FUSD Local Assessment Assessment of Critical Standards

1. FUSD Local Assessment Assessment of Critical Standards 2010 - 2011 ACS Test Coordinator TrainingOctober 4, 2010 Carmen Rodriguez: 457-3859 Eric Wenrick: 457-3876

2. ACS Coordinator Training Agenda • Key ACS Concepts • Brief Overview of the FUSD Assessment of Critical Standards (ACS) • What’s New for 2010-2011 • ACS Procedures • What’s in the box • During the test • Packing the box • REA Contacts

3. Outcomes For 2010-2011 ACS Coordinator Inservice • Each Test Coordinator will be able to articulate Key ACS Concepts • Each Test Coordinator will engage in a conversation about ACS changes and know where to go for more information • Each Test Coordinator will understand the logistics (nuts & bolts) of ACS test administration

4. Grounding Exercise What do we know about assessment?What’s ‘floating around’ about ACS?

5. API AYP Inspect PLAS LARS CST What do you know? CAHSEE Formative Assessment Summative Assessment Race to the Top – Round 2

6. Begin with the end in mind… Three things to remember from this part of the presentation… • The ACS is just one part of an overall assessment system • The ACS assessments are good • Teachers can use the results to inform their teaching

7. Before we can achieve any of the intended outcomes for today, we have to establish that ACS is good. So here are five quick assessment vocabulary terms…

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

9. What Standards? • What are the “Standards” in “Standards-Based Assessment?” • Content Standards • As listed in the curriculum/blueprints? • Performance Standards • Examples of what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner

10. Aligned Comprehensive Predictive Common Test Vocabulary • Does both tests measure the same concepts at the same difficulty level? • Does the test measure all the same items? • Does student performance on the first assessment accurately predict performance on the final assessment?

11. ACS Overview & Key Concepts The impact of assessment depends on ourability to fit each tool into its appropriate place as part of a complete assessment system

12. Taught Relationship betweenCurriculum, InstructionandAssessment Resources Formative Use Students & Teachers Typed Tested

13. Purposes (Why ACS) • Measure student performance on the assessed standards / skills • Enable teachers to target students for appropriate instructional interventions • Provide overall ACS results in a manner similar to CST results • Allow teacher self-study of standards/objectives taught • Allow monitoring of the delivery and pacing of the adopted curriculum

14. Matrix of FUSD Assessments

15. ELDA • English Language Development Assessment • Taken from Avenues, High Points & Visions Unit Test • ES & MS: Administered 2 times/ year • MS: Dec 3, May 19 ES: Nov 13, Apr 14 • HS: Administered 3times/year - HS: Oct 11, Jan 18, & Mar 21 • Performance Levels aligned with CELDT • Results will be used in ELD Level Adjustment

16. English Language Development Assessment (ELDA) • Based on Appropriate curriculum • Based on the ELD COURSE the student is taking, not the ELD Level • Middle School Writing Sample • Currently scheduled for twice a year • Read and assessed by ELA teachers using a 6pt rubric Subjects & Grades Assessed: Assessment of Critical Standards (ACS)

17. District Writing SampleMiddle Schools • Needs to be completed in a single sitting(70 minutes is recommended) • Scoring is done by ELA teachers • Teachers use a 6 point rubric • Writing samples are double scored and the sum of both “reads” is entered into AiS as the raw score. • AiS displays the raw score then, once submitted, calculates and displays a rubric score automatically. • Users will see a raw score (out of 12pts) and rubric score (showing as 1.5, 2.5, etc. as well as whole numbers)

18. ACS 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. • ELA Assessments may be split across two days using the built-in STOP page. • Test booklets are re-usable. Scanners are provided. No writing in test booklets

19. ACS Features – Special Notes • Some test series are recursive or partially recursive in their design (ELA). • Others are “chunked” covering only the state content standards which were substantially taught during the time period preceding the test. Assessments of this type (Math, Science, History) are therefore independent of one another. • No calculators are allowed • Writing in booklets is not allowed (cost control)

20. ACS Features – Special Notes • Testing may require special schedules or doing tests over two days • As District Benchmark Assessments (Primarily Assessments OFLearning) • 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

21. ACS - Accommodations • Students in special education programs with Individualized Education Plans (IEP) and students with current plans under Section 504 are allowed accommodations, which must be specified in the plans, such as .. • Large print • Braille • Use of Reader • Testing accommodations 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.

22. ACS - Scoring & Reporting • If you wait until the end of the window, you won’t see scores as quickly and the score 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.

23. ACS - Scoring & Reporting: Local Assessment Reporting System • After results from all schools are received, aggregate reports will be available via LARS • You need to login to AiS as a SITE OFFICE user to see these • CLICK on GLAS/ACS/BBF Reports in the blue Static Reports area to begin

24. Local Assessment Reporting System (LARS)

25. LARS: Teacher Summary

26. LARS: Teacher Comparisons

27. LARS: Goal Setting Forms Student Name Student Name

28. LARS: Setting Expectations & Monitoring Class Progress Socrates Student Names are listed here!

29. New for 2010-2011? Test Coordinators English Language Arts Revisions Algebra I LARS

30. What’s New with ACSLocal Assessment Reporting System 2010-2011 • LARS will now contain reports for all three quarters. • At the beginning of each assessment window, reports from prior years will disappear on a rolling basis

31. What’s New with ACSAlgebra I 2010-2011 • In keeping with the desire for more comprehensive assessments, the Algebra sequence will be reviewed. • It’s reasonable to expect a newAlgebra I assessment for quarter #3. • Also, with Algebra I having been established as the state’s expectation for 8th grade math, Eric will be assisting in development and the 1st call for questions related to Algebra I

32. What’s New with ACSEnglish Language Arts – 9th Grade 2010-2011 • In keeping with the desire for more comprehensive assessments, the ELA 9 sequence of assessments is currently being reviewed. • It’s reasonable to expect a newELA 9 assessment for quarters #2&3. • Group reviewing includes teachers and an outside content expert from Pivot Learning

33. What’s New with ACSEnglish Language Arts – 10th Grade 2010-2011 • Purchase of quarterly benchmark assessments from …Action Learning Systems • Built on a partially recursive set of core standards • Allows for status check & growthcheck • Much more comprehensive now

34. What’s New with ACSHow we Pre-Id Scanners 2010-2011 • When the mainframe was taken out of service, we lost data and our programs that pre-identify scanners • Please be especially attentive to the details and the documentation • We will get you what you need as soon as we can

35. How to Order More Materials http://rea.fresnounified.org/ACSRequest.cfm

36. Nuts & Bolts ACS Procedures for 2010-2011

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

38. Test Coordinators Package • Inventory Sheet • Box Labels for Returning Materials • Copies of Class Rosters • Blank Answer Sheets (Scanners) • Extra Administration Guidelines • Extra Test Booklets for each test to be administered

39. Test Coordinator’s Distribution and Return Log

40. Classroom Packages • Inventory • Class Roster • Administration Guide • Pre-identified answer sheets (Scanners) • Test Booklets for the Class • A Couple of Blank Answer Sheets

41. When a Student does not have an Answer Sheet…or the 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.

42. 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

43. Supervision During TestingBe 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. • If students are marking their place, it is possible to redirect students who are marking answers next to the wrong response number. • To keep costs down, we need to reuse the test booklets. 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, etc. • Students with unapproved materials on their desks (materials approved in IEPs or 504 plans are ok)

44. Testing Material Return • ScorableAnswer Sheets are all we need back • Priority ScanningYou bring it in before 2:00 p.m.; we scan it and it’s usually on AiS by the next day

45. Testing Material Return Scorable Materials • Include all answer sheets • Separate the answer sheets by subject (For example: History separate from ELA) • Separate the answer sheets into hand-bubbled and pre-identified • Include answer sheets for students who were absent. • Use provided return labels to mark the boxes and/or packages

46. NON-Scorable Materials • Administration Guidelines may be stored and reused for each quarter • Unused answer sheets should be stored with your test booklets • Secure ALL test booklets

47. Wrap Up… Review and Contact Information

48. Key ACS Concepts Reviewed Three things to remember from our time together today … • The ACS is just one part of an overall assessment system • The ACS assessments are good • Teachers can use the results to inform their teaching

49. Need Help? Contact… Carmen Rodriguez Ed Center, B11457-3959 Eric WenrickEd Center, B11457-3876 • Shaeng Vue457-3829

50. Questions … Carmen Rodriguez Ed Center, B11457-3959 Eric WenrickEd Center, B11457-3876 • Shaeng Vue457-3829