Professionally Acceptable Assessment Process
PCS uses a variety of methods to report student performance data to parents and other shareholders of the community. / 1.PLAC Minutes
2.PLAC agenda
3.School accountability report card
4.Student report card
5.Telephone calls through Teleparent
6.Progress Reports
7.STAR Reports
8.Reclassification letters
D1: To what extent does Pacoima Charter use a professionally acceptable assessment process to collect, disaggregate, analyze and report students performance data to the parents and other shareholders of the community?
D2a: To what extent do teachers employ a variety of assessment strategies to evaluate student learning?
Educators at Pacoima Charter use the results of assessments to inform our instruction. Assessments are used to screen students, monitor academic progress, and diagnose the academic needs of our students. We use assessments to decide what instructional strategies are working and what strategies need to be improved. Instructional decisions that are made are data driven which are a result of data analysis and exploring root causes.
Findings / Supporting EvidenceAnalyze assessment data in grade level and curriculum council meetings.
1.AYP Annual Measurable Objectives
2.CST
3.CST/STAR data
4.4 sight
5.4 sight data
6.CELDT data
7.Formal ELD assessment
8.ELD monitoring
9.CELDT
10.Stepping Stones assessments and Oral language observations
11.Reading Roots assessments
12.SFA assessments
13.Quarterly reading comprehension assessment
14.ELA assessments
15.ELA Data
16.Writing performance assessments
17.Math assessment
18.Math data
19.Goal setting
20.EDI lessons
21.Success Maker
22. Quarterly science test / 1.Staff meeting
2.CST results
3.CST data meetings (3rd and 4thgrade, September)
4. 4 sight data meeting (2nd June)
5.4 sight assessment (2nd-5th)
6.ELD monitoring reports and memos (4th)
7.ELD level 1, 2, and 3 assessments (Kinder, 1st and 2nd grade)
8.ELD portfolios (4th)
9.CELDT results (3rd grade)
10.Stepping Stones assessment (Kinder)
11.Quarterly Reading Roots assessments (1st)
12.Weekly SFA Test and Teacher Cycle Record (3rd, 4th, and 5th grade)
13.Quarterly reading comprehension assessment (3rd)
14.ELA assessment (4th grade)
15.Data analysis worksheet for ELA (5th)
16.Writing performance assessments (1-5)
17.Quarterly math assessments (K-5)
18.Data analysis worksheet for math (1st and 4th)
19.SMART goals (K-5)
20.EDI PowerPoints (4th)
21.Success Maker course reports (3rd and 4th)
22.Quarterly science assessment (4th and 5th)
D2b: To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?
Grade level coordinators also assist teachers with using data to make instructional decisions and provide opportunities for teachers to assess their students and discuss the results of assessments through grade level meetings.
Findings / Supporting EvidenceAnalyze teaching strategies in grade level and curriculum council meetings to modify teaching.
1.Action plan
2.Discussion of what strategies work in other classrooms.
3.Reassessment materials
4.Data Discusion / 1.SMART goal
2.Guided reflective questions
3.Edusoft student guide
4.Photo Page
D3: Does the school with the support of the district and community have an assessment and monitoring system to determine student progress toward achievement of the academic standards ant the expected schoolwide learning results?
Findings / Supporting Evidence1.Special governance board meeting
2.Charter evaluation
3.Staff involvement in data review
4.Grade level data review
5.Parent involvement in student performance
6.Informing community of school progress / 1.Special Governance meeting minutes
2.Charter visits
3. CST data meeting
4.Quarterly assessment data
5.PLAC meeting minutes and agenda
6.School accountability report
D4: Does the assessment of student achievement in relation to the academic standards and expected schoolwide learning results drive the schools program, its regular evaluation and improvement and usage of resources?
We have been an SFA reading program school for the past 10 years. Over the years we have seen consistent growth in regards to student reading comprehension. Due to our consistent growth we continue to implement the Success for All (SFA) program. SFA’s major components includes daily 90 minute reading program, regrouping of students into smaller, homogeneous groups, 8 week assessments, cooperative learning, and one-on-one tutoring. For the past three years we have used our monetary resources to purchase professional development by SFA trainers which have allowed us to move from a mechanical stage of implementation to a more refined level. SFA consultants visit monthly to provide training in the use of data and instructional strategies. They also coach and mentor the staff. Currently the leadership team has been involved in Leadership training which has helped them become more data savvy and has increased their knowledge on how to better support our teachers. We allow several of the teachers, coordinators, and administrators to attend SFA conferences where they learn more about the program, data collecting, and become more familiar with instructional reading techniques. In 2007, PCS purchased SFA’s Savvy Reader which is a program designed to increase students’ core reading strategies.
In 2008 PCS hired a tutoring facilitator to make our tutoring program run more efficiently. She is responsible for making sure all students reading below grade level and roots students receive tutoring throughout the week. She make schedule for tutors, trains the staff on the how to use the tutoring computer programs, Alfie’s Alley and Team Alfie. Students performing below grade level also receive tutoring through our Saturday School.
Our CST data indicated that our EL students struggle with ELA and meeting their AYP targets. Therefore in 2008 we implemented ELD Cadres. Cadres were responsible for designing lessons the developed vocabulary and English oral language. There is a cadre for each grade level. Selected teachers met quarterly to design lessons, and they were responsible for teaching their grade level how to implement the lessons. Also in 2008 teachers and coordinators received training on how to implement ELD strategies into their daily lessons. The training was provided by Dataworks.
Data also indicated that there needed to be some changes made in our science program. In 2006 only 7% of PCS 5th graders scored proficient on the 5th grade CST Science test. Since 2007 the PCS Science program has continued to grow and improve each year. By 2009 PCS 62% of PCS 5th graders scored proficient.
In 2007 Mr. Harper was hired as the fulltime science instructor. Mr. Harper teaches science to the 4th and 5th grade classes. By using data from science quizzes and quarterly science tests, Mr. Harper and the 4th and 5th grade teachers have become more efficient in their planning and have adjusted to the needs of their students. Furthermore, they have been using the science instructional guide (SIG) which is a research based science pacing plan. Additionally Mr. Harper promotes science vocabulary development through puzzle contests and also conducts a Science Club which is open to the children during after school hours. The afterschool programs also have science enrichment activities and the children participate in the local science fair. For past two years they have placed 1st and earned a trip to Space Camp in Huntsville, Alabama.
Science permeates our school culture. In May 2009 PCS dedicated their literacy garden and edible garden. The edible garden has been a major success at school. It not only beautifies the school but is also a virtual laboratory with vegetable plots/flower plots (assigned by grade level), and a compost area. Children are able to visit the garden at recess or with their class. The garden helps to teach our students about the plant life cycle and proper nutrition.
Over the years, PCS has implemented more technology into our instruction. In 2006-07, PCS opened two computer labs and adopted the Successmaker computer program. Successmaker is a computer program that offers instruction in fundamental skills and strategies. The courses on Successmaker are structured around the educational needs of each student in reading and math. In the same year PCS also purchased Edusoft which is an online assessment and data analysis program. Reports produced by Edusoft allow teachers to analyze students’ growth and concerns in all subject areas. They are also used to set goals and targets. In 2008 PCS purchased laptops and projectors for each classroom which teachers have used to enrich their instructional delivery. In 2009 SMART boards were also purchased for the 4th and 5th grade classes. Each teacher was also given a document camera.
By looking at data and test scores, PCS determined that there needed to be some changes made to our math program as well. Since 2007 PCS CST math scores have gone up considerably. PCS CST math scores (across the grade levels) went up a total of 17 points in 2008 and 19 points in 2009. The success can be directly attributed to the Math instructional guide, introduction of the Successmaker computer program, Edusoft, EDI math lessons, WFTB, and increased usage of math manipulatives.
Assessments data is used to guide our Professional development decisions. Over the past few years PCS as been working closely with SFA, Dataworks, and Thinking Maps organizations to help improve instructional delivery of core subjects.
Pacoima Charter School allocated funds for the improvement of the school. The school purchased various programs and tools for the achievement of student learning.
Our mission includes moving into the 21st century. By purchasing technological tools and academic programs we bring the children up to date with technology. Smart boards, laptops, document cameras, projectors, Alphie’s Alley, and Team Alphie are some of the tools that have helped lead students to student achievement.
Some of the academic programs our school has purchased are Success for all, Success Maker, Write from the beginning, and Explicit Direct Instruction for English Language Learners. These programs are research based and proven to work with children who are English Learners, Special needs children, and minorities. We realized that there was a need to teach basic skills of writing and these academic programs have demonstrated great results on performance assessments.
In conclusion, we recognized a need for academic and technological improvement within our school. The programs purchased are proven by researchers to work for our low-social economically disadvantaged students. Because of these programs, our school has seen a significant use of technology and a greater improvement academically.
Findings / Supporting Evidence- SFA program
- Science program
- Technology in the classroom
- Data Meetings
- SFA Program photo page
- Science program photo page
- Technology in the classroom photo page
- Data meeting photo page