LOS ANGELES UNIFIED SCHOOL DISTRICT - lausd.k12.ca.us



LOS ANGELES UNIFIED SCHOOL DISTRICT

Educational Services Division

Professional Development Protocol

A. Analyzing Student Achievement Data: #7a – CALIFORNIA HIGH SCHOOL EXIT EXAM

for ENGLISH-LANGUAGE ARTS

1. OBJECTIVE: To use systematic practices for delivering appropriate instruction aligned to the state content standards covered by the California High School Exit Exam (CAHSEE).

2. RATIONALE: Through the close examination of state content standards and the CAHSEE blueprints, teachers increase their effectiveness and efficiency by:

• Ensuring that students master the standards at their own (current) and earlier grade levels.

• Ensuring that students can demonstrate mastery of the content in the multiple formats (e.g. multiple choice, short answer, and essay).

• Using the test reports for individual students and groups of students to identify skill areas that may require emphasis.

3. MATERIALS:

– CAHSEE Updated Information for Districts, Schools, and Parents ()

– CAHSEE Background Information ()

– CAHSEE Testing Dates 2002-2004

()

– CAHSEE English/Language Arts Teacher Guide Part 1 ()

– CAHSEE Addendum: English/Language Arts Teacher Guide ()

– CAHSEE English/Language Arts Teacher Guide Part 2 (

PROCEDURE:

Timing

a. Present an overview of the 2001 CAHSEE and reports of the 2001 10min.

results to develop an understanding and purpose of the exam and scores

that are reported (Q&A for teachers - CAHSEE Updated Information);

discuss the scores provided, what they mean and intended uses

(Suggested Process Questions - Teacher Guide Part 2 Appendix A Worksheet 2)

b. Analyze the ELA content standards addressed on the CAHSEE by 30 min.

strands to identify the knowledge and skills students should be taught

to achieve those standards (ELA Content Standards; Suggested Process

Questions - Teacher Guide Part 2 Appendix A Worksheet 2).

1) Review the released test items and cluster by strand (Teacher Guide

Part 2 Appendix B).

2) Identify the standards addressed.

3) Underline the noun(s) and verbs in the standards.

4) Identify the essential elements of the standards.

c. Individually analyze how and when students are addressing identified time will vary

ELA content standards in classes and compile results (ELA Content Standards;

Suggested Process Questions - Teacher Guide Part 2 Appendix A Worksheet 2).

1) Review instructional goals, strategies, and activities to determine when,

where, and how standards are introduced, reviewed, and reinforced.

2) Identify quality of responses expected from students.

3) Not criteria and type of assessment(s) used to evaluate student responses.

4) Prepare summary of compiled data to share with other ELA teachers.

d. Use individual analyses to review curriculum and classroom instruction for 60 min.

alignment to the state content standards (Suggested Process Questions –

Teacher Guide Part 2 Appendix A Worksheet 2; School Curriculum

Alignment –Teacher Guide Part 2 Appendix A Worksheet 3)

1) Share results from individual analysis to develop a profile of the ELA

instructional program.

2) Using developed profile, determine which standards appear to have

heavy emphasis or little emphasis in ELA curriculum

(School Curriculum Alignment worksheet).

3) Develop an agreement on the quality of work or responses that should

be expected from students to meet the standards.

4) Identify where students, regardless of schedule or instructional program,

have opportunities to learn and apply the ELA standards.

5) Determine what changes, if any, are needed in the curriculum and/or

instructional program to ensure English learners and students with

disabilities have opportunities to learn and apply the standards.

e. Review the 2001 results for ELA to identify areas of strength and areas that 60 min.

need improvement in the ELA curriculum. (Suggested Process Questions –

Teacher Guide Part 2 Appendix A Worksheet 2)

1) Review individual and group results.

2) Compare results with other achievement data for individual students/school.

3) Identify areas of strength and areas needing improvement, as indicated by data.

4) Determine areas that are stronger in group results as compared to individual

students.

5) Discuss how/where modifications in curriculum/instructional program

can be made to meet identified individual and/or school learning needs.

f. ELA teachers meet with other departments to review ELA standards and 60 min.

identify how/when other subject areas can reinforce reading and writing skills.

(Suggested Process Questions – Teacher Guide Part 2 Appendix A Worksheet 2)

1) Summarize outcomes of previous step and discuss curriculum/instructional

areas that need reinforcement.

2) Discuss how students are currently asked to apply reading/writing skills

in the curriculum/instructional programs for other subject areas.

3) Determine how/where instructional activities in other subject areas could

be modified to reinforce identified ELA knowledge and skills.

4. NEXT STEPS:

a. Begin program planning and implementation (curriculum, classroom instruction,

and assessment process), based on outcomes of six-step process outlined above

Suggested Teacher Planning Guide - Teacher Guide Part 2 Appendix A Worksheet 4)

1) Use key outcomes to develop/modify school/classroom plan, identifying when,

where, and how all students will have multiple opportunities to learn, review,

and practice identified ELA standards.

2) Determine how/when student responses and/or work will be evaluated to monitor

progress and identify steps for special instructional assistance for students as needed.

3) Use Suggested Teacher Planning Guide to develop or modify classroom activities

that address identified content standards.

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