1. 2011-2012 Assessment in FUSD Interim Assessment ACS GLASELDA 1

2. LEARNING Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. - Henry FordHenry Ford Leadership and learning are indispensable to each other. - John F. KennedyJohn F. Kennedy The learning and knowledge that we have, is, at the most, but little compared with that of which we are ignorant.- PlatoPlato Education is learning what you didn't even know you didn't know. - Daniel J. BoorstinDaniel J. Boorstin A man must be big enough to admit his mistakes, smart enough to profit from them, and strong enough to correct them.- John C. MaxwellJohn C. Maxwell A teacher is never too smart to learn from his pupils. But while runners differ, basic principles never change. So it's a matter of fitting your current practices to fit the event and the individual. See, what's good for you might not be worth a darn for the next guy. - Bill BowermanBill Bowerman 2 Being a role model is the most powerful form of educating. Youngsters need good models more than they need critics. It's one of a parent's greatest responsibilities and opportunities. - John Wooden It is impossible to begin to learn that which one thinks one already knows.- Epictetus “Learning is not a spectator sport.” ~D. Blocher

3. Outcomes/Agenda For Test Coordinator Inservice 1.Each Test Coordinator will be able to articulate Key Assessment Concepts 2.Each Test Coordinator will understand the logistics (nuts & bolts) of Interim Test administration 3.Each Test Coordinator will improve their knowledge about FUSD Assessment systems 3

4. FUSD Goals 1.All students will excel in reading, writing, and math 2.All students will engage in arts, activities, and athletics 3.All students will demonstrate the character and competencies for workplace success 4.All students will stay in school on target to graduate 4

5. Begin with the end in mind… Three things to remember from this presentation… 1.Interim Assessments (ACS, GLAS, ELDA, etc.) are just one part of an overall assessment system 2.The assessments are good 3.Teachers can use the results to inform their teaching 5

6. Relationship between Curriculum, Instruction and Assessment Curriculum Instruction Assessment 6

7. Interim Assessment Overview & Key Concepts 7

8. 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

9. Common Test Vocabulary Does the test measure what it is intended to measure? Does the test produce consistent results? 9

10. Common Test Vocabulary 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” 10

11. Response Analysis 11

12. Technical Test Vocabulary 12

13. 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

14. 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

15. 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. and andAssessment promotes learning w hen 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

16. 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

17. 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

18. 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

19. Foundations 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?)Assessment (How do you determine if students are “getting it?” How do you monitor and adjust?) Accountable Communities Four Grounding QuestionsFour Grounding Questions 1.What do we want students to learn? 2.How will we know they learned it? 3.How will we respond when they didn’t ? 4.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 AssessmentsContent 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 GroupingIntervention/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?)...... 19

20. C YCLE OF C ONTINUOUS I MPROVEMENT Planning for Action Planning for Action Analysis Assessment Reflection Implementation Strategies Implementation Strategies 20

21. Matrix of FUSD Assessments 21

22. Fit the following onto an assessment timeline 22 Checking for Understanding GLAS/ACS/ELDA Common Formative Assessment CST/CMA End of Unit Assessment Report Card Grades Homework District Writing Samples Fluency Assessments CAHSEE CELDT NOTE: Some of these may be used all the time, while some may only be used a couple of days each year. NOTE: Some of these may be used all the time, while some may only be used a couple of days each year.

23. 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

24. 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

25. Interim Assessments Testing may require special schedules or doing tests over two days OFAs 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

26. Nuts & Bolts ACS Procedures for 11-12 26

27. 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

28. 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

29. 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

30. 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

31. How to Order Additional Materials GLAS –http://rea.fresnounified.org /GLASRequest.cfmhttp://rea.fresnounified.org /GLASRequest.cfm ACS –http://rea.fresnounified.org /ACSRequest.cfmhttp://rea.fresnounified.org /ACSRequest.cfm ELDA –http://rea.fresnounified.org /ELDARequest.cfmhttp://rea.fresnounified.org /ELDARequest.cfm Handout 31

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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.

40. Testing Material Pickup/Delivery Scorable Materials and Non-scorable materials must be packaged… … separately. 40

41. 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

42. 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

43. 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 43

44. 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 Use provided return labels to mark the 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 Booklets CLASS ROSTERS AND ABSENT ANSWER SHEETS Grade 1 Booklets Grades 3-6 Answer Sheets Hand bubbled Answer Sheets Grade 2 Booklets CLASS ROSTERS AND ABSENT ANSWER SHEETS Hand-bubbled Grade 1 Books Hand-bubbled Grade 2 Books Math Scorable boxes ELA Scorable boxes 44

45. Packaging ACS Scorables ACS 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) Pre Identified ANSWER SHEETS Absent and Special Conditions Hand-Bubbled 45

46. 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 46

47. Packaging ELDA Scorables ELDA answer sheets can all be packaged together Make sure hand-bubbled go on top pre-identified answer sheets. 47

48. Returning GLAS & ELDA (Elementary) Will be picked up by REA school’s main officeHave 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

49. 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

50. 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

51. 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 1 st and 2 nd 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

52. 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

53. Scoring and Reporting of Results AiS, LARS, ATLAS and Beyond 53

54. 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

55. AIS, LARs, ATLAS and Beyond 55

56. Beyond Our Current Systems 56 Comments on Future of Assessment Programs

57. Building a Formative Assessment System in FUSD Assessment Philosophy Developing Assessment Literacy Assessment for Learning Building the Formative System 57

58. California Standards for the Teaching Profession 58

59. A New Written C Common Core Smarter Balance 59

60. Wrap-Up 60

61. Answers to Frequently Asked Questions 61

62. Tips n’ Tricks 62

63. 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

64. Key Concepts Three things to remember from this presentation… 1.Interim Assessments are just one part of an overall assessment system 2.The Interim Assessments are aligned and predictive 3.Teachers can use the results to inform their teaching 64

65. 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

66. Questions? Eric Wenrick x73876 Eric Wenrick x73876 Eric.Wenrick@fresnounified.org http://rea.fresnounified.org Carmen.Rodriguez@fresnounified.org 66