Agenda

THE SCHOOL DISTRICT OF PHILADELPHIA
OFFICES OF TEACHING AND LEARNING & ACCOUNTABILITY AND ASSESSMENT

LINDA P. CHEN DAVID WEINER
DEPUTY DEPUTY
AGENDA
Citywide Professional Development
May 19, 2009
Desired Outcomes:
• Create a framework for collaborative work.
• Develop assessment literacy knowledge and skills to effectively differentiate instruction.
• Understand, explore and discuss various types of assessments teachers use to
modify and differentiate instruction to support all students.
• Use collaborative inquiry to create an action plan that supports the school plan
based on “data wise” decision making.
Welcome
Icebreaker
Continuum of Assessments (Write/Pair/Share)
Collaborative Inquiry
Video – Participants watch Christy’s Dilemma
BREAK
Collaborative Inquiry (Continued)

Article – “The Collaborative Advantage” (Collaborative approach to becoming data wise)
The Consultancy Protocol
LUNCH
Connecting Collaborative Work to Assessment Literacy
Understanding Assessment
A Data Wise District

Acuity
Data Wise PowerPoint
Action Plan
Reflection
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ACTIVITY: Continuum of Assessment

PART 1
Check the appropriate category for each assessment
Assessment Description
Predictive Formative Diagnostic Summative
Benchmark Standards to help a teacher determine students’ progress in content
development.
Conference A meeting or conversation involving teacher, student, and/or family members
to discuss a student’s progress. In a parent conference, the basic purpose is to
inform parents of their children’s progress and school performance.
End-of-Year Test A formal assessment of specific skills taught during instruction throughout
the year.
Journal A notebook in which a student can write a spontaneous response to content
taught and/or assessment of personal progress with skills and strategies.
Observation An informal assessment technique of watching students to identify strengths
and weaknesses, patterns of behavior, and cognitive strategies.
Observations help determine which students need additional support and
how to adjust instruction to encourage more and better learning.
Performance Assessments that measure students’ understanding of concepts and/or
procedures by having them demonstrate what they have learned. For
example, a teacher might have students find the square footage of a
classroom to assess their understanding of area.
Portfolio Students collect samples of their work in a portfolio to document their
Assessment progress over time. Different types of portfolios include: showcase, which
celebrates students’ best work; descriptive, which demonstrates what
students can do; evaluative, which assesses students’ work against a
standard; and progress, which documents students’ work over time.
Project Independent work created by the student or a group of students.
Self-Assessment Students develop their own list of characteristics or qualities to judge their
own work. Students who learn to monitor their own progress and judge their
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own efforts will strive to improve.
Standardized Test Test that measures students’ performance against standards or norms and can
serve as potentially powerful tools for instruction. It is the most objective
and scientific measure available for assessing students’ abilities.
ACTIVITY: Continuum of Assessment

PART 2
Assessment When is this assessment to be used? How is this assessment to be used?
Benchmark
Conference
End-of-Year Test
Journal
Observation
Performance
Portfolio
Assessment
Project
Self-Assessment
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Standardized Test
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Viewing Sheet
I heard, saw….. I thought, wondered…..
Dilemma &
Clarifying
Questions
Probing
Questions
Brainstorming
Solutions
Reflection on
Solutions
Wrap-up &
Process
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DEPUTY
DAVID WEINER
ACCOUNTABILITY AND ASSESSMENT
Philadelphia Learning
District of Teaching and
The School Office of
Advantage”
Collaborative
Jigsaw: “The
Modified
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The School District of Philadelphia
Office of Teaching and Learning
Modified Jigsaw: “The Collaborative Advantage”
1.Table groups count of 1-3.
2.Each
group
OFFICES OF TEACHING AND LEARNING &
reads
the
3.Next, each group reads one section of the
article as well as the last section (A Culture
of Improvement):
LINDA P. CHEN
DEPUTY
DEPUTY DEPUTY
Consultancy Protocol
Roles:
• Presenter: whose work is being discussed by the group
• Facilitator: who sometimes participates, depending on the size of the group; who
makes sure the group stays on task
• Group Members: who help the presenter think deeply about a dilemma
1. The first presenter will share his/her dilemma. (5-10 minutes)

• The presenter frames a question for the Consultancy group to consider.
• If the presenter has brought student work, educator work or other artifacts,
there is a pause here to silently examine the work/documents.
2. The group members will clarify what they heard. (5 minutes)

• Any questions at this time should have brief, factual answers.
3. The group members will ask probing questions about the dilemma. (10
minutes)
• The questions should be worded so that they may help the presenter
clarify and expand his/her thinking about the dilemma presented.
• The goal here is for the presenter to learn more about the question
he/she framed.
• The presenter may respond to the group’s questions, but there is
no discussion by the Consultancy group of the presenter’s
responses.
• At the end of this step, the presenter restates his/her question for the
group.
4. The group members will suggest actions the presenter may consider
taking. (15 minutes)
• The group may talk with each other about the dilemma.
• Possible questions to frame the discussion:
o What did we hear?
o What questions does the dilemma raise for us?
o What might we do or try if faced with the same dilemma?
o What have we done in similar situations?
• The presenter doesn’t speak during this discussion, but instead
listens and takes notes.
5. The presenter will reflect on what he/she heard and on what he/she is
now thinking, sharing with the group anything that particularly
resonated for him/her during any part of the Consultancy. (5 minutes)
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6. The facilitator leads a brief conversation about the group’s

observation of the Consultancy process. (6 minutes)
Source: National School Reform Faculty http://www.nsrfharmony.org/
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DEPUTY
DAVID WEINER
ACCOUNTABILITY AND ASSESSMENT
Office of Teaching and LearningThe School District of Philadelphia

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The School District of Philadelphia
Office of Teaching and Learning
Roles: Presenter, Facilitator, Group Members
1. The first presenter will share his/her dilemma. (5-10 minutes)
2. The group members will clarify what they heard. (5 minutes)
OFFICES OF TEACHING AND LEARNING &
3. The group members will ask probing questions about the dilemma that may help the pr
4. The group members will suggest actions the presenter may consider taking. (15 minute
5. The presenter will reflect on what she/he heard and on what she/he is now thinking. (5 m
6. The facilitator leads a brief conversation about the group’s observation of the Consultan
LINDA P. CHEN
DEPUTY
DEPUTY DEPUTY
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Data Wise Planning Sequence
Reference:
Boudett, Kathryn., City, Elizebeth., Murnane, Richard., Data Wise., Cambridge,
Massachusetts, Harvard Education Press, 2008.
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Constructive Use of Assessment Results
NECESSARY SKILLS
To use student assessment results constructively, school staff needs a variety of
skills:
ASSESSMENT LITERACY
To interpret score reports from different tests, teachers and administrators need to:
• Understand scale, benchmarks, and percentile ranks.
• Appreciate what inferences are appropriate to make from assessment
results.
• Understand other concepts such as measurement and sampling errors,
validity, and reliability.
USING THE DATA SYSTEM
To help school staff in structuring conversations about student assessment results
teachers and administrators need:
• Professional development specifically directed to teaching these skills.
• Pre-programmed software that may be used to produce commonly
requested graphs for specific groups of students by following instructions.
• Create an online help system.
GROUP PROCESSES AND COLLABORATION

To contribute to instructional improvements, teachers and administrators must
work collaboratively to:
• Use protocols to structure conversations about student performance.
• Become familiar with the format, items and strategies for taking high-
stakes tests.
• Create scoring rubrics and then score student papers in groups to build
collegiality and teacher knowledge.
• Analyze student assessment results.
DEVELOPING, IMPLEMENTING, AND ASSESSING ACTION PLANS

To design and implement an effective instructional improvement plans teachers
and administrators need to:
• Provide professional development in content and pedagogy.
• Create opportunities to have structured conversations about teaching and
learning.
• Use instructional leaders who receive professional development from the
district’s central office to build capacity in their schools.
• Teach instructional leaders the skills needed to use the improvement cycle
described in this book.
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• Identify current teaching practices at the school.

• Develop strategies for improvement.
Reference:
Boudett, Kathryn., City, Elizebeth., Murnane, Richard., DataWise., Harvard
Education Press,
Cambridge, Massachusetts. 2008
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Enhanced Assessment System

This table displays the components of the District’s Enhanced Assessment System for the 2009-2010 school year. The new (2009-2010)
components are highlighted in dark gray and the current components are un-shaded. Rows highlighted in light gray on the second page denote
new purposes and uses of the results from the System.
Assessment System Components
(Proposed 2009-2010) Benchmarks Benchmarks-EAP Common Early Warning End of Year

Grades 3*-11 Grades 1-11 Assessments Tests Grades 1,2, 9 10
Comprehensive HSs Grades 3-11
Current (2008-2009) Exists 3-11 Exists 1-11 but Exists but hand-scored Doesn’t Exist Grade 1 & 2 only
stand-alone and results not digital (TerraNova)
system
Intended Purpose/Use
Identify areas of strengths and weaknesses so that
X X X X X
teachers can better target instruction
Make explicit what kinds of learnings are expected X X X X X
Ensure that the core curriculum is implemented with
X X X X
fidelity
Promote high expectations for all students, including
English language learners and students with X X X X X
disabilities
Predict performance on PSSA
X X X
Post Assessment/End of Grade – non PSSA (1,2, 9, 10):
provide a measure of the degree to which students X
have met grade-level expectations
Provide data mandated by grant-funded program as
X(EAP)
well as unifying the benchmark system
Diagnose strengths and weaknesses at the beginning
of the school year so that teachers can better target X X
instruction.
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Functional Roles of Assessment in the Classroom
1. Placement: To determine student performance at the beginning of instruction
2. Formative: To monitor learning progress during instruction
3. Diagnostic: To diagnose learning difficulties during instruction
4. Summative: To assess achievement at the end of instruction
5. Predictive: To predict future performance on another measure or test
(From: Linn, Robert L. and Gronlund, Norman E. (2000). Measurement and Assessment in Teaching, Eighth Edition. Upper Saddle River, New Jersey: Prentice-Hall, Inc.)
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ACTION PLAN
SCHOOL DATA INTENTORY OF ASSESSMENTS
BENCHMARKS – GRADES 3-11
Type of Assessment (Check all that apply.) ___Predictive ___ Formative ___
Diagnostic ___ Summative
ACCESSIBILITY CURRENT MORE

STUDENTS ASSESSED Who has first hand access to DATA EFFECTIVE
this data? USE USE
Other Comments:
BENCHMARK-EAP – GRADES 1-11

Type of Assessment (Check all that apply.) ___Predictive ___ Formative ___ Diagnostic ___
Summative

this data? USE USE
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Other Comments:
ACTION PLAN
EARLY WARNING TESTS – GRADES 3-11
this data? USE USE
Other Comments:
END OF YEAR TESTS – GRADES 1, 2, 9, 10

Summative

this data? USE USE
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Other Comments:
ACTION PLAN
TERRANOVA – GRADES 1 and 2
this data? USE USE
Other Comments:
ASSESSMENT: ___________________ GRADE(S) ______________

Summative

this data? USE USE
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Other Comments:
ACTION PLAN

Summative
this data? USE USE
Other Comments:

Type of Assessment (Check all that apply.) ___Predictive ___ Formative ___ Diagnostic ___ Summative
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this data? USE USE
Other Comments:
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THE SCHOOL DISTRICT OF PHILADELPHIA

OFFICES OF TEACHING AND LEARNING & ACCOUNTABILITY AND ASSESSMENT

Continuum of Assessments (Write/Pair/Share)

Collaborative Inquiry (Continued)

Connecting Collaborative Work to Assessment Literacy

A Data Wise District

ACTIVITY: Continuum of Assessment

ACTIVITY: Continuum of Assessment

1. The first presenter will share his/her dilemma. (5-10 minutes)

2. The group members will clarify what they heard. (5 minutes)

6. The facilitator leads a brief conversation about the group’s

Office of Teaching and LearningThe School District of Philadelphia

Constructive Use of Assessment Results

GROUP PROCESSES AND COLLABORATION

DEVELOPING, IMPLEMENTING, AND ASSESSING ACTION PLANS

• Identify current teaching practices at the school.

Enhanced Assessment System

Assessment System Components

(Proposed 2009-2010) Benchmarks Benchmarks-EAP Common Early Warning End of Year

Functional Roles of Assessment in the Classroom

1. Placement: To determine student performance at the beginning of instruction

2. Formative: To monitor learning progress during instruction

3. Diagnostic: To diagnose learning difficulties during instruction

4. Summative: To assess achievement at the end of instruction

5. Predictive: To predict future performance on another measure or test

ACCESSIBILITY CURRENT MORE

BENCHMARK-EAP – GRADES 1-11

ACCESSIBILITY CURRENT MORE

END OF YEAR TESTS – GRADES 1, 2, 9, 10

ACCESSIBILITY CURRENT MORE

ASSESSMENT: ___________________ GRADE(S) ______________

ACCESSIBILITY CURRENT MORE

ASSESSMENT: ___________________ GRADE(S) ______________

ASSESSMENT: ___________________ GRADE(S) ______________

ACCESSIBILITY CURRENT MORE

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ASSESSMENT: _____ GRADE(S)

ASSESSMENT: _____ GRADE(S)

ASSESSMENT: _____ GRADE(S)