Classroom Diagnostic Tools 4-13-2011 · specific unit or lesson so that feedback can be used to inform classroom instruction and learning during the teaching/learning process Provides

Classroom Diagnostic Tools

General Overview of the CDT

April 2011

Patricia Wargo Principal

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HAMS Curriculum Leaders Toby Mitchell, Nick Payne, Nancy Shelow


dCDT and SAS

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Pennsylvania Fair AssessmentsPennsylvania Fair AssessmentsDiagnostic Formative Benchmark Summative

PurposeGuide instruction specifically

targeted to meet students’ needs, including students’ strengths and weaknesses

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 curriculum content standards

Impact on Instruction

Tools that provide alignment to units, lesson plans, and other resources based on students‘

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

feedback

Intended Users of the Results

Students, parents, and educators



Educators, parents, public at large, anddistrict personnel

PSSA

ExamplesClassroom Diagnostic Tools

(CDT)Teacher-created diagnostics

Teacher-selected Classroom assessments

Response cardsWhite boards

Random selection

AcuityAssess2Know

4-Sight

Keystone ExamsACCESS for ELLs

End of Unit/Chapter TestsDistrict End of Course Exams

Provides information on the

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Type of Information Provided

Provides a more complete picture of a student’s or group

of students’ strengths and weaknesses so that instruction

can be targeted directly at meeting student needs

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 standards4/13/2011

Classroom Diagnostic ToolsWhat are the similarities and differences

b t B h k A t d Di ti T l ?between Benchmark Assessments and Diagnostic Tools?

Benchmark DiagnosticGrade-level specific Diagnosis of studentp

Measures content at the reporting category level for reading and math Results need

to be used Can be given no more than five times a year

Results support goal setting

Diagnosis of student strengths and areas of need at instructional level

Answers the questions, What? Why? and How?

Provides a standards-aligned Sh i h

Students do not receive direct, formative feedback

Provides current level of performance

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

Individual/small group

times a year

Informs instructional process

Forces us to ask more questions

Process of regularly collecting, summarizing, and Answers the question, What?

Provide effective feedback

benchmark Share with parents

Class tool

Individual/small group measurement tool

Results may be used to establish d l i

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

g y g ganalyzing information to guide development, implementation, and evaluation of instruction

Provides an estimate of student performance on a summative assessment

Students may be tested on material not formerly taught

student goal setting

Administered throughout the school year

Summary

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

Group measurement

Supports differentiated instruction within RtII Tiers 1, 2 and 3.

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report


Supports differentiated instruction within RtIISupports differentiated instruction within RtIITiers 1, 2, and 3

• The CDT represents a standards‐aligned classroom diagnostic p g gtool 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. g p g

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

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Classroom Diagnostic ToolsPennsylvania’s Secondary RtII Framework

Examples of Relevant DataCurrent/Projected Academic Performance

Tier 3:Supplemental Small

Current/Projected Academic Performance Data:*PVAAS Projections*Performance: PA Keystone exams*ACCESS for ELLs Data*Performance: Classroom Diagnostic Tools*4Sight Supplemental Small

Group Instruction/Intervention Period for a FEW Students (5‐10%) Daily for an extended period of time

g*Common Summative Assessments*STAR*Formal instruments or informal observations used to inform instruction and enhance student learning outcomes. *Individually and/or group administered di i Instructional Focus:

Basic Skill Deficiencies

Tier 2:Supplemental Instruction/ Intervention Period for SOME Students (15‐20%)•3 5 times per week or cycle

diagnostic measuresExisting Data (Use to establish career and college risk and readiness)*PSSA* End of Year (EOY) Failing Grades in core subjects as early as 4th grade*Failing Grades in beginning and end of 9th •3‐5 times per week or cycle

•Lower class size•Instructional Focus: Extended core instruction in subject area content and/or targeted instruction/intervention

Ti I

Failing Grades in beginning and end of 9grade fall semester courses*Earning Fewer than 2 credits; lack of promotion to 10th grade* <70‐80% Attendance (5 weeks or more of missed school)(>10 days in first month of 9th

grade)Tier I:

High Quality Standards‐Aligned Core Instruction for ALL students (100%)English and Math Courses aligned to PA/Common Core standards and KeystonesESL Core Instruction aligning ELP and Content Standards Content literacy focus within all courses & use of evidenced‐based strategies

Instructional Focus: Subject Area Content (e.g., 9th grade Algebra I &9th grade English Composition)

*Mobility between 8th and 10th grade*Retention in elementary or middle grades*Intervention history*Poor final grades in behavior/disengagement*Abuse/neglectProgress‐Monitoring Tools: Maze passages written expression prompts 9th grade English Composition)

6

Maze passages, written expression prompts, vocabulary matching, ORF, Test of Contextual Silent Word Reading Fluency (TOCSWRF); Test of Word Reading Efficiency (TOWRE); CORE Phonics Survey. CORE Phoneme Segmentation Test

Classroom Diagnostic ToolsSecondary RtII Example (Traditional Schedule) 8 Period Day

Curriculum:Aligned to PA Standards,

Common Core, Keystone Exams

Assessment Examples:

High Quality Core Instruction:

Basic Skill Deficiencies,

Standard Protocols

Assessment Examples: •Intervention Program assessments•GRADE•GMADE•Classroom Diagnostic Tool (CDT)•MAZE•TOWRE •Daily for one periodTOWRE•CORE Phonics Survey•CORE Vocabulary

Curriculum: Aligned to PA Standards, Common Core,

Keystone Exams

•Daily for one period•Very low pupil‐teacher ratio

Assessment Examples: •Intervention Program assessments

High Quality Core Instruction:Extended core instruction (ex. English, Algebra I) and/or

targeted intervention based on data

•3‐5 periods per week in addition to daily CORE•Lower class size

•GRADE•GMADE•Classroom Diagnostic Tool (CDT)•MAZE•TOWRE•CORE Phonics Survey•CORE Vocabulary

High Quality Core Instruction:•Content literacy focus in all courses

ff d

Assessment Examples:

•PSSA•4Sight

Curriculum: Aligned to PA Standards, Common Core,

Keystone Exams

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•Differentiated Instruction•ESL Instruction•High leverage practices (Reading Apprenticeship, SIM/CLC, Power Teaching, Co‐teaching, Learning Focused Schools)

•4Sight•Classroom Diagnostic Tool (CDT)•Common Unit Tests•Common Formatives (formal) •ACCESS for ELLs•Keystone Exams

•Daily•Equitable course access for all (guaranteed access)


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

Students enter our classes with many skills, abilities, competencies,educational goals, and future plans. We continually try to unearth and

d d h l i f d ’ i d d lunderstand the complexity of students’ experiences and development.

Having clarity about our students’ strengths allows us to makethoughtful decisions about what we need to teach in a given year andkeeps us focused on specific goals. It also helps students to find value inwhat we are doing, as they are able to see how our teaching is aimed atd l i h i bili i i li ideveloping their abilities in an explicit way.

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

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CDT OverviewWhat are the Classroom Diagnostic Tools?

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 toin order to guide instruction and provide support to 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 resourcesproviding links to classroom resources.

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CDT OverviewCDT OverviewWhat are the Classroom Diagnostic Tools?

The CDT is:• Offered to students in grades 6 through high school.

• Available for use in the classroom throughout the school year on a voluntaryAvailable 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)System of School Assessment (PSSA).

• Composed of multiple‐choice items.

• Delivered as an online Computer Adaptive Test (CAT), ensuring valid and li bl f t d t’ kill hil i i i i t ti tireliable 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 OverviewH P l i d t i l d i thHow 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 ContentEligible Content.

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

h d li ibl li k d hAnchors and Eligible Content linked to the CDT reports.

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i i l b IGroup Diagnostic Map – Algebra I

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Group Diagnostic Map – MathematicsGroup Diagnostic Map MathematicsZoomed In Zoomed Out

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Group Diagnostic MapGroup Diagnostic MapSingle Diagnostic Category

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S d i iStudent Diagnostic Map

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Why should the ClassroomWhy 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 ownlearningg

• Promotes goal‐setting by involving students in the learning process

• Provides students with opportunities to demonstrate their knowledged killand skills

• Promotes partnering with teachers (e.g., one‐on‐one conferencing)

• Ensures that follow‐up instruction is meaningful and aligns withEnsures that follow up instruction is meaningful and aligns withstudent learning expectations

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Benefits for Teachers:• Promotes teaching and collaboration with students, parents/guardians, and others• Provides immediate access to diagnostic reports about student strengths and areas

f dof 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• 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 and 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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Benefits for Parents/Guardians:

ll b h d h d h• Promotes collaboration with students, teachers, and others

• Promotes conversation and understanding regarding student strengths and areasof need throughout the year

• Provides the opportunity to view and understand their student’s achievement ina visual representation

• Provides access to information linked to SAS resources to support their student’slearning at home

• Enhances the partnership among the student, teacher, and parents/guardians

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h h d / ?Who are the target students/groups?

Students enter our classes with many skills, abilities, andcompetencies; consequently,p ; q y,

• it is highly recommended that all students be tested initially.

• depending on the results, the target students/groups mightdiffer each time.

• schools with wide achievement gaps should utilize the CDT tool• schools with wide achievement gaps should utilize the CDT toolmore often.

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How often should the ClassroomHow often should the Classroom Diagnostic Tools be administered?

Information about student strengths and areas of need over timeenables teachers to plan student instruction and provideenables teachers to plan student instruction and provideappropriate follow‐up activities to meet ongoing learningexpectations. The CDT could be administered to students three tofive times per school year based on student needs and analysis ofdata.• The maximum number of administrations is five per CDT per schoolThe 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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CDT Key Dates

CDT Field Test Dates Rollout Dates

Mathematics April 26–May 28, 2010 October 18, 2010

Reading/Literature October 4–Nov. 5, 2010 April 25, 2011Science, Biology,

Chemistry October 4–Nov. 5, 2010 April 25, 2011Chemistry , p ,

Writing/Composition April 25 ‐May 13, 2011 Fall 2011Social Studies Fall 2012 TBD

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Documents

Classroom Diagnostic Tools 4-13-2011 · specific unit or lesson so that feedback can be used to inform classroom instruction and learning during the teaching/learning process Provides