classroom diagnostic tools 2013 sas institute: pathways to student achievement: resources for...

Classroom Diagnostic Tools

2013 SAS Institute: Pathways to Student Achievement:

Resources for Improving School Effectiveness.

Testing Landscape: PSSA, Keystone Exams, Classroom Diagnostic Tools,

and Project Based AssessmentsMonday, Dec. 9, 2013

10:15 - 11:45; 1:30 - 3:00; 3:15 - 4:45

Bobbie W. Pfingstler, Ed.D.

Educational Consultant Tom Corbett, Governor

Carolyn Dumaresq, Ed.D. Acting Secretary of Education

104/19/23

Session Title: Testing Landscape: PSSA, Keystone Exams, and Project Based Assessments


Classroom Diagnostic Tools • A set of online assessments designed to provide diagnostic information to guide instruction,

intervention, and enrichment. • Open for grades 6-12 and available for use in schools and in classrooms throughout the school

year. • Available assessments include: Math, Algebra I, Algebra II, Geometry, Science, Biology,

Chemistry, Reading/Literature, and Wring/English Composition. • The CDT is based on content covered by the Pennsylvania System of School Assessments and the

Keystone Exams and includes an interactive reporting suite. • The CDT reporting system is fully integrated with the Standards Aligned System (SAS).

• The CDT is fully aligned to the Pennsylvania Core Standards.

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CDT Overview

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Classroom Diagnostic Tools Interactive Maps

• Group Map• Individual Map• Individual Learning Progression Map• Group Learning Progression Map

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Enhancements and Additions to the Classroom Diagnostic Tools

• Expanding to Grades 3-5• Revised Alignment of Diagnostic Categories with PA Core Standards • Alignment of PA Core Standards and Assessment Anchors and

Eligible Content to align the Mathematics, Reading/Literature, and Writing/English Composition CDTs

• PA Core Learning Progressions • Student and Teacher Metacognition Templates• Skill Set Pamphlets for Diagnostic Categories per Grade Level and

Course • 8 Professional Development Modules

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CDT Expanding to Grades 3-5• May 2014 students in grades 3-5 can participate in the

CDT. • To finalize the operational CDT, a field test was open

from Oct 1-Nov. 27, 2013. • Involvement in the field test helps PDE develop

successful programs and design statistically valid assessments for all students.

• DRC is producing student-level percentile results files for the participating sites and will posted to eDIRECT.

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CDT DIAGNOSTIC CATEGORIES – REVISED TO ALIGN WITH THE PA CORE STANDARDS

ID Previous Diagnostic Categories Revised Diagnostic Categories

1Comprehension Key Ideas and Details-Literature Text

2

VocabularyKey Ideas and Details-Informational Text

3 Interpretation/Analysis: Literary Elements and Devices

Craft and Structure, and Integration of Knowledge and Ideas –Literature Text

4 Interpretation/Analysis: Persuasive Techniques

Craft and Structure, and Integration of Knowledge and Ideas –Informational Text

5 Interpretation/Analysis: Text Organizational Skills

Vocabulary Acquisition and Use04/19/23 7

READING/LITERATURE




1 Quality of Writing: Focus and Content Quality of Writing: Focus and Organization

2 Quality of Writing: Organization and Style Quality of Writing: Content and Style

3 Quality of Writing: Editing Quality of Writing: Editing

4 Conventions: Punctuation, Capitalization, and Spelling

Conventions: Punctuation, Capitalization, and Spelling

5 Conventions: Grammar and Sentence Formation

Conventions: Grammar and Sentence Formation

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WRITING/ENGLISH COMPOSITION



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1 Numbers and Operations Numbers and Operations

2 Measurement Algebraic Concepts

3 Geometry Geometry

4 Algebraic Concepts Measurement, Data, and Probability

5 Data Analysis and Probability

MATHEMATICS


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ID Task Description1 Operations with Real Numbers and

Expressions2 Linear Equations & Inequalities3 Functions & Coordinate Geometry4 Data Analysis

ID Task Description1 Geometric Properties2 Congruence, Similarity, & Proofs3 Coordinate Geometry & Right

Triangles4 Measurement

ID Task Description1 Operations with Complex Numbers2 Non-Linear Expressions &

Equations3 Functions4 Data Analysis

ALGEBRA I

DIAGNOSTIC CATEGORIES THAT REMAIN UNCHANGED

GEOMETRY

ALGEBRA II


ID Task Description1 The Nature of Science2 Biological Sciences3 Physical Sciences4 Earth/Space Sciences

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SCIENCE

ID Task Description1 Basic Biological Principles/

Chemical Basis for Life2 Bioenergetics/Homeostasis &

Transport3 Cell Growth &

Reproduction/Genetics4 Theory of Evolution/Ecology

BIOLOGYID Task Description

1 Properties & Classification of Matter

2 Atomic Structure & The Periodic Table

3 The Mole & Chemical Bonding4 Chemical Relationships &

Reactions

CHEMISTRY

DIAGNOSTIC CATEGORIES THAT REMAIN UNCHANGED


Alignment of PA Core Standards and Assessment Anchors and Eligible Content to the Mathematics, Reading/Literature, and Writing/English Composition CDTs

•CDT aligned to the PA Core available in the field August 26, 2013 •Review of new CDT items aligned to PA Core by a small group of consultants•CDT field testing embedded ongoing from mid-February through end of May 2013•CDT Data review and items on Learning Progression July 2013

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Learning ProgressionsWhat are Learning Progressions?

– Learning Progressions show the developmental sequences or building blocks of content/skills students need to master as they progress toward career and college readiness.

– The progressions are tied directly to the PA Core Assessment Anchors and Eligible Content.

– The progressions are also tied directly to the Voluntary Model Curriculum (VMC) Units and Lesson Plans and are posted on the SAS Website.

Why are they important? – Assessment Anchors and Eligible Content provide information about what

students should know and be able to do at a given grade/course.– Learning Progressions show how learning within a diagnostic category,

based upon the Assessment Anchors and Eligible Content, develops across grades, not just within a given grade/course.

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PA Core Learning Progressions for Math, Reading, and Writing

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Writing-English Composition Learning Progressions with Eligible Content Mathematics Learning Progressions with Eligible Content

Reading-Literature Learning Progressions with Eligible Content

• Formatted for 11x16 poster production• Grade 3 through the Keystone Modules• VMC alignment indicated by the white dots in the EC cells

Resource: SAS www.pdesas.org Materials and Resources Learning Progressions


Teachers Discuss Preparations for One to One Conferencing

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Video 2 - Preparing Students - Two Teachers


Student Metacognition Templates (Grades 6-12 and Content Specific Courses)

Classroom Diagnostic Tools Student Data AnalysisMathematics (Grades 6-12)

Reading (Grades 6-12)Science (Grades 6-12)Writing (Grades 6-12)

Alg. 1Alg. 2

GeometryBiology

ChemistryEnglish Composition

LiteratureGo to eDIRECT https://pa.drcedirect.com 2013-2014 CDT Professional Development

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Two Teachers – Year 2Saucon Valley High School

Saucon Valley School District

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Classroom Diagnostic Tools Diagnostic Categories Skills List for MathematicsGeometry (one sample diagnostic category with skills) The diagnostic category Geometry includes questions about geometric figures and transformations. Students will be asked to demonstrate such skills as:•Determine the area of triangles, special quadrilaterals, or irregular or compound polygons•Determine the volume of right rectangular prisms•Find side lengths or the area of a polygon•Represent three dimensional figures using nets‐•Determine the surface area of triangular and rectangular prisms•Solve problems involving scale drawings of geometric figures•Identify or describe properties of all types of•triangles• Use and apply the triangle inequality theorem• Describe the two dimensional figures that result‐•from slicing three dimensional figures‐•Identify and use properties of angles to write and solve equations•Find the area and circumference of a circle•Solve real world and mathematical problems involving area, volume, and surface area of two and three dimensional objects‐ ‐ ‐•Identify and apply properties of rotations, reflections, and translations•Describe a sequence of transformations that exhibits the congruence or similarity between two congruent or similar figures•Describe the effect of dilations, translations, rotations, and reflections on two dimension figures‐• Apply the Pythagorean theorem or its converse to solve real world and mathematical problems‐

Go to eDIRECT https://pa.drcedirect.com 2013-2014 CDT Professional Development 04/19/23 18


Stages of CDT ImplementationWhere are you?

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INSTRUCTIONAL LEADER(S)

STAGES TEACHERS

Exploration

Installation

Initial Implementation

Full Implementation

Innovation

Sustainability

Adapted from Fixsen, Naoom, Blasé, Freidman, and Wallace (2005)


CDT Professional Development Modules

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Go to eDIRECT https://pa.drcedirect.com 2012-2013 and 2013-2014 CDT Professional Development

Module 1: Why the Classroom Diagnostic Tools?:Building Background Knowledge

Module 2: Analyze the Data:Features of the Diagnostic Reports

Module 3: Assessing Students:Preparing and Motivating Students to Take the CDTs

Module 4: Reflect, Monitor, and Share:Maximizing Student Learning through One-to-One Conferencing Module 5: Analyze, Interpret, Instruct, Reflect/Monitor:CDT Simulations

Module 6: Assess, Analyze, Interpret, Instruct, Reflect and Monitor, Share: Using the CDT Data to Inform the Development of a Specific IEP/GIEP Goal

Module 7: Pre-Assess: Steps for Successful Administration

Module 8: Building Principals Lead the Way for Implementation and Sustainability of the Classroom Diagnostic Tools


CDT – A PDE developed diagnostic tool to support instruction and advance learning

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“Achievement gains are maximized in context where educators

•increase the accuracy of classroom assessments,

•provide students with frequent informative feedback, and

•involve students deeply in the classroom assessment, record keeping, and communication process.

In short, these gains are maximized where teachers apply the principles of assessment for learning.”

Stiggins, 2005


Contacts

Local Intermediate Unit

eDIRECT https://pa.drcedirect.com

CDT Professional Development Co-Leaders:•Cindy Mierzejewski, Berks IU, [email protected]•Bobbie W. Pfingstler, Ed.D., Educational Consultant, [email protected]

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