and reflection of current actions so that we may begin planning for changes. The implementation and assessment typically occur once you are back at the site doing the work.
Analysis
Assessment

20. Matrix of FUSD Assessments
ENGLISH LANGUAGE ARTS
MATH
Preschool
DRDP Desired Results Developmental Profile
Kindergarten
KAIG (Kindergarten Assessment of Individual Growth)
Writing Sample
Grades 1-6
GLAS (Grade Level Assessment of Standards)
BAS and Fluency
BBF (Beyond the Basic Facts)
Middle Schools
ACS (Assessment of Critical Standards)
High Schools
(ELA: Grades 9, 10, and 11); (MATH: Algebra I, Geometry, Algebra II) (SCIENCE: Earth Science, Biology, Chemistry); (HISTORY: US History; Modern World History);

21. Fit the following onto an assessment timeline
Checking for Understanding
CELDT
GLAS/ACS/ELDA
Homework
Common Formative Assessment
CST/CMA
District Writing Samples
End of Unit Assessment
Fluency Assessments
Report Card Grades
CAHSEE
NOTE: Some of these may be used all the time, while some may only be
used a couple of days each year.

22. Intent of Interim Assessment Program
Measure student performance on the assessed standards/skills
Provide a standardized measure across schools
Provide overall results in a manner similar to CST results
Enable teachers & administrators to target students for appropriate instructional interventions
Allow teacher self-study of standards/objectives taught

23. Interim Assessment Features
The assessments are aligned to the California State Standards
The tests are NOT timed. Students should be able to complete the test in a 60 minute class period. Extra time may be given for students continuing to make progress toward test completion after the end of the class period.
Test booklets are re-usable. Scanners are provided. No writing in test booklets
Testing format and procedures approximate State testing

24. Interim Assessments
Testing may require special schedules or doing tests over two days
As District Benchmark Assessments (Primarily Assessments OF Learning)
The use of duplicate "campus" scanners is not allowed.
The use of any other school based scoring system is also not allowed.
REA will score and post results ASAP

25. Nuts & Bolts
ACS Procedures for 11-12

26. Ordering Test Materials
REA Orders test materials two (or more) weeks prior to the testing window
This means
You may not have scanners for new students
You may get scanners for students who recently left you
You will have to hand bubble some scanners

27. Test Material Delivery
Materials are delivered during the week before the test window.
Open the boxes in numerical order to check the contents.
Test materials include:
Test Coordinator Package
Classroom Packages

28. Test Coordinators Package
Inventory Sheet
Copies of Class Rosters
Blank Answer Sheets (Scanners)
Test Booklets (GLAS & ELDA)
Booklets for middle and high schools are housed at school sites
Grade 1 ELA & Math Scripts (GLAS)

29. Classroom Packages Inventory Class Roster
Directions for Administration
Pre-identified answer sheets (Scanners)
Blank Answer Sheets
Grade 1 Scripts (GLAS)
Test Booklets for the Class (GLAS)

30. How to Order Additional Materials
GLAS
ACS
ELDA
Handout

31. Test Administration Procedures
Put a Do Not Disturb sign on the door.
Encourage students to perform as well as they can.
Make sure that each student has a #2 pencil.
Give each student his/her pre-printed (or hand-bubbled) answer sheet.
Give each student the appropriate test booklet.
Hand Bubble answer sheets for students not on roster or to make changes

32. ACS-MS Test Coordinator Training 2006-07
When a Student does not have an Answer Sheet… or their original gets messed up
Hand-bubble an answer sheet for students not listed on the rosters that enrolled at your school
Hand-bubble a new answer sheet and destroy the pre-printed answer sheet for students that need to have their pre-printed answer sheet changed.

33. Hand-Bubbling Guidelines
Hand Bubbling This is the last page of the Directions for Administration Teachers will receive a new copy of the DFA for each administration.

34. Supervision During Testing Be alert to the following:
Students who do not have their correct answer sheet.
Check that students are making uniform dark marks and are erasing completely.
Have students erase any stray marks on answer sheets.
Redirect students who are marking answers next to the wrong response number.
Please do not let students make any marks on test booklets.
We want an accurate assessment, so watch for students who appear to be looking elsewhere for answers whether it's to other desks, their lap, cell phones, etc.
Students with unapproved materials on their desks (materials approved in IEPs or 504 plans are ok)

35. When Testing is Completed...
Collect scorable & non-scorable materials from teachers
Consider REA’s Priority Scanning Service (Two easy steps)
1) The ACS test coordinator records who has returned tests and who still needs to complete a make up
2) Once step 1 is complete, any staff member from your campus can deliver the scorable materials (Answer Sheets) to REA at the Ed Center (2309 Tulare – the corner of Tulare and M streets)

36. REA’s Priority Scanning Service
DO NOT WAIT FOR EVERY SCANNER. For Priority Scanning, site coordinators do not need to wait until every student has tested to deliver scanners to REA. If a test is given on Tuesday of the test window, then make a list of who needs to make it up and deliver the completed answer documents to REA on Tuesday. The make ups can be scanned and scored separately.
For Priority Scanning, you only need to deliver the scanners to REA.
ALMOST ALL (89%) of the lag time in processing results involves getting scanners from the site toREA. Priority scanning service can eliminate this lag time!

37. REA’s Priority Scanning Service
Avoid parking hassles and call us in advance so that we can meet you at the loading dock in ED Center
Eric Wenrick x73876
Carmen Rodriguez x73959
Shaeng Vue x73829
Jim Bertram x73987
Gloria Alamillo x73719
Mary Cedillo x73895

38. REA’s Priority Scanning Service
Reporting of student performance on tested standards will be available on AIS by next day.
Next morning turnaround service available
Return ACS answer sheets to REA before 3:30 p.m.
Teachers will be able to access their class report using the AiS (Assessment Information System). The AiS will provide results for each student tested in the class.

39. Testing Material Pickup/Delivery
ACS-MS Test Coordinator Training
Testing Material Pickup/Delivery
Scorable Materials and
Non-scorable materials must be packaged…
… separately.

40. GLAS & ELDA Packaging Materials for Return
Non-Scorable Materials
Include all Administration Guidelines
Enclose all unused BLANK answer sheets
Return ALL test booklets by grade level
Use provided return labels to mark the boxes separately by Math and ELA
Place the RETURN labels on the SIDE of the boxes (remove all other labels)

41. Package GLAS/ELDA/ACS Answer Sheets for Scanning Efficiency
Stack by subject.
DO NOT insert class rosters or teacher inventory sheets between answer sheets
No Post-it notes (if you need to use a Post-it, please put those answer sheets on top of stack)
Have teachers make sure no answer sheets are left in test booklets
Make sure hand-bubbled answer sheets are filled out correctly

42. GLAS Packaging Materials for Return
Scanning Efficiency
Grades 1 and 2
Box test booklets by subject and grade
INSERT Answer Sheets AFTER THE COVER, FACE UP
Remove extra scratch paper from math booklets
ELA/Math answer sheets cannot be used as a slip sheet
On hand-bubbled Answer Sheets, make sure to fill in student’s name, id, grade, birthdate, and test period
GLAS

43. Packaging GLAS Scorables
GLAS Scorable Material
Class rosters and answer sheets marked absent should be at the top of box 1. DO NOT insert an absent form in the grades 1 and 2 booklets).
Hand-bubble a blank answer sheet for students not listed on the rosters.
Hand-bubble a blank answer sheet and destroy the pre-printed form for students that need to have their pre-printed form changed.
Verify that ALL HAND-BUBBLED FORMS are marked completely and correctly.
Use provided return labels to mark the boxes
Math Scorable boxes
ELA Scorable boxes
Grade 1
Booklets
Grades 3-6 Answer Sheets
Hand bubbled Answer Sheets
Hand-bubbled Grade 1 Books
Make sure this material is in Box 1 of ___.
Grade 2
CLASS ROSTERS AND ABSENT ANSWER SHEETS
Grade 1
Booklets
Grades 3-6 Answer Sheets
Hand bubbled Answer Sheets
Grade 2
CLASS ROSTERS AND ABSENT ANSWER SHEETS
Hand-bubbled Grade 1 Books
Hand-bubbled Grade 2 Books
Hand-bubbled Grade 2 Books
GLAS

44. Packaging ACS Scorables
Scorable Materials
Include all answer sheets
Please verify that all the hand-bubbled answer sheets are marked completely
Separate the answer sheets into hand-bubbled and pre-identified Make sure hand-bubbled go on top.
Include answer sheets for students who were absent next.
It helps us when you separate the answer sheets by specific subject, but this IS NO LONGER REQUIRED
Use provided return labels to mark the boxes on the SIDE of the box (remove other labels)
Hand-Bubbled
Absent and Special Conditions
ACS
Pre Identified ANSWER SHEETS

45. Securing ACS Materials for Storage
ACS Non-Scorable Materials
Administration Guidelines can be recycled (they are not secure and will be reissued)
Store all unused answer sheets
Make sure booklets are in a locked room with limited access
ACS

46. Packaging ELDA Scorables
Secondary
ELDA answer sheets can all be packaged together
Make sure hand-bubbled go on top pre-identified answer sheets.

47. Returning GLAS & ELDA (Elementary)
Will be picked up by REA
Have packages ready for pick up in school’s main office
Our drivers are on a tight schedule, if the material for pickup is not in the front office when needed, you will be responsible for coordinating delivery to REA
GLAS

48. Returning ACS & ELDA
Return materials to REA in person by end of test window
Avoid parking hassles and call us in advance so that we can meet you at the loading dock in ED Center
Eric Wenrick x73876
Carmen Rodriguez x73959
Shaeng Vue x73829
Jim Bertram x73987
Gloria Alamillo x73719
Mary Cedillo

49. Misc. Nuts & Bolts: Scanning and Scoring Timeline when waiting until last day
Following the “Scanning Efficiency” steps at the site results in quicker reporting for GLAS grades 3-6, ACS, ELDA.
GLAS Grades 1-2 booklets that come in at the end of the window will take three to five days to appear on AiS

50. Misc. Nuts & Bolts: Linking State and Interim Assessments
The general principle is, IF it’s something you would do for state assessment, then we want to offer if for Interim Assessment if possible.
Writing in Interim Assessment test booklets (except for 1st and 2nd grade) is not feasible due to the budget (We need to reuse test booklets)
USE the interim assessments as an opportunity to “rehearse” how you will do the CSTs/CMAs.
Where will you send students who need more time?
Who at your campus has accommodations and/or modifications?
You do not need to “scrub” classrooms clean and cover up graphic organizers, etc.

51. Misc. Nuts & Bolts: Accommodations
Students in special education programs with Individualized Education Plans (IEP) and students with current plans under Section 504 may be allowed accommodations IF they are specified in the plans.
Large print
Braille
Use of Reader
Testing variations/accomodations may be made for EL students and may include extended time to take the test with a bilingual proctor (who may read the instructions and answer procedural questions), and testing in a small group setting.
If you need help in making large print editions or other special editions of the tests, please contact the REA ACS coordinator.

52. Scoring and Reporting of Results AiS, LARS, ATLAS and Beyond

53. Scoring & Reporting
Score and reporting of student performance on tested standards will be available within a few days after each testing period is completed.
Teachers will be able to access their class report using the AiS (Assessment Information System). The AiS will provide results for each student tested in the class.

54. AIS, LARs, ATLAS and Beyond

55. Beyond Our Current Systems
Comments on Future of Assessment Programs

56. Building a Formative Assessment System in FUSD
Assessment Philosophy
Developing Assessment Literacy
Assessment for Learning
Building the Formative System

57. Assessing Students for Learning
California Standards for the Teaching Profession
STANDARD 5:
Assessing Students for Learning
Applying knowledge of the purposes, characteristics, and uses of different types of assessments
Collecting and analyzing assessment data from a variety of sources to inform instruction
Reviewing data, both individually and with colleagues, to monitor student learning
Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
Involving all students in self-assessment, goal setting, and monitoring progress
Using available technologies to assist in assessment, analysis, and communication of student learning
Using assessment information to share timely and comprehensible feedback with students and their families

58. A New Written C
Common Core
Smarter Balance

59. Wrap-Up

60. Answers to Frequently Asked Questions

61. Tips n’ Tricks

62. For Help with Logistics Contact any member of our Local Assessment Team
Eric Wenrick x73876
Carmen Rodriguez x73959
Shaeng Vue x73829
Jim Bertram x73987
Gloria Alamillo x73719
Mary Cedillo

63. Key Concepts Three things to remember from this presentation…
Interim Assessments are just one part of an overall assessment system
The Interim Assessments are aligned and predictive
Teachers can use the results to inform their teaching

64. Final Thought
The impact of Interim Assessment depends on our ability to fit it into its appropriate place as part of a comprehensive assessment system

65. Questions? Eric Wenrick x73876 Eric.Wenrick@fresnounified.org
Eric Wenrick x73876