Assessment Training Institute - Pearson Education



Professional Development in Classroom

Assessment Literacy

The Assessment Training Institute (ATI), based in Portland, Oregon, was founded in 1992 by Dr. Rick Stiggins. Since then, it has provided professional development to teachers and school leaders to improve their use of both summative and formative assessment in the classroom in order to support student learning. ATI has helped state departments of education, educational service agencies, educational consortia, and local school districts to understand and implement balanced assessment systems, and has helped develop the assessment literacy needed by teachers and school leaders to improve student learning. More information about ATI is available at

Assessment Accuracy and Effective Use

The ATI professional development model in assessment accuracy and effective use is focused on improving student learning, building students’ confidence as learners via the use of classroom assessment, and helping teachers learn to use assessment as both accurate measurement and as good instruction. The program is guided by the belief that all assessments must be of high quality and produce dependable results, and that involving students in the classroom assessment process allows them to take responsibility for their own progress and success. The ATI model also helps classroom teachers connect the state level assessment to day-to-day classroom assessment practice.

For ATI, effective use of assessment results equates to assessment for learning. This application of formative assessment is based in the classroom, involves students in every aspect of their own assessment, and helps teachers teach and students learn. Assessment for learning rests on the understanding that students, not just adults, are data-based instructional decision-makers. International research shows that applying the principles of assessment for learning day to day in the classroom improves student confidence and academic performance. When consistently carried out within and across classrooms, these principles have been linked to profound gains in student achievement, especially for low achievers (Black & Wiliam, 1998).

So, the ATI program teaches educators to do the following:

• Develop and use accurate, high-quality assessments in the classroom using the appropriate assessment method

• Involve students in their own assessment, including keeping track of and communicating their own progress, goal-setting, and self-evaluation

• Translate content standards into classroom-level learning targets and then into student-friendly versions of standards and targets

• Integrate assessment into daily instruction

• Create and recognize quality rubrics and performance tasks

• Assess more efficiently and economically

• Communicate effectively and accurately about student achievement, including the use of report card grades

• Motivate students by making them responsible partners in the assessment process

Please refer to “Indicators of Sound Classroom Assessment Practice” on page 9 of this proposal for an expanded description of what is taught in the ATI program.

A companion program helps school leaders teaches how an assessment system built on balance and quality can positively impact student learning, creating synergy among all levels of assessment: classroom, interim, and large-scale. It is based on the content of ATI’s 2010 publication Assessment Balance and Quality: An Action Guide for School Leaders, 3rd ed., authored by Steve Chappuis, Carol Commodore and Rick Stiggins.

In addition, the ATI professional development program assists teachers in adopting standards based grading practices that are sound in their focus on including only those factors that influence the grade. The ATI resource for this teaching is A Repair Kit for Grading: 15 Fixes for Broken Grades, by Ken O’Connor.

The ATI Client Base

The ATI client base ranges from local education agencies (school districts and ESDs) to larger regional or even statewide professional development programs. ATI has offered such programs for departments of education in Kentucky, Delaware, Hawaii, Illinois, Nebraska, Washington, and West Virginia. Clients have also included Amphitheater Unified School District, Arizona; Clark County School District, Nevada; Cleveland Metropolitan School District, Ohio; Houston Independent School District, Texas; Naperville School District, Illinois; Phoenix Union High School District, Arizona; School District of West Palm Beach, Florida; Spokane Public Schools, Washington; Sweetwater Union High School District, California; and numerous local education agencies across the United States and Canada. Additionally, schools and districts across the country purchase ATI materials to begin programs of study without ever contracting for ATI service. A list of references is available at the end of this proposal/description.

Professional Development Services for a District Implementation Plan

ATI offers two professional development implementation plan models that help cadres across the state lead professional development programs in assessment for learning in their region or district:

1. A series of “train-the-learning-team-facilitator” two-day seminars to build capacity, with follow-up support sessions for those same participants.

2. An ATI-prepared cadre of presenters that delivers under the agreement of a intellectual property site license ATI workshops directly to school instructional staff.

Under model #1, the core of these sessions is the two-day seminar entitled Leading Professional Development (LPD) in Classroom Assessment for Learning, which can be held in various locations around the state and will address how to plan and implement district-wide professional development in classroom assessment literacy. Participants will obtain the guidelines, strategies, and materials needed to initiate and facilitate effective professional development in classroom assessment. A similar LPD for learning team facilitators can also be held using the book Seven Strategies of Assessment for Learning.

Who Should Attend

The Leading Professional Development in Classroom Assessment for Learning (LPD) two-day seminar is designed for individuals who are fairly knowledgeable about assessment, and who have ongoing responsibilities for professional development at the district, regional, or state level. The seminar includes a pre-session assignment and webcast to familiarize participants with the basic concepts of assessment quality as outlined in ATI materials.

Seminar Goals

The seminar goals are as follows:

▪ Explain the two central concepts underlying high-quality assessment: accuracy and effective use.

▪ Deepen understanding of assessment for learning practices, as well as the keys to assessment quality.

▪ Prepare a presentation to introduce others to these concepts.

▪ Familiarize the content and format of ATI learning materials.

▪ Learn how to set up and conduct continued professional development through collaborative learning teams.

Seminar Description

The goal of the presentation will be to offer enough information or to engage participants in the demonstrations to understand how the principles of quality classroom assessment will benefit their students. The goal will not be to teach participants everything they need to know about assessment — not only is this aspiration impossible, it would be overwhelming; the presentation you will develop is introductory. It will be designed to inspire participants to learn more about quality assessment practices and understand how to accomplish that through deeper study in collaborative learning teams.

The professional development model described in this proposal is applicable to all content areas and all grade levels. In that sense, it is content-neutral. All teachers at all grade levels and all subjects can learn to be better assessors in the classroom, and each learns how to do so in the context of their own state standards, their own district/grade-level curriculum, and their own age-appropriate assessment practices.

What Participants Receive

Workshop participants will receive the book Classroom Assessment for Student Learning: Doing It Right — Using It Well 2e, and the accompanying CD and DVD with additional resources and hands-on practice designed for learning teams.

▪ The DVD Developing Balanced Assessment Systems includes Dr. Rick Stiggins’ keynote presentation. In this presentation, he examines a new way of thinking about assessments and describes classroom assessment practices that will improve learning and help students to succeed.

▪ A collection of activities that we have used over several years introduces educators to the central concepts of high-quality classroom assessment. Each activity is explained — how much time it takes, what materials you will need, and directions for the activity. We will be modeling a number of these activities.

▪ The CD includes all of the handouts from this seminar, along with all the materials — handout pages and PowerPoint slides — you would need to conduct each of the introductory activities.

A sample agenda for the two-day LPD session using Classroom Assessment for Student Learning follows:

SAMPLE AGENDA – DAY 1

8:30–3:30

|Time |Activity | |

|8:30–8:40 |Welcomes, introductions |Rick |

|8:40–8:50 |Goals, components of professional development model, materials |Judy |

|8:50–9:00 |Setting the context and goals for introductory presentations |Judy |

|9:00–10:00 |Review of central concepts of classroom assessment quality |Rick |

| |Activity: “Plus/Minus” | |

| |Review impact research | |

|10:00–10:15 |Break (15 minutes) | |

|10:15–10:50 |Key 1: Clear Purpose and Key 5: Student Involvement (Chapter 2) |Judy |

| |Activity: “What Does Assessment for Learning Look Like?” (30 min.) | |

|10:50–12:00 |Team: "How might you introduce the seven strategies?" (5 min.) | |

| |Key 2: Clear Targets (Chapter 3) | |

| |Activities: “What’s the Target?” and “Classifying Learning Targets” (40 min.) | |

| |Activity: “Student-Friendly Language” (15 min.) | |

| |Baseball 1: "What did these activities help with?" (5 min.) | |

| |Team: "What activities from this morning might you use?” (10 min.) | |

|12:00 |Lunch ( 60 minutes)* | |

|1:00–1:15 |Door prizes and The Best of Saturday Night Live: Seinfeld video clip |Judy |

|1:15–2:15 |Key 2: Clear Targets and Key 5: Student Involvement (with selected-response tests) (Chapter 5) | |

| |Activity: “Analyze Assessments for Clear Targets” (20 min.) | |

| |Activity: “You Be George” (20 min.) | |

| |Baseball 2: “Without clear targets…” (10 min.) | |

| |Team: “Might you use these in an initial presentation? How?” (10 min.) | |

|2:15–2:30 |Break (15 minutes) | |

|2:30–3:00 | Key 3: Sound Design (Chapter 4) |Rick |

| |Explanation of four components of Key 3 and overview of assessment methods | |

| |Activity: “Target-Method Match” | |

|3:00–3:25 |Baseball 3: “Where might you use this information?” | |

| |Team planning time | |

| |Identify key ideas and main points | |

| |What activities might you use? | |

*Participant responsibility

SAMPLE AGENDA – DAY 2

8:30–3:30

|Time |Activity | |

|8:30–9:00 |Agenda for the day |Rick |

| |Key 5: Student Involvement | |

| |Activity: “Emily” — connect to seven strategies | |

|9:00–10:10 |Key 4: Effective Communication (Chapters 2, 7, and 9) |Judy |

| |Research on effective feedback (15 min.) | |

| |Descriptive/evaluative (10 min.) | |

| |Bat Tent (10 min.) | |

| |Balinda (20 min.) | |

| |Baseball home: "What might you try in your classroom with respect to descriptive feedback?" (10 min.) | |

|10:10–10:25 |Break (15 minutes) | |

|10:25–11:10 |Keys 1–5: Evaluating Assessments for Quality (Chapters 1–4) |Rick |

| | | |

|11:10–11:30 | |Judy |

| |Westerville video – Assessment for Learning | |

|11:30–12:00 | |Rick |

| | | |

| |Self-Evaluation | |

| |Activity: “Self-Evaluation — Human Bar Graph” | |

|12:00–12:45 |Lunch (45 minutes)* | |

| | |Judy |

|12:45–12:50 |Door Prizes | |

| | | |

|12:50–2:00 | | |

| |Learning Team Resources | |

| |Westerville, Part 2 (10 min.) | |

| |Introduction and research quote activity (20 min.) | |

| |Learning Team Facilitator Handbook Scavenger Hunt (30 min.) | |

| |Discussion (10 min.) | |

|2:00–2:15 |Break | |

|2:15–3:15 |Action Planning — incorporate break as needed |Rick |

| |Individual | |

| |Team | |

| |Kick-off Presentation; share ideas with a neighboring table | |

|3:15–3:30 | | |

| |Closure and evaluation of the seminar | |

*Participant responsibility

The Follow-Up Support Sessions

ATI offers a series of one-day follow-up sessions to LPD participants that will provide additional training and support for school-level implementation. After school and district teams have had some experience in presentations and forming and facilitating learning teams, another session will be scheduled to review and discuss the following:

▪ successes, detailing what worked, why it worked, and how to expand on that success;

▪ challenges, examining why what was done might not have worked as expected and what specific actions might be taken to improve the effectiveness of the activity; and

▪ additional materials and strategies that can be used to assist learning team management and facilitate sound assessment practice development.

Materials for the day will include directions and all resources needed to carry out more than 30 activities that can be used to deepen understanding of assessment quality and effective use. Some activities will be modeled and others will be explained. Some are hands-on experiences, some require working with artifacts from the classroom, and some are discussion-based. All activities link directly to the content of one or more chapters of Classroom Assessment for Student Learning: Doing It Right — Using It Well.

Below is a sample agenda for a typical follow-up day.

|Agenda |

|Time |Activity |

|8:00–8:15 |Welcomes, introductions, and agenda |

|8:15–9:00 |Activities for introducing the concepts of assessment quality to your teams (Chapters 1 and 2) |

|9:00–9:45 |Activities for deepening your teams’ understanding of what assessment for learning looks like in the |

| |classroom, and how to plan for it (Chapters 2–7; 11 and 12) |

|9:45–10:00 |Break |

|10:00–11:30 |More activities for deepening your teams’ understanding of what assessment for learning looks like in the |

| |classroom and how to plan for it (Chapters 2–7; 11 and 12) |

|11:30–12:15 |Lunch (served on premises/participant responsibility) |

|12:15–2:00 |How to help your teams evaluate assessments for quality (accuracy and effective use) (Chapters 4–7) |

| |Practice the process with ETS examples |

| |Practice the process with your own examples* |

|2:00–2:10 |Break |

|2:10–3:20 |Team planning for one or more meetings |

|3:20–3:30 |Closure |

*Participants bring their own assessment examples and state content standards assessed by their examples.

Under model #2, ATI prepares a cadre of district trainers/presenters to deliver to district staff one or more of the one-day “Getting Started” workshops. Below are the descriptions of the three workshops.

(The pdf descriptions of the 3 one-day sessions would be inserted either here or as an appendix)

ATI will prepare district staff in a three-day “boot camp” to deliver the workshops. Once ATI certified, an intellectual property subscription (district site license) is required for presenters to be able to turn around this content/training. Below is an FAQ that addresses many of the commonly asked questions about how this agreement works.

What is Pearson ATI permitting?

Pearson ATI grants The District the use of its PowerPoint decks, Presenter/Facilitator Guides, and Participant Workbooks (hereafter called “the content”) associated with its one-day workshops, Getting Started with Seven Strategies of Assessment for Learning, Getting Started with Classroom Assessment for Student Learning, and Getting Started with Sound Grading Practices, (hereafter called “the workshops”) for the sole and expressed purpose of preparing The District presenters to offer the three workshop to help teachers and administrators in the district adopt effective use of classroom assessment and grading practices.

In what formats and media is the content provided?

After cadres have been trained, all related content will be made available to the district in both print and electronic form. Pearson ATI will provide electronic files to The District for duplication, and is not responsible for any duplication of the content other than what may be associated with its initial workshop training.

What can The District do with the content?

The District can copy and use the content for the sole purpose of delivering the one-day workshops aimed at helping teachers begin learning the effective use of assessment for learning practices in the classroom using the school-based professional development model of collaborative learning teams.

Can the materials be distributed? If so, to whom?

Copies of the content can be made available without count to employees of The District in conjunction with presentations provided by a The District cadre trained by Pearson ATI to deliver the one-day sessions.

Can The District make copies? How many? Can The District make derivative works?

Within the time constraints of this agreement, The District is free to make as many copies of the Participant Workbook as it deems necessary to fulfill its expressed and intended goal. The PowerPoint deck and Facilitator Guide are intended only for certified presenters, and copies made are limited to those personnel.

Use restrictions

The District employees cannot provide copies of the content in electronic or print form, in whole or in part, to any other state, school district, publisher, or private company for any purpose without Pearson’s expressed written consent.

The District employees may not use these materials to present to faculty outside of Jefferson County.

The District employees may not sell the content or their presenting services associated with the content for profit.

The District may not alter or add to the materials without Pearson’s expressed written consent.

The District may not make, share or use adaptations or derivatives of the content without Pearson’s expressed written consent from Pearson ATI.

Only The District “certified presenters” may use the content. A “certified presenter” is a The District staff member who has gone through Pearson’s workshop presentation training program and found to be highly capable by The District of using the materials as they were original designed and produced, and for their intended purpose. At no additional cost to itself, The District grants Pearson representatives the right to take part in the certification process of its prospective presenters.

All Pearson content must carry the following notice:

“Pearson and The District are jointly distributing these materials as originally developed for the expressed purpose of establishing collaborative learning teams to study and apply the Seven Strategies of Assessment for Learning in The District classrooms. These materials may not be used for any other purpose except for what they were originally intended. They may not be altered or distributed without Pearson’s expressed written permission.”

For how long?

The District can use these materials for a period of one-year under subscription with increments of one-year renewable terms.

Approach to Professional Development: Collaborative

Learning Teams

ATI has created its professional development materials—books, interactive videos, and user guides—for use in the context of collaborative learning teams. Studies of professional development delivery models have shown that ongoing, job-embedded study and discussion are significantly more effective in causing change than stand-alone workshops.

To that end, ATI professional development programs help initiate the learning team process where teachers become assessment literate in an on-site, job-embedded model of professional development. The learning team’s goal is to help all members refine their assessment practices through collaboration during team meetings and individual study between team meetings. The primary resources in that program, the book Classroom Assessment for Student Learning: Doing It Right—Using It Well, Seven Strategies of Assessment for Learning, and A Repair Kit for Grading: 15 Fixes for Broken Grades provides a multi-media, collaborative, and hands-on way for teachers to become more competent, confident classroom assessors.

The primary professional development resources of ATI are listed below. Some may also be incorporated into the training session described above:

▪ Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment Balance and Quality: An Action Guide for School Leaders (3rd ed.). Portland: Pearson Assessment Training Institute.

▪ Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2005). Classroom Assessment for Student Learning: Doing it Right — Using it Well. Portland: Pearson Assessment Training Institute.

▪ Chappuis, J. (2007). Learning Team Facilitator Handbook. Portland: Pearson Assessment Training Institute

▪ Chappuis, J. (2009). Seven Strategies of Assessment for Learning. Portland: Pearson Assessment Training Institute

▪ O’Connor, K. (2007). A Repair Kit for Grading: Fifteen Fixes for Broken Grades. Portland: Pearson Assessment Training Institute.

▪ Arter, J., & Chappuis, J. (2006). Creating and Recognizing Quality Rubrics. Portland: Pearson Assessment Training Institute.

There are also seven interactive training videos:

o Assessment for Student Motivation

o Evaluating Assessment Quality: Hands-on Practice

o Assessing Reasoning in the Classroom

o Common Sense Paper-and-Pencil Assessments

o Designing Performance Assessments for Learning

o Report Card Grading: Strategies and Solutions

o Student-Involved Conferences

All ATI professional development resources can be more fully viewed at .

Why Learning Teams: A Summary of Effective Professional Development

• Traditional professional development workshops are limited in their impact on lasting change in teacher practice. Frequently they lack continuity and coherence, fail to reflect the way adults learn best, and often fail to appreciate the complexity of teachers’ work.

• Instead, professional development that supports organizational learning provides time for teachers to work and reflect on practice together. Teachers work in small self-directed groups that in turn enable them to reflect upon and improve their practice in ways proven to lead to student achievement. ATI uses the learning team model of professional development because it:

— Focuses on improving student learning by enabling teachers to reflect upon and improve their classroom practice in specific ways that lead to higher student achievement

— Promotes ongoing, continuous increments of improvement over time

— Relies on the investigation of sound new perspectives and strategies, collaborative interaction, study of the research, and hands-on practice as adult learning tactics

— Is flexible and accommodates differences in teachers’ knowledge bases as well as rate of learning

— Is supported with sufficient resources and is economical — it provides maximum impact for resources invested

The benefits of this approach to staff development are that a learning team is:

• Job-embedded, and therefore on-site

• Flexible in structure, content, and time

• Ongoing, as opposed to one-shot

• More effectively transferable to the classroom than the workshop approach

• Not reliant on an outside expert—it develops internal expertise

• A cost-effective use of staff development resources

Pearson Assessment Training Institute

Indicators of Sound Classroom Assessment Practice

|1. Clear Purposes |Teachers understand who the users and uses of classroom assessment information are and know their |

|Assessment processes and results serve clear|information needs. |

|and appropriate purposes |Teachers understand the relationship between assessment and student motivation and craft assessment |

| |experiences to maximize motivation. |

| |Teachers use classroom assessment processes and results formatively (assessment for learning). |

| |Teachers use classroom assessment results summatively (assessment of learning) to inform someone beyond |

| |the classroom about students’ achievement as of a particular point in time. |

| |Teachers have a comprehensive plan over time for integrating assessment for and of learning in the |

| |classroom. |

|2. Clear Targets |Teachers have clear learning targets for students; they know how to turn broad statements of content |

|Assessments reflect clear and valued student|standards into classroom-level targets. |

|learning targets |Teachers understand the various types of learning targets they hold for students. |

| |Teachers select learning targets focused on the most important things students need to know and be able |

| |to do. |

| |Teachers have a comprehensive plan over time for assessing learning targets. |

|3. Sound Design |Teachers understand what the various assessment methods are. |

|Learning targets are translated into |Teachers choose assessment methods that match intended learning targets. |

|assessments that yield accurate results |Teachers design assessments that serve intended purposes. |

| |Teachers sample learning appropriately in their assessments. |

| |Teachers write assessment questions of all types well. |

| |Teachers avoid sources of mismeasurement that bias results. |

|4. Effective Communication |Teachers record assessment information accurately, keep it confidential, and appropriately combine and |

|Assessment results are managed well and |summarize it for reporting (including grades). Such a summary accurately reflects the current level of |

|communicated effectively |student learning. |

| |Teachers select the best reporting option (grades, narratives, portfolios, conferences) for each context |

| |(learning targets and users). |

| |Teachers interpret and use standardized test results correctly. |

| |Teachers effectively communicate assessment results to students. |

| |Teachers effectively communicate assessment results to a variety of audiences outside the classroom, |

| |including parents, colleagues, and other stakeholders. |

|5. Student Involvement |Teachers make learning targets clear to students. |

|Students are involved in their own |Teachers involve students in assessing, tracking, and setting goals for their own learning. |

|assessment |Teachers involve students in communicating about their own learning. |

Source: Stiggins, R., Arter., J., Chappuis, J., & Chappuis, S. (2004). Classroom Assessment for Student Learning: Doing It Right — Using It Well. Portland, OR: Pearson Assessment Training Institute, page 27.

3. Fee for Service Schedule

B. Assessment Training Professional Development Services Pricing

The professional development services described in this proposal come in two seminars: one for school leaders and one for professional development specialists from schools and districts.

Leading Professional Development in: Classroom Assessment for Learning or Seven Strategies of Assessment for Learning

This two-day, in-depth workshop provides school/district teams and professional development specialists with the skills and knowledge they need to lead collaborative learning team–based professional development in classroom assessment for learning. This session can accommodate up to 100 participants.

Cost: $16,000 per session, including expenses, plus cost of required books/materials for participants (see materials costs sheet enclosed).

The Follow-Up Support Sessions

ATI will provide a series of one-day follow-up seminars to LPD participants that will provide additional training and support for school-level learning team implementation.

Cost: $4,000 per session, including expenses

In addition, ATI also offers an optional one-day session for school and district leaders to introduce participants to the concepts of balanced assessment, assessment quality, and assessment for learning.

Building a Balanced Assessment System

Seven Essential Assessment Actions for Schools and Districts

This one-day session can accommodate up to 100 school/district leaders (as described in the attachment/appendix).

Cost: $5,000, plus required materials for participants

4. Résumés for Service Providers

Below are descriptions of the experience and qualifications of key personnel. Résumés for each are attached.

Dr. Rick Stiggins – Dr. Stiggins founded ATI in Portland, Oregon, in 1992 out of a passionate concern for the well-being of both teachers and their students. Since then he has worked to develop professional learning programs to help teachers and school leaders understand how to use the assessment process and results to benefit (not merely monitor) student learning. Teachers typically have not been given opportunities to learn to assess accurately, nor to use assessment effectively. Historically, assessment practices and results have discouraged as many students as they have encouraged students to strive for excellence. ATI delivers assessment for learning insights and strategies that promote the academic well-being of all students.

A native of Canandaigua, New York, Dr. Stiggins received his B.A. in psychology from the State University of New York, Plattsburgh, and an M.S. in industrial psychology from Springfield College in Massachusetts. His graduate studies in educational measurement were conducted at Michigan State University, where he earned his Ph.D. in 1972. Dr. Stiggins has served on the faculties of Michigan State University, the University of Minnesota, and Lewis and Clark College. Additionally, Dr. Stiggins directed test development at ACT in Iowa City and served as a senior researcher at the Northwest Regional Educational Laboratory.

Mr. Steve Chappuis – Before joining ATI in Portland, Oregon, in 2001, Mr. Chappuis was a junior and high school principal in the state of Washington. He also served as a district Assistant Superintendent for Curriculum and Instruction, where he developed and implemented a standards-based instructional program that included comprehensive assessment policies and strategic plans. His program provided assessment tools for classroom use aligned to district curriculum standards, professional development in assessment to help achieve those standards, and an assessment environment built for student success. He is a co-author of Understanding School Assessment — A Parent and Community Guide to Helping Students Learn (2002), Assessment Balance and Quality: An Action Guide for School Leaders (2010), and Classroom Assessment for Student Learning: Doing It Right — Using It Well (2006).

Mr. Chappuis provides presentations to school leaders on balanced assessment systems and works to help schools and districts implement professional development programs that emphasize quality classroom assessments. Mr. Chappuis holds a B.A. from the University of Washington and an M.A. in education from the University of Puget Sound. He also performed doctoral coursework at the University of Washington and completed a Superintendent Credential Internship.

Dr. Judy Arter – Dr. Arter is a nationally recognized expert in performance assessment. Her background includes statewide writing assessments, development of large-scale and classroom-based assessments for competency assessment, development of district performance assessments (mathematics, fine arts, foreign language, physical education, writing), and training videos.

Prior to joining ATI, Dr. Arter directed Northwest Regional Educational Laboratory's assessment unit. Dr. Arter is a co-author of Creating and Recognizing Quality Rubrics (2006), and Classroom Assessment for Student Learning: Doing It Right — Using It Well (2006). Dr. Arter holds a B.S. in mathematics from the University of California at San Diego, as well as an M.S. in special education and a Ph.D. in special education/research from the University of Illinois.

Ms. Jan Chappuis – Ms. Chappuis is a former district curriculum and assessment specialist. She has over a decade of experience in providing K-12 staff training in assessments designed to be student-centered and achievement-improving. Ms. Chappuis has given hundreds of workshops on integrating content standards into classroom assessment and instruction. Her background as an elementary and secondary teacher, combined with her assessment and staff development expertise, enables her to provide teachers and instructional leaders with practical strategies for motivating students and engaging them in their own academic success. Ms. Chappuis is a co-author of Understanding School Assessment: A Parent and Community Guide to Helping Students Learn (2002), Classroom Assessment for Student Learning: Doing It Right — Using It Well (2006) and Creating and Recognizing Quality Rubrics (2006). She is also the author of the companion guide, The Learning Team Facilitator Handbook (2007) and Seven Strategies of Assessment for Learning (2009).

Ms. Chappuis holds a B.A. in philosophy and mathematics from St. John’s College and an M.A. in Progress, Educational Leadership, and Policy Studies from the University of Washington. She also earned an Administrative Credential from the Danforth Program at the University of Washington and a K-12 Teaching Credential from Western Washington University.

Dr. Carol Commodore – In addition to serving as an independent consultant with ETS, Dr. Commodore is the founding member of Leadership, Learning and Assessment, LLC, and is one of the founding members of the Wisconsin Assessment Consortium. Dr. Commodore was a classroom teacher for over 20 years and was an administrator at the district level for 11 years; her research interests focus on the impact of assessment and instruction on learners and their learning.

Dr. Commodore strives to provide meaningful ways to assist educators in their reflective practice and in the acquisition of tools that will bring insight and joy to these educators and their students in the educational process. Dr. Commodore’s work centers on standards, assessment, learning, and leadership. She has provided numerous keynote addresses and workshops for school districts, schools, and educational organizations. Dr. Commodore holds a B.A. in Spanish and English from Dominican College, an M.S. in curriculum and instruction from the University of Wisconsin at Milwaukee and Madison, and a Ph.D. in Leadership for the Advancement of Learning and Service from Cardinal Stritch University. She is the co-author of Assessment Balance and Quality: An Action Guide for School Leaders, 3rd ed. (2010).

5. References

References from previously awarded ATI contracts:

|Agency |ROE Professional Development Alliance |

|Contact |Dr. Jay Linksman, Executive Director |

| |2705 McDonough St. |

| |Joliet, IL 60436 |

| |Phone: (815) 744-8334 |

| |Fax: (815) 744-8396 |

| |E-mail: jlinksman@ |

|Agency |Kentucky Department of Education |

|Contact |Karen Kidwell |

| |Office of Leadership and School Improvement |

| |500 Mero Street |

| |Frankfort, KY 40601-1972 |

| |859-227-7541 |

| |nawanna.privett@education. |

|Agency |Hawaii Department of Education |

|Contact |Ms. Monica Mann, Test Development Section |

| |3430 Leahi Ave, Building G |

| |Honolulu, HI 96815 |

| |Phone: (808) 733-4483 |

| |Fax: (808) 586-3234 |

| |E-mail: Monica_Mann/SAS/HIDOE@notes.k12.hi.us |

|Agency |Clark County School District |

|Contact |Ms. Debra Roberson, Coordinator, Assessment and Accountability |

| |Clark County School District |

| |4212 Eucalyptus Avenue |

| |Las Vegas, NV  89121 |

| |Phone (702) 799-1041, Ext. 5997 |

| |Fax (702) 799-5067 |

| |E-mail: |

|Agency |Delaware Department of Education |

|Contact |Dr. Mary Ellen Kotz, NBCT |

| |Education Associate for Professional Accountability Mentoring/Induction Programs |

| |401 Federal Street |

| |Dover, DE 19901 |

| |Phone: (302) 735-4120 |

| |Fax: (302) 739-4654 |

| |E-mail: mkotz@DOE.K12.DE.US |

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