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. 3 Professional Development Feedback Form Useful as a rubric to clarify expectations of participants

4. 4 Collaborative Professional Development Model Instructional Guides:  Well-defined Instructional Units  Model Lessons  Connections to Culturally Relevant and Responsive Pedagogy to Support All Learners  Sample Assessments and Blueprints  Strategies for Intervention “The Intended Curriculum” Classroom Instruction:  Teach Standards-Aligned Curriculum  Use Effective Instructional Practices  Regular teacher team/ grade level meetings study lessons and review Instructional Units  Administer Periodic Assessments to Gauge Student Achievement “The Implemented Curriculum” Collaboration and Professional Development:  Use Data to Develop/ Refine Lessons  Identify Resources to Increase Achievement  Plan Instruction to Address Areas of Need  Involve Students in Achievement Status and Planned Improvement “The Informed Curriculum” Data Analysis:  Analyze Student Data From Periodic Assessments  Identify Areas of Students’ Strength and Need “The Learned Curriculum” Coordinated by Central Staff and Local District Coordinator

5. 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 State’s Frameworks. the format of the CST and CAHSEE.

6. 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. 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. 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. 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

15. 15 IMPROVE I nstructional Guides are used to prepare teachers for scope and sequence of standards prior to each of the Periodic Assessments M ap the content (concepts/skills) being assessed P resent the content to students implementing effective instructional strategies R ecord students’ understanding using the Periodic Assessments O bserve students’ strengths and needs using the Item Response Reports V iew the Answer Choice Rationales to identify specific misconceptions highlighted by the Item Response Reports E ngage other teachers in collaborative conversations around students’ areas of need

16. 16 What work needs to be done before each Periodic Assessment administration? I nstructional Guides are used to prepare teachers for scope and sequence of standards prior to each of the Periodic Assessments M ap the concepts/skills being assessed by the Periodic Assessments P resent the content to students using effective instructional strategies

17. 17 IMPROVE Instructional Protocol for Teacher Planning after Review of Periodic Assessments What concepts/skills need to be taught to students? 1. 2. 3. How can students most effectively/efficiently learn these concepts/skills (e.g. strategies)? 1. 2. 3.

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

19. 19 Administration of the Periodic Assessment Refer to the District’s “Periodic Assessment Calendars” for the appropriate assessment windows

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 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. 22 Login Screen at: https://lausd.princetonreview.com Use your LAUSD email login and password

23. 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. 24 Class Selection Page Select your class/ grade

25. 25 Assessment Selection Page Select the Periodic Assessment results you would like to view (A1, A2, Q1, Q2, etc.)

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: (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)

30. 30 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? Examples: (Math) Review and practice simple division with fractions and express them in simplest form (within the context of the next instructional unit). 4. Recommendations: How will students be engaged in learning? (e.g. strategies and activities) Examples: (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.

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 helpme@review.com 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

35. 35 Professional Development Feedback Form Individual feedback will be used to make refinements and improvements to future professional development

36. 36 Collaborative Professional Development Plus (+) / Delta (Δ) Feedback