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Auxiliary Nonpublic School Services
Fall 2015 Administrators’ Meeting November 17, 2015
Today’s Agenda
Welcome & Introductions Act 89 Auxiliary Services Highlights Lunch & Learn – Mobile Marketing Solutions
Courtesy of Talgrace Marketing & Media Update: LIU Cyber Café - On-Line Learning Resources Presentation: Classroom Diagnostic Tools Title III - Language Instruction for Students
with LEP Title IIA – Improving Teacher Quality Title I – Improving Student Achievement Equitable Participation Discussion
LIU 12 Act 89 Auxiliary Services
LIU12 Nonpublic School Services Impact of Budget Impasse
No funds (federal or state) flowing through Harrisburg Act 195/90/35 – Textbook Loan Program Act 89 – Auxiliary Services Title I Title IIA, etc.
LIU Responses Restricted hiring for all new and existing vacant
positions. Restricted purchasing of goods and services (including
capital expenditures) Limited travel to only essentials for delivering services Restricted attendance at professional development
opportunities
Instructional Services
Planned & designed supplemental reading, math, or language- acquisition interventions Based on diagnostic
assessments Informed by applicable
standards and identified essential content.
Monitoring progress and providing updates to parents and school personnel.
Coordinated with but not replacing regular
instruction
Designed to attain specific
goals/standards
Not special education, tutoring, or
homework help
School Counseling
May include individual, small group and classroom-based guidance services Focused on academic, career, and
personal/social development Targeted individual and/or small
group counseling as needed. Designed in collaborate with school
team(s) to support to families and faculty and serve as a bridge to community resources
Parents should be informed of services
& topics (secular only)
Requires parental consent for targeted
services
Speech and Language
Providing developmentally-appropriate speech/language services to identified students Based on screening and
assessment to identify students with qualifying needs
Typically offering one session per week through Act 89
Addressing developmentally-appropriate speech/language issues including articulation, fluency, language, etc.
Not substituting for special education
services
Psychological Services
Act 89 services may include: Consultation between
psychologist, administrator, teachers and parents To identify strategies, interventions
and/or accommodations to help a student succeed in his/her regular nonpublic school educational setting
Targeted evaluation of student’s learning strengths & needs As deemed appropriate by the
psychologist, in consultation with the school administrator
With written parental consent Does not include the application of a
disability label or need for specialized instruction under IDEA
Requested by school, based on identified educational need
Refer parents to EP for disability
determination…
…or to school district to determine special
education options
General Considerations
Cannot be a condition of student admission
Act 89 ServicesSchools request……parents consent
Cannot replace roles of the school: - Differentiation in the classroom- Broad screening / benchmark
testing - Issuing discipline or grades- Supervision of classrooms
Summary - Act 89 Auxiliary Services2014-2015
Auxiliary Service # Schools # Staff # Students
Remedial Reading (with Title I) 22 12 311
Remedial Math 17 11 161
ESL Services 6 3 30
Enrichment Services 3 3 10
Counseling Services 18 8 2491
Speech/Language Services 27 4 204
Psychological Services 6 2 (.4 FTE) 12
Testing 16 n/a 2039
…LUNCH & LEARNMs. Jill BeranRepresentative
LIU On-Line Learning Resources
Mr. Alan MooseSupervisor, On-Line Learning
Lincoln Intermediate Unit 12
LIU 12 – Educational Services
Carrie Soliday, D. Ed.Professional Development Specialist Division of Educational ServicesLincoln Intermediate Unit 12
Classroom Diagnostic Tools (CDT)
Classroom Diagnostic Tools
Module Eight: Building Principals Lead the Way
for Implementation and Sustainability
of the Classroom Diagnostic Tools
Created by the Classroom Diagnostic
Tools Core Team
Tom Wolf, Governor
Pedro A. Rivera
Secretary of Education
Background on the CDT Modules
The Classroom Diagnostic Tools (CDT) are a set of online assessments, divided by content area, designed to provide diagnostic information in order to guide instruction and intervention. The CDT reporting system is fully integrated in the Standards Aligned System (SAS). It assists educators in identifying student academic strengths, and areas in need of improvement, by providing links to classroom resources.*Reports provide a snapshot of how students are performing in relation to the Pennsylvania Assessment Anchors & Eligible Content and Keystone Assessment Anchors & Eligible Content.*The diagnostic reports link to targeted curricular resources and materials, including units and lesson plans found within the SAS system.
The CDT goes beyond focusing only on What students should know and be able to do at a particular grade and/or course. It also provides a snapshot of How and Why students may still be struggling or extending beyond the grade and/or course Eligible Content. The CDT helps identify and provides suggestions for “next steps” in student academic development.
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Description
This module will provide building principals with a clear understanding of how to lead the implementation and sustainability of the Classroom Diagnostic Tools to support the instructional strengths and needs of students in grades 3-12 across the Commonwealth.
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CDT and SAS
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Pennsylvania Assessments
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Diagnostic Formative Benchmark Summative
PurposeGuide instruction specifically
targeted to meet students’ strengths and needs
Inform ongoing classroom instruction so that
adjustments to instruction can be made
Determine how well students are progressing toward
demonstrating proficiency on a set of designated grade-level curriculum content standards
Determine the degree to which students have mastered a designated set of curriculum
content standards
Impact on Instruction
Tools that provide alignment to units, lesson plans, and other resources based on
students‘ strengths and needs
Classroom-based activities integrated into instruction and
learning with teachers and students receiving frequent
feedback
Low-stakes assessments used to predict how students will
do on the high-stakes summative assessments
Assessments used for accountability
Intended Users of the Results
Students, parents, and educators
Students, parents, and educators
Students, parents, and educators
Educators, parents, public at large, anddistrict personnel
ExamplesClassroom Diagnostic Tools
(CDT)Teacher-created diagnostics
Teacher-selected Classroom assessments
Response cardsWhite boards
Random selection
AcuityAssess2Know
4-Sight
PSSAKeystone Exams
ACCESS for ELLsEnd of Unit/Chapter Tests
District End of Course Exams
Type of Information Provided
Provides a more complete picture of a student’s or group
of students’ strengths and needs so that instruction can
be targeted
Provides feedback related to a specific unit or lesson so that
feedback can be used to inform classroom instruction
and learning during the teaching/learning process
Provides 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
Provides information on students’ mastery of a given
set of content standards
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CDT Overview
The Pennsylvania Classroom Diagnostic Tools (CDT) is a set of online tools designed to provide diagnostic information in order to guide
instruction and provide support to students, teachers and administrators.
• Available to students in grades 3 through high school• Online assessments delivered in a Computer Adaptive Test
(CAT) format• Multiple-choice (MC) items• Multiple assessments per year• Real-time reporting• Reports dynamically linked to curriculum resources in SAS
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CDT Overview (continued)
• Assesses content in Math, Science, and Literacy (Reading and Writing)
• Single assessment consists of approximately 50-60 items and can be completed in 45-90 minutes– Test ticket can be Reset to allow students to finish the
next day
• Students should be assigned to an assessment based on their course/grade enrollment.
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What are the available areas for the Classroom Diagnostic Tools?
The CDT is available for:
•PSSA: Math, ELA (Reading & Writing), Science•Keystone Exams: Algebra I, Biology, Literature•Other: Algebra II, Chemistry, Geometry, English Composition
The CDT Cycle
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What Reports Are Available to the Teacher Immediately after the Students take the CDTs?
Group Map
Individual Map
Individual Learning Progression Map
Group Learning Progression Map
Group Diagnostic Map – Grade 4 Reading
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Group Diagnostic Map – Grade 4 ReadingSingle Diagnostic Category
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Student Diagnostic Map – Grade 4 Reading
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Individual Learning Progression Map – Grade 4 Reading
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Learning Progression Activity- Grade 4 Reading
CDT Learning Progression MapExample 1
Eligible Content
M5.B.1.1.1 Select the appropriate unit for measuring weight (mass), capacity, length, perimeter and area.
M5.B.1.3.1 Estimate which polygon (shown on a grid) has a greater perimeter or area (compare either area to area or perimeter to perimeter).
M5.B.1.3.2 Estimate the area of an irregular figure shown on a grid
M8.B.2.1.2 Determine the measurement of one interior angle of a regular polygon (3-8 sided polygons, formula provided on the reference sheet).
M7.B.2.1.2 Find the circumference and/or area of circles (formulas provided on the reference sheet).
Group Learning Progression Map – Grade 4 Reading
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Brainstorm Activity
What are the benefits of the Classroom Diagnostic Tools for teachers, students, parents/guardians and administrators?
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Why should the Classroom Diagnostic Tools be used?
Benefits for Students: • Provides specific and timely feedback designed to support student
learning• Builds efficacy by bringing students into the process of their own
learning• Promotes goal setting by involving students in the learning process• Provides students with opportunities to demonstrate their knowledge
and skills• Promotes partnering with teachers (e.g., one-to-one conferencing)• Ensures that follow-up instruction is meaningful and aligns with
student learning expectations
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Why should the Classroom Diagnostic Tools be used?
Benefits for Teachers: • Promotes teaching and collaboration with students, parents/guardians, and others• Provides immediate access to diagnostic reports about student strengths and areas of
need• Promotes teacher understanding of student strengths and areas of need throughout the
year• Allows monitoring of student achievement to guide ongoing planning and instruction• Guides individual as well as flexible grouping of students to target instruction• Provides immediate access to SAS resources to support whole group, small group, and
individual instruction• Provides opportunities for teachers to reflect, collaborate, and match instruction to
student need
Rather than being another mechanism of reporting information about student performance, the CDT is an integral part of the constructive process involving teaching and learning.
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Why should the Classroom Diagnostic Tools be used?
Benefits for Parents/Guardians:
• Promotes collaboration with students, teachers, and others• Promotes conversation and understanding regarding student strengths and areas
of need throughout the year• Provides the opportunity to view and understand their student’s achievement in
a visual representation• Provides access to information linked to SAS resources to support their student’s
learning at home• Enhances the partnership among the student, teacher, and parents/guardians
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Why should the Classroom Diagnostic Tools be used?
Benefits for Administrators: • Defines an assessment resource to teachers to provide
diagnostic information in order to guide instruction and provide support to students and teachers
• Promotes shared leadership to encourage the CDT administration as part of the school culture
• Informs the design of future professional development for all faculty and within the Induction Plan for mentoring of new teachers
• Allows immediate access to student reports
Implementation Plan
STEP 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: Administer the Online Tutorials
STEP 6: Administer the Online Tools Training
STEP 7: Administer the CDT
STEP 8: Access real-time reports via eDIRECT
STEP 9: Determine instructional plan for student(s)
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What are the Responsibilities of the Classroom Diagnostic Tools for Building Principals?
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Arrange opportunities for professional development for the staff
• Arrange for training for the technology staff through Module 7 or through your local Intermediate Unit or PaTTAN.
• Determine the focus group (s) of your school for training. (i.e. grade level, department, intervention/enrichment groups)
• Arrange for training from your local Intermediate Unit and/or PaTTAN. Work with the CDT contact person in differentiating the professional development to meet the needs of the educators.
• Provide training for teachers in the following areas: how to administer CDT, preparing and motivating students, analyzing and interpreting results, one-to-one conferencing, providing feedback, utilizing the student and teacher data analysis templates, and using CDT data to inform instruction.
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Promote shared leadership among general and special educators, administrators, parents, and students to encourage
the CDT administration as part of the school culture.
• Professional Learning Communities
• Builds district/school community
• Importance of the content
• Student Engagement
• Student pride in work
• Expectations for learning and achievement
Integrate the use of CDT Data in IEP/GIEP development
• Analyze the CDT data to determine areas of strength• Analyze the CDT data to determine areas of need• Based on the CDT data, as well as other assessment data, include specific areas
of strength(s) and need(s) in the Present Levels of Academic Achievement section of the IEP/GIEP
• Link the areas of need with corresponding specific skills in the Pennsylvania Core Standards found in the SAS portal
• Use the CDT data, along with other assessment information, to develop student IEP/GIEP goals– Target the areas of need written in the Present Levels of Academic
Achievement section of the IEP/GIEP to create an appropriate student goal– Check that the goal is aligned to the skills targeted in the Pennsylvania Core
Standards• Ensure that the student who is in attendance at the IEP/GIEP team meeting
provides his/her input into goals as they are developed
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• Student maps report performance on grade level standards
• CDT drills down to level of eligible content• IEPs/GIEPs are developed to reflect goals developed
from eligible content at grade level and instructional level
• Link to SAS Materials and Resources assist in addressing strengths and areas of need
• Used to monitor progress relative to standards and learning progressions
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Provide resources to IEP/GIEP teams that support the mastery/enrichment of grade level standards
Develop a schedule for administrating the CDT
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• CDT is part of the district/school calendar
• Prepare prior to the beginning of the school year
• CDT testing schedule and logistics should be reviewed with the school community
• Ensure the designated technology staff prepares for the deployment of CDTs
Utilize the LEA Technology Readiness Checklist for Deploying Online Assessments. Go to DRC website: https://pa.drcedirect.com/ Click on Documents. Under Administration click on drop-down to most current year for Classroom Diagnostic Tools. Under Document Type click on drop- down for Technology. Click on Technology Readiness Checklist PDF or Word.
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Monitor the administrations of the CDT and see immediate access to reports
• Communicate expectations to teachers and students of CDTs before, during and after testing
• Provide reminders of CDT testing schedule and logistics
• Ensure teachers are accessing real-time reports and using all four maps
• Meet with teachers and students to gather feedback on general testing strengths and concerns in preparation for future testing
• Communicate feedback gained to parents in the form of a newsletter, webpage notifications, face-to-face presentation, and/or notes to parents.
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Observe the process through walk-throughs to see the impact on instruction/one-to-one conferencing
Why Use Classroom Walkthroughs? • Awareness of new teachers catching on• Development of the team of teachers and administrators awareness of instruction, assessment, and
student motivation and achievement• Establishment of principals as campus leaders and instructional mentors, influencing teaching,
learning, assessment and ongoing school renewal• Awareness from the students that both administrators and teachers value instruction, assessment,
and learning.• Increased principal awareness of what is happening in classrooms• Increased awareness of the school’s curriculum, types of assessments, and teachers’ instructional
practices• Opportunity to gauge the climate of a school (Are students engaged?) • Better principal understanding of curriculum gaps and inconsistencies captured from multiple
assessments• Better principal understanding of professional development needs• Improvement in the quality of student work and demonstration of self-efficacy• Improved quality of conversations about instruction and assessment• Development of a common language around instruction and assessment• Increased understanding of use of one-to-one conferencing to improve student goal-setting
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Observe and participate in data team meetings as an indicator of the teachers’ use of the CDT cycle
Principals need to:
•Set expectations •Find and structure time •Model engagement in the process •Monitor process and end products •Recognize / showcase Principals must address the following questions: •How and how often do you expect these teams of teachers to collaboratively plan and examine evidence of student learning from one CDT assessment to the next? •How can you communicate these expectations and the high priority you place on it? •What do you want the end product(s) to look like? •How can teachers demonstrate that they have used the information from the maps to make the kinds of instructional decisions that would result in improved student achievement?
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Provide opportunities for teachers to reflect, collaborate and match instruction to student needs
• Establish professional learning communities to advance reflection, collaboration, and enrich intervention/enrichment
• Set protocols for reflection
• Establish the teacher-leader
• Promote use of multi-measures to determine intervention/enrichment to meet student needs
• Establish a student template for students to review maps and set goals
• Establish a teacher template to record action
• Share record of action with parents
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The Framework for Teaching:Components of Professional Practice
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing 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
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The Framework for Leadership Effectiveness
Domain 1Strategic/Cultural Leadership:
Components included in Domain:
a. Creates an Organizational Vision, Mission, and Strategic Goals
b. 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 2Systems Leadership:
Components included in Domain:
a. Leverages Human and Financial Resourcesb. Ensures a High Quality, High Performing Staffc. Complies with Federal, State, and LEA
Mandatesd. Establishes and Implements Expectations for
Students and Staffe. Communicates Effectively and Strategically f. Manages Conflict Constructivelyg. Ensures School Safety
Domain 4Professional and Community
Leadership:Components included in Domain:
a. Maximizes professional responsibility through Parent Involvement and Community Engagement
b. Shows Professionalismc. Supports Professional Growth
Domain 3Leadership 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
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Contact Information
DRC Pennsylvania Customer Service TeamPhone: 1-888-551-6935
Fax: 763-268-2567Email:
CDT Core Team
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Cindy Shaffer Westmoreland Intermediate Unit 7
Andrea Ellis Pittsburgh PaTTAN [email protected]
Bobbie Pfingstler, Ed.D. Educational [email protected]
Carrie Soliday Ed.D.Lincoln Intermediate Unit 12
Charlie Wayne Pennsylvania Department of Education
Dan RichardsBerks County Intermediate Unit
David Bauman Pennsylvania Department of Education
Deedra ArvinData Recognition Corporation
Diane Funsten King of Prussia PaTTAN [email protected]
Jared CampbellHarrisburg PaTTAN
Kevin MauroPennsylvania Department of Education
Marianne DudekKing of Prussia PaTTAN
Pam HermannData Recognition Corporation
Pam Kastner Harrisburg PaTTAN
Patty McDivitt Data Recognition Corporation
Rich Maraschiello, Ph.D. Pennsylvania Department of Education
Shaundra Sand Data Recognition Corporation
Kate LangeChester County Intermediate Unit 24
Brian [email protected]
Allegheny Intermediate Unit 3
Wyatt Garnett III Data Recognition Corporation
Donna LloydColonial Intermediate Unit 20
Title III - Language Instruction for Students with Limited English Proficiency
Francine DutrisacStaff Developer, Educational ServicesLincoln Intermediate Unit 12
Title IIA - Professional Development
Title II, Part A, is a 100% Federally funded supplemental educational program that provides financial assistance to improve the skills of teachers and the quality of instruction in core academic subjects in public and private elementary and secondary schools.
Title IIA - Professional Development
Professional Development Opportunities Conferences or workshops School-wide PD activities Graduate courses
Title IIA Allocations Currently available funds – 2014-15 carryover Pending funds – 2015-16
normally receive in August
Title IIA - Professional Development Reminders
LIU 12 cannot reimburse Nonpublic schools
Submit all requests prior to the event Questions?
Title I – Improving Academic Achievement of Disadvantaged Students
A federal supplemental education program that provides financial assistance to school districts to improve
educational opportunities for educationally-disadvantaged students*
*Including eligible students attending participating nonpublic schools (via services, not direct funding)
Economic need
Academic need
drives funding
drives services
Title I Services in Nonpublic Schools:
May include: Supplemental instruction
for districts’ academically- eligible nonpublic students
Professional development* for teachers of Title I
students Parent Involvement*
* If district allocations are sufficient to require set-asides
Require: Nonpublic family income
eligibility determination to set aside funds
School district determination of nonpublic student academic eligibility
Periodic monitoring/audit by PDE Federal Programs and/or USDOE
Equitable Participation
Connie Mulligan & Lisa Gerber-EckardConsultants, Equitable Participation
Lincoln Intermediate Unit 12
Auxiliary Nonpublic School Services Act 89 , Title I & Title IIA Services
Spring 2016 Meeting: April 28, 2016
