LOS ANGELES UNIFIED SCHOOL DISTRICT
Educational Services Division
Professional Development Protocol
A. Analyzing Student Achievement Data:
#8 INSTRUCTIONAL ALIGNMENT WITH PERFORMANCE ASSIGNMENTS (PAs)
1. OBJECTIVE: Prepare for and administer the District’s standards-aligned Performance Assignments.
2. RATIONALE: Use Performance Assignments to provide a consistent measure for evaluating students’ abilities to apply learning of the standards, diagnose abilities, and determine appropriate future instruction.
3. MATERIALS:
a. “Collaborative leadership promoted during buy-back training” (A8-1). United Teacher. 9/22/00.
b. “Purpose of Performance Assignments” (A8-2 or overhead transparency)
c. “Sequence of Activities for Integrating Standards-Based Instruction and Assessment” (A8-3)
d. Resources available at each school site and Local District:
- “English/Language Arts Performance Assignments” Grades 2-9 in English and Spanish
- “Supplement to Performance Assignments”
- “Accommodations Reference Guide: Performance Assignments”
- “Frequently Asked Questions About the Administration and Scoring of Performance Assignments”
- “Introducing LAUSD’s Performance Assignments” (Translated into Armenian, Chinese, English, Japanese, Korean, and Spanish)
- “Checklist of School Procedures for Administering and Scoring Performance Assignments”
4. PROCEDURE:
Timing
a. Summarize highlights from United Teacher article “Collaborative 3 mins.
leadership promoted during buy-back training.” (A8-1)
b. Discuss “Purpose of Performance Assignments.” (A8-2 or overhead transparency) 2 mins.
c. Review “Sequence of Activities for Integrating Standards-Based 3-5 mins.
Instruction and Assessment.” (A8-3)
d. Develop timeline aligned with A8-3 in grade-level meetings to ensure 30+ mins.
standards-based instruction precedes administration of PAs. (Use
resources cited under 3d above.)
5. NEXT STEPS:
Schedule grade-level meetings to continuously engage in the “Lesson Study” process by reviewing lessons, rubrics/criteria checklists, scoring student work, and analyzing data in order to plan appropriate future instruction.
Developed by Evans
A8-2 Purposes of "Performance Assignments"
Provides a model of what standards-based instruction and assessment should look like everyday.
Provides a consistent measure district wide for assessing student achievement in relation to the standards.
Affords teachers the opportunity to collaboratively analyze student work using the same criteria not only to determine student progress but also to inform future instruction and learning.
Serves to prepare students and hold them accountable for standards assessed on the multiple measures as part of the district's comprehensive assessment system which are used for accountability purposes (e.g., API, standards-based promotion, etc.).
a. Stanford 9/California Standards Test
b. Writing Samples for State at Grades 4 and 7
c. High School Exit Exam
d. Generic scoring guides for everyday classwork