Assessment of Students Performance April 1997
EXHIBIT 6-13
Types and Extent of Time Provided Teachers
to Work with Performance Assessments
| State-initiated assessments | |
| Manzanita | None |
| Breckenridge | 2 release days to compensate for attendance at summer and weekend training sessions |
| Walters | None |
| Hudson | 2 days paid joint planning time over the summer |
| Crandall | 5 release days for teachers who develop assessment tasks (teachers may opt to be paid for the work instead of taking release days) |
| Maple Leaf | Release days (in varying quantities) for teachers, both those directly affected by the state's portfolio assessment and for other teachers to experiment with portfolios |
| District-initiated assessments | |
| McGary | 5 release days for the school's 2 designated peer coaches;@ early release of students each Friday to provide teachers with extra planning time |
| Westgate | Joint planning periods every other day (an element of team teaching; in theory, integrated assessment is one objective of team teaching) |
| Windermere | None |
| School-initiated assessments | |
| Cooper | Joint planning time every day as an element of team teaching (supports integrated assessment) |
| Park | Weekly meetings of teachers to share experiences with the PLR; voluntary teacher study groups (largely conducted on own time) |
| Ni?os Bonitos | Restructured school day provides teachers with extra planning time in the afternoon; release time funded by grant money; students are released early every other Wednesday to give teachers additional planning time |
| Thoreau | None (teachers devote their own time to revise ROPE and to discuss modes of implementation) |
| Ann Chester | Teacher-initiated study groups (largely conducted on own time) |
| Noakes | Students are released early every other Wednesday to give teachers additional planning time |
| Sommerville | Joint planning time, including one extra planning period each day, for Pacesetter teachers |