classroom diagnostic tools training 9.23.14

Classroom Diagnostic Tools

Train the Trainer for Teacher Utilization of Classroom Diagnostic Tools

Grades 3-122014-2015 Facilitators:

Jimmy Strand & Nick Paolini

Tom Corbett, Governor

Dr. Carolyn Dumaresq, Acting Secretary of Education

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Jimmy [email protected]

Nick [email protected]

•Participants…•Housekeeping

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Introductions and Welcome

mailto:[email protected]



Today’s Resources

http://bit.ly/IU5CDTs

CASE SENSITIVECASE SENSITIVE

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http://bit.ly/IU5CDTs


Students enter our classes with many skills, abilities, competencies, educational goals, and future plans. We continually try to unearth and understand the complexity of students’ experiences and development.

Having clarity about our students’ strengths allows us to make thoughtful decisions about what we need to teach in a given year and keeps us focused on specific goals. It also helps students to find value in what we are doing, as they are able to see how our teaching is aimed at developing their abilities in an explicit way.

Schnellert, Datoo, Ediger, and Panas, Pulling Together, 2009.

Students Enter Our

Classrooms…

4

Pick a “Golden” phrase or word that resonates with you.

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Agenda• CDT and SAS• Pennsylvania Assessments• CDT Overview• CDT Reports and Live Demonstration• Implementation Plan• Benefits for Students, Teachers, Parents/Guardians, and

Administrators• Plan for Roles and Responsibilities • Eight CDT Professional Development Modules• Debrief

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Introduction and Objectives

Welcome to the IU5

Provide general information about the Classroom Diagnostic Tools (CDT) and

provide a plan for successful implementation into an educational

system. 04/10/23 6

Essential Questions

• What are the Classroom Diagnostic Tools (CDTs)?

• How were Pennsylvania educators involved in the development of the Classroom Diagnostic Tools?

• Why should the Classroom Diagnostic Tools be used?

• Who are the target students/groups?

• How often should the Classroom Diagnostic Tools be administered?

• Who might use the Classroom Diagnostic Tools and for what purpose?

• Is there flexibility in scheduling the administration of the CDT? 7


eDIRECT: CDT User Guides and Other Information

• CDT User Guides and other important information is available online via PA eDIRECT – Go to General Information and choose Documents. – Select 2013/2014 Classroom Diagnostic Tools

https://pa.drcedirect.com

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8 Professional Development Modules on eDIRECT

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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


Helpful Documents on eDIRECT

Documents1. Go to https://pa.drcedirect.com

2. Go to General Information.

3. Click on Documents.

4. Dropdown to Administration. Select the most current year for CDT.

5. Dropdown to Document Type. Click on All.

6. On a sticky note, write 5 documents you located that would help you as an educator.

7. After 10 minutes, share what you found with your elbow partner.

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CDT and SAS

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Pennsylvania Assessments

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What are the similarities and differences between Benchmark Assessments and Diagnostic Tools?

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Benchmark Diagnostic


What are the similarities and differences between Benchmark Assessments and Diagnostic Tools?

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Benchmark DiagnosticGrade-level specific

Measures content at the reporting category level for reading and math

Students do not receive direct, formative feedback

Class tool

Provides current level of performance

Identifies areas of strengths and needs across grade levels and subject areas

Individual/small group measurement tool

Results need to be used Can be given no

more than 5 times a year

Informs instructional process

Forces us to ask more questions

Results may be used to establish student goal setting

Results support goal-setting

Most lessons to support eligible content for strengths and areas of need are available on SAS

Diagnosis of student strengths and areas of need at instructional level

Administered throughout the school year

Process of regularly collecting, summarizing, and analyzing information to guide development, implementation, and evaluation of instruction

Answers the question, What?

Answers the questions, What?, Why?, and How?

Summary report

Computer-adaptive tool based on a vertical scale that spans content from grades 3 to high school/course

Fixed form -- everyone takes the same assessment at a given grade level

Provide effective feedback

Provides a standards-aligned benchmark

Provides an estimate of student performance on a summative assessment

Students may be tested on material not formerly taught

Group measurement

Share with parents

Supports differentiated instruction within RtII Tiers 1 , 2 and 3


AGREE or DISAGREE Activity: What are Classroom Diagnostic Tools?

Agree Disagree Statement

1. Classroom Diagnostic Tools are classroom-based activities integrated into instruction and learning with teachers and students receiving frequent feedback.

2. Classroom Diagnostic Tools provide a more complete picture of a student or group of students strengths and areas of need so that instruction can be targeted directly at meeting student needs.

3. Results from the CDT provide information on the degree to which students have mastered a given concept or how students are progressing toward demonstrating proficiency on grade-level content standards.

4. Examples of a CDT include Keystone Exams, PSSA, and Access for ELLs.

5. Results from the CDT should be used for report cards.

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Classroom Diagnostic ToolsBENCHMARK, DIAGNOSTIC, or BOTH? Directions: Each of the statements below is a characteristic of a Benchmark assessment (think 4 Sight or Study Island), a Diagnostic assessment (specifically the CDT) or both. Circle the appropriate answer.DESCRIPTOR: Benchmark Diagnostic Both

1. Results inform instructional practice Benchmark Diagnostic Both

2. Grade/Course-level specific Benchmark Diagnostic Both

3. Administered throughout the school year Benchmark Diagnostic Both

4. Gives information in regards to mastery of grade-level standards Benchmark Diagnostic Both

5. Gives immediate results of student performance Benchmark Diagnostic Both

6. Suggests instructional strategies that will help individual students Benchmark Diagnostic Both

7. Answers the question “what” - What standards have the students achieved? What standards have not yet been met?

Benchmark Diagnostic Both

8. Answers the questions “what,” “why,” and “how”. What standards have the students achieved? How learning within a diagnostic category develops across grades. Why a student is achieving by breaking benchmarks across the learning progressions into fundamental skills and analyzing patterns of achievement across multiple measures.


9. Predicts success on the PSSA Benchmark Diagnostic Both

10. Can be given up to (but not more than) five times per year

11. Results give a proficiency level Benchmark Diagnostic Both

12. Students may be tested on material not formerly taught Benchmark Diagnostic Both

13. A no cost assessment for PA LEAs Benchmark Diagnostic Both

14. Supports differentiated instruction within MTSS (RtII) Tiers 1, 2 and 3 Benchmark Diagnostic Both

15.. Quarterly formative assessments for grades 3 to 8. These assessments were created specifically to mirror the content and look of the PSSA. They are intended to provide a quick estimate of how students would perform on the PSSA if the state test were administered on the same day.


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Tier 1 Tier 1 Standards aligned instruction for

ALL Students

Tier 2Tier 2Strategic & Targeted

Interventions forSOME students

Tier 3Tier 3Interventions

For a FEW students

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A Multi-Tiered System of Support (MTSS)

Response to Instruction and

Intervention (RtII)


Supports differentiated instruction within Multi-Tiered System of Support (MTSS) (RtII) Tiers 1, 2, and 3

• The CDT represents a standards-aligned classroom diagnostic tool that may be used to support differentiated instruction within Tiers 1, 2, and 3.

• The CDT is a powerful tool for monitoring student progress relative to standards and learning progressions.

• The CDT is not a form of curriculum-based measurement; it is a classroom diagnostic measure.

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CDT Overview

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Relying on your table’s experiences and knowledge, write down on sticky notes as many terms or phrases that come to mind when you hear:


CDT OverviewWhat are the Classroom Diagnostic Tools?

The Pennsylvania Classroom Diagnostic Tools (CDT), a computer adaptive test (CAT), is a set of online tools designed to provide diagnostic information in order to guide instruction and provide support for students and teachers. These tools (available at no cost to districts) are fully integrated and aligned with the Standards Aligned System (SAS) and will assist educators in identifying students’ academic strengths and areas of need, providing links to classroom resources.

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The CDT Cycle

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CDT OverviewCDT OverviewWhat are the Classroom Diagnostic Tools?

The CDTs are:The CDTs are:•Offered to students in grades 3 through high school.•Available for use in the classroom throughout the school year on a voluntary basis.•Based on content assessed by the Keystone Exams and the Pennsylvania System of School Assessment (PSSA). •Composed of multiple-choice items.•Delivered as an online computer adaptive test (CAT), ensuring valid and reliable measures of a student’s skills while minimizing testing time.•Designed to provide real-time results for students and teachers with links to Materials and Resources in SAS.

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CDT OverviewCDT OverviewWhat are the Classroom Diagnostic Tools?

The CDTs areas are:The CDTs areas are:Mathematics Lower Grades

MathematicsAlgebra I & II

GeometryScience Lower Grades

Science Biology

ChemistryReading Lower Grades

Reading/Literature Writing Lower Grades

Writing/English Composition2304/10/23


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CDT Overview How Scale Scores are Derived?

• Students’ scores are converted into scale scores rather than points correct or raw scores

• Scales scores are transformed raw scores that allow for valid comparisons across students, grades, and administrations, but only within the same subject

• Scales scores take into consideration that fact that some questions on the test are more difficult than others

• CDT Minimum scale score of 200• CDT Maximum scale score of 2000• The CDT scale scores do not correspond to PSSA and Keystone

Exams and should not be compared.

Note: Item Response Theory (IRT), specifically the Rasch model, is used to determine the student’s raw score


Reading / Literature


Science


Writing/English Composition


Math


CDT OverviewHow were Pennsylvania educators involved in the development of the Classroom Diagnostic Tools? The development of the Classroom Diagnostic Tools involved committees of Pennsylvania educators who were convened to

• ensure alignment of the items to Assessment Anchors and Eligible Content.

• approve all questions included in the CDT .• approve all units and lesson plans aligned to the Assessment

Anchors and Eligible Content linked to the CDT reports.

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How often should the Classroom Diagnostic Tools be administered?

The CDT could be administered to students three to five times per school year based on student needs and analysis of data. •The maximum number of administrations is five per CDT per school year. •The recommended time between each administration is 5–6 weeks.

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Is there flexibility in scheduling the administration of the CDT?

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Yes, there is flexibility in scheduling the administration of the CDT.

•Teachers have the ability to schedule the CDT over a number of days to plan for students’ needs such as fatigue, daily schedule, and accommodations Since this is a CAT, students don’t all receive the same number of questions.

•The CDT is untimed.

•Students can pause and exit the test. Activity: At your table brainstorm possible schedules for your students to take the CDTs. One person per table will report out your suggestions.


Brain Break!Brain Break!

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Live Demonstration

“Navigating” Algebra 1

Group MapIndividual Map

Individual Learning Progression MapGroup Learning Progression Map

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Learning Progressions• 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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CDT Learning Progression Map• The CDT includes a report tied directly to Learning

Progressions. • This report:

– provides a scrollable vertical map showing how a student’s learning progresses for each diagnostic category across grades and/or courses.

– helps teachers plan targeted instruction by providing a visual snapshot of how the student is progressing.

– includes information as to whether the student is• still struggling to master foundational content and/or • moving forward with more advanced content.

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CDT Learning Progression Map• This report also

– shows exactly which Assessment Anchors and Eligible Content is measured by each CDT item or items the student answered correctly or incorrectly.

– provides a sample item of average difficulty for each Assessment Anchor as defined by the Eligible Content.

– provides teachers with the most efficient and direct way to find units and lesson plans in SAS directly tied to Eligible Content.

– links directly to additional materials and resources in SAS.

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Learning Progression Maps• Why are they important?– They provide information concerning what the student(s) should know,

and be able to do, at a given grade/course as represented by the Assessment Anchors and Eligible Content.

– The maps provide a view of how learning may take place within a diagnostic category and the information may suggest a “trend” which can highlight:

• where a student is still struggling with a foundational skill/concept introduced at an earlier point in the progression

• where a student is extending beyond what he or she is expected to know and be able to do at a given grade/course

• opportunities for targeted instruction

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Individual Learning Progression Map – For Reading (SAS)

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Diagnostic Categories

Let’s review the similarities and differences between the Diagnostic Categories for the following Map Configurations:•Mathematics•Reading •Writing•Science

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Diagnostic Categories–Mathematics

• Map Configurations for Mathematics

o Mathematics Grade 3 Lower Grades



o Mathematics Grade 6o Mathematics Grade 7o Mathematics Grade 8o Algebra Io Algebra IIo Geometry

Mathematics Grade 4

Algebra I

Algebra II

Geometry

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Diagnostic Categories–Reading/Literature

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• Map Configurations for Literacyo Reading Grade 3

Lower Gradeso Reading Grade 4

Lower Gradeso Reading Grade 5

Lower Gradeso Reading Grade 6o Reading Grade 7o Reading Grade 8o Literature

Literature

Reading

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Diagnostic Categories – Writing/English Composition

• Map Configurations for Literacyo Writing Grade 3 Lower

Gradeso Writing Grade 4 Lower

Gradeso Writing Grade 5 Lower

Gradeso Writing Grade 6o Writing Grade 7o Writing Grade 8o English Composition

Writing

English Composition

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Diagnostic Categories–Science

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• Map Configurations for Science

o Science Grade 3 Lower Grades



o Science Grade 3 – 5o Science Grade 5o Science Grade 6o Science Grade 6 – 8o Science Grade 7o Science Grade 8o Science High Schoolo Biologyo Chemistry

Science

Biology

Chemistry

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Group Activity - Simulation• Divide into groups and complete an interactive

simulation while looking at CDT data.– Grade 4 Science, Writing, Reading, Math– Grade 7 Science, Writing, Reading, Math– Literature– English Comp, Algebra 1, Biology

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Challenge• In the notes portion of each simulation are

key questions.• Please record those answers in your packet.• Identify (2) interventions/instructional

practices that could be implemented based upon CDT data.

• Please be prepared to show insight into your data analysis.

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Implementation PlanSTEP 1: Contact PA Customer Service for initial system setup

STEP 2: Complete the eDIRECT user setup process

STEP 3: Complete PA Online Assessment software installation

STEP 4: Complete the Test Setup process

STEP 5: Prepare Students to Take the CDT Administer the Online Video Tutorials Administer the Online Tools Training Review the Grade Level Content Skill Pamphlets Review the Metacognition Templates

STEP 6: Administer the CDT

STEP 7: Access real-time reports via eDIRECT

STEP 8: Determine instructional plan with student(s) Prepare for One to One Conferences

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Roles and ResponsibilitiesDistrict Technology Coordinator• Attend DRC Technology Coordinator training• Create communication plan with DTC to support

STCs and TAs • Ensure that all computers used for testing meet

minimum requirements and are configured to support online testing

• Coordinate installation of the student interface testing software

District Assessment Coordinator (DAC)

• Attend DRC Test Coordinator training• Access eDIRECT for User Guide and training

materials• Create and distribute communication plan to all

STCs before testing• Assist in the coordination of software installation• Set up PA eDIRECT accounts for all STCs• Provide training to STCs• Coordinate the management of student, teacher,

and class data in the Test Setup system

School Assessment Coordinator (SAC)• Assist in the coordination of software installation• Attend DTC-led Test Coordinator training• Access eDIRECT for User Guide and training materials• Provide support and training to teachers• Assist DTC in the management of student, teacher,

and class data in the Test Setup system• Create Student Groups (classes) for teachers utilizing

the CDT

Teachers/Test Administrators (TA)• Access eDIRECT for User Guide and training materials• Attend Professional Development training• Create and manage Test Sessions for students who will

be taking the CDT• Coordinate the administration of the CDT to students• Prepare students to take the CDT• Conduct one-to-one student conferences• Monitor and manage the testing environment• Access and utilize the real-time reporting tools • Determine the instructional plan with students

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Implementation PlanSTEP 1

Contact PA Customer Service for initial system setupNew user

PA Customer Service1-888-551-6935

[email protected]

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Complete the eDIRECT user setup process• PA Customer Service will set up user accounts for Local Education

Agency (LEA) level users.• All new LEA level users will receive a system-generated email.• District users will be granted rights to add all other required users

to eDIRECT (i.e., Technology Coordinators, School Test Coordinators, and Teachers).

• New users will then be able to access eDIRECT, log on, and set up accounts.

• It is the responsibility of the District Assessment Coordinator to coordinate the management of updating authorized users.

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Complete PA Online Assessment software installation

• Technology Coordinators log on to eDIRECT to access the software downloads.

• Technology Coordinators should download software to all school computers that will be used to administer the CDT.

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Complete the Test Setup process

• Test Coordinators access eDIRECT Test Setup to verify/manage student and teacher data and set up Student Groups (classes) for all teachers using the CDT.

• Teachers access eDIRECT Test Setup and set up Test Sessions for all students who will be taking the CDT.

• Teachers or Test Administrators print Student Test Login Tickets before students enter the computer lab.

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Implementation Plan STEP 4

Complete the Test Setup Process: Student Login Summary

Student Test Login Tickets are secure materials and must be treated appropriately. They provide a list of students who are registered as part of this Test Session to participate in the assessment.

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The Test Setup Process: Student Login Summary

Prior to Testing 1.Review the Student Login Roster to ensure all students scheduled to test have a login ticket and that all student information is correct, including accommodations, if applicable for the assessment . 2.If students are missing from the Student Login Roster, make the proper adjustments to the Test Session specified above and reprint the Student Login Tickets.3.If a student is missing or has been incorrectly assigned an accommodation, notify your school test coordinator and reprint the Student Login Tickets.4.If student information is incorrect, make note of it and notify your School Test Coordinator.5.Separate Student Login Tickets.

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The Test Setup Process: Student Login SummaryWhen Students Are at Their Computer Stations1.Distribute the Student Test Login Tickets to the students. 2.Ensure that the students with accommodations notes on their Student Login Tickets are seated at a computer that has been setup to handle accommodations.3.Instruct the students to login to their assessments using the Username and Password on their Student Login Tickets.

When Students Are Finished Testing1.Collect all Student Login Tickets after students have completed testing and destroy them along with the Student Login Roster.

Note: The Username on the Student Login Ticket is the student’s PA Secure ID and can be used to verify that students receive the correct Student Login Ticket.

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The Test Setup Process: Student Login RosterAdministration Name: 2013/2014 Classroom Diagnostic ToolsTest Session Name: Training Grade 4 MathematicsContent Area: MathematicsAssessment Name: Mathematics Lower GradesTest Window: 2/26/2014 to 8/1/2014

Form Student Name PAsecureID Local Student ID Username Password Accommodations

GINA BAKER 7040542749 7040542749 DUST0168 AVI JON GONZALES 7567761424 7567761424 SURE4418 AU

LINDA MORENO 8869256073 8869256073 BALL6328

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Implementation Plan

STEP 4 The Test Setup Process: Student Test Tickets

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2013-2014 Classroom Diagnostic Tools

GINA BAKERMathematics Lower GradesUsername: 7040542749Password: DUST0168Accommodations: AVI 2013-2014 Classroom Diagnostic Tools

JON GONZALESMathematics Lower GradesUsername: 7567761424Password: SURE4418Accommodations: AU

2013/2014 Classroom Diagnostic Tools

LINDA MORENOMathematics Lower GradesUsername: 8869256073Password: BALL6328Accommodations:


Accommodations and Universal Design for Learning Using

the Classroom Diagnostic Tools

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Accommodations Screen Shot

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Accommodations in the CDT Software Tools

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Online Accommodations– Grades 3, 4, and 5

Contrasting Text Chooser (All Colors and Subjects)

Contrast Chooser (All Colors and Subjects)Audio (Mathematics, Science)

Audio for Visually Impaired (Mathematics, Science, and Literacy)


Universal Design for Learning for ALL STUDENTS

CDT Technology Tools that Support UDL Pointer

Cross-off HighlighterSticky NoteMagnifierLine GuideCalculatorReferences

Pause

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Prepare Students to Take the CDT Administer the Online Video Tutorials

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Administer the Online Video Tutorials

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Online tutorials can ALSO be accessed via eDIRECT:1. Log on to eDIRECT – https://pa.drcedirect.com.2. Click on Test Setup and select General Information.3. Select the Test Tutorials tab and click on the Play

Tutorial icon in the Action column to access the tutorials.

https://pa.drcedirect.com/



Administer the Online Video Tutorials

•District and School Test Coordinators, Teachers, and Test Administrators should view Tutorials prior to administering assessments.•Teachers or Test Administrators must schedule time for students to view the PA Online Video Tutorials. It is highly recommended to show the Video Tutorials to the entire group. •Students view the tutorials to become familiar with the PA Online Assessment software prior to testing.

– Ensure students view the tutorials specific to the subject in which they are participating prior to testing.

– Allow a minimum of 20 minutes to view.– Tutorials can be reviewed as often as needed.

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Administer the Online Tools Training Access the tutorials by double-clicking the PA Online Assessments icon on the computer desktop.

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Administer the Online Tools Training • District and School Test Coordinators, Teachers, and Test

Administrators should take the Online Tools Training (OTT) prior to administering assessments.

• Teachers or Test Administrators schedule time for students to take the OTT.

• Students can practice using the online tools and become familiar with functionality of the software prior to testing. – Ensure students take the OTT specific to the subject in which they

are participating prior to testing.– Allow 15 minutes to work through a single OTT.

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Review the Grade Level Content Skill Pamphlets

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Classroom Diagnostic ToolsImplementation Plan

STEP 5 Review the Metacognition Templates with Students

1. Students think about how they performed.2. Students review results from the Individual Map.

3. Students set their own goals.

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Administer the CDT• Students enter the computer lab.• Students receive a Test Login Ticket.• Students sign in to their assessment and begin testing.

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Access real-time reports via eDIRECT• Teacher logs on to

eDIRECT after students have finished testing.

• Teacher selects Student Group and clicks on Continue.

• Teacher selects Map Configuration

• Report is generated.

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Determine instructional plan with the student(s)• Review reports to determine the Student Strengths to Build On and

Student Areas of Need for each Diagnostic Category defined by the assessment that the student was administered.

• Based on each student’s results, link to Materials and Resources located in SAS.

• Save the materials and resources to profile in SAS. • Utilize materials and resources to guide instruction.

• Prepare for One-to-One Conferencing.

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Classroom Diagnostic ToolsImplementation PlanImplementation Plan

STEP 8 Prepare for One-to-One Student Conferencing

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The Framework for Teaching:Components of Professional Practice

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Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Demonstrating Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy

•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space


The Framework for Principal Effectiveness

73

Domain 1

Strategic/Cultural Leadership:Components included in Domain:

a.Creates an Organizational Vision, Mission, and Strategic Goalsb.Uses Data for Informed Decision Makingc.Builds a Collaborative and Empowering Work Environmentd.Leads Change Efforts for Continuous Improvemente.Celebrates Accomplishments and Acknowledges Failures

Domain 2

Systems Leadership:Components included in Domain:

a.Leverages Human and Financial Resourcesb.Ensures School Safetyc.Complies with Federal, State, and LEA Mandatesd.Establishes and Implements Expectations for Students and Staffe.Communicates Effectively and Strategically f.Manages Conflict Constructively

Domain 4

Professional and Community Leadership:

Components included in Domain:

a.Maximizes Parent and Community Involvement and Outreachb.Shows Professionalismc.Supports Professional Growth

Domain 3

Leadership for Learning:Components included in Domain:

a.Leads School Improvement Initiativesb.Aligns Curricula, Instruction, and Assessmentsc.Implements High Quality Instructiond.Sets High Expectations for All Studentse.Maximizes Instructional Time


What are the benefits of the Classroom Diagnostic Tools for students, teachers, parents/guardians, and administrators?

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Why should the Classroom Diagnostic Tools be used?

Benefits for Students: 1. Provides specific and timely _______designed to support student

learning2. Builds efficacy by bringing students into the ________of their own

learning3. Promotes _____________ by involving students in the learning

process4. Provides students with opportunities to demonstrate their knowledge

and ____________ 5. Promotes partnering with ___________ (e.g., one-to-one

conferencing)6. Ensures that follow-up instruction is ___________ and aligns with

student learning expectations7504/10/23



Benefits for Teachers:

1. Promotes teaching and _____________ with students, parents/guardians, and others

2. Provides _____________ access to diagnostic reports about student strengths and areas of need

3. Promotes teacher ______________ of student strengths and areas of need throughout the year

4. Allows monitoring of student achievement to __________ ongoing planning and instruction

5. Guides individual as well as ______ grouping of students to target instruction6. Provides immediate access to ____________ resources to support whole and small

group and individual instruction7. Provides opportunities for teachers to reflect, collaborate, and ___________

instruction to student needRather than being another mechanism of reporting information about student performance, the

CDT is an integral part of the constructive process involving teaching and learning. 7604/10/23



Benefits for Parents/Guardians:

1. Promotes ______________ with students, teachers, and others2. Promotes ________________ and understanding regarding student strengths

and areas of need throughout the year3. Provides the opportunity to view and understand their student’s achievement in

a ________________ representation4. Provides access to information linked to ________ resources to support their

student’s learning at home5. Enhances the ___________ among the student, teacher, and parents/guardians

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Benefits for Administrators: 1. Defines an _____________ resource to teachers to provide

diagnostic information in order to guide instruction and provide support to students and teachers

2. Promotes __________ leadership to encourage the CDT administration as part of the school culture

3. Informs the design of future ____________ _______________ for all faculty and within the Induction Plan for mentoring of new teachers

4. Allows ______________ access to student reports

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Responsibilities for Administrators:

• Arrange opportunities for professional development for the staff • Develop a schedule for administrating the CDT• Monitor the administrations of the CDT and see immediate access to

reports• Observe the process through walk-throughs to see the impact on

instruction/one-to-one conferencing• Observe and participate in data team meetings as an indicator of the

teachers’ use of the CDT cycle• Provide opportunities for teachers to reflect, collaborate and match

instruction to student needs• Promote shared leadership to encourage the CDT administration as part

of the school culture• Design a professional development within the Induction Plan for

mentoring of new teachers7904/10/23


Four Corners Activity

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Roles and Responsibilities

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Who holds the Shared Leadership for efficient use of the Classroom Diagnostic Tools? You and your team’s responsibility, as a result of this training, is to take the completed activity and meet with your building principal to promote efficient management and use of the CDT.


Action Planning

• Use this time now to review your Action Plan Sequence document– Discuss with others any emails that need to be

sent, people who need to be involved, etc.

• Goal = Leave today with action items to begin implementing CDTs in your system.

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8 Professional Development Modules on eDIRECT

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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


Maximizing Learning Through One-to-One Conferencing

After Assessment and During Learning“The most powerful single modification that enhances

achievement is feedback.” John Hattie


Enhancing Students’ Metacognition Improves Learning

With an elbow partner, review the Classroom Diagnostic Tools Student Data Analysis Template.

Content Areas:Mathematics ScienceAlgebra I BiologyAlgebra II ChemistryGeometry

Reading WritingLiterature Composition

Classroom Diagnostic ToolsHearing from the Teachers: One-to-One Conferencing with CDT Results

Classroom Diagnostic ToolsStudent and Teacher One-to-One Conferencing

with CDT Results


Recommendations for One-to-One Conferencing

Building Background Knowledge

1. When should one-to-one conferencing take place?

2. When should small group conferencing take place?

3. How will you schedule the conference into your teaching period? How often?

4. Who gets to participate in the conference?

5. What will you discuss?

6. What will you do with the remainder of the students while you are conferencing?

7. How long should a one-to-one conference take?

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Recommendations for One-to-One ConferencingBuilding Background Knowledge

8. How will you schedule opportunities for targeted instruction as a result of setting goals from the conference?

9. How will you and your students know they are progressing?

10. Establish questions, such as the following, to ask the student(s) during conferencing:

• When you finished taking the CDT, do you recall an area of need?

• Are there tools, like graphic organizers or manipulatives, you could suggest to me that would help you learn?

• Is there vocabulary you do not understand?

11. Can you suggest other questions?

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Teacher Implementation Talk to the Text

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Preparing Students for One-to-One Conferencing

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Tips for a Successful One-to-One Conference

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Reading the Maps and Preparing for the One-to-One Conferencing•When will you schedule this?

•What kind of questions will you ask?

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SIS/TaC Services

• Distribution of Services

• Requesting Services

• Services Provided

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Enhanced Website

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Bounce Activity

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Next Steps Training: November 20, 2014

at IU5

Topics include: Data Interpretation, 1-to-1 conferencing, Materials and Resources, Instructional

Practices that Work

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classroom diagnostic tools training 9.23.14

Education

classroom diagnostic

classroom diagnostic

diagnostic reportsmodule

cdt simulationsmodule

information cdt user

students strengths

cdt data toinform

motivating students