Teacher Utilization of Classroom Diagnostic Tools Grades 3-6 2014-2015 Facilitators:

1. Teacher Utilization of Classroom Diagnostic Tools Grades 3-6 2014-2015 Facilitators: Samantha Glass and Lori Rodgers ARIN IU 28 sglass@iu28 and lrodgers@iu28.org

2. WELCOME TEACHERS!! GETTING TO KNOW YOU…

3. Agenda • Introductions • Essential Questions and CDT Overview • CDT and SAS • Roles and Responsibilities • CDT Online Tutorials • CDT Accommodations • CDT Online Tools • CDT Diagnostic Maps (Reports) • Debrief

4. Pennsylvania Assessments

5. Benchmark, Diagnostic, or Both? Activity: Individually determine if each statement is specific to a Benchmark Assessment, Diagnostic Assessment or both. Note: One assessment is not better than the other, they are just different. The purpose of this activity is to identify those similarities and differences.

6. Essential Questions What are the Classroom Diagnostic Tools? How were Pennsylvania educators involved in the development of the Classroom Diagnostic Tools? Why should the Classroom Diagnostic Tools be used? How often should the Classroom Diagnostic Tools be administered? Is there flexibility in scheduling the administration of the CDT?

7. CDT Overview What 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.

8. CDT Overview 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.

9. Roles and Responsibilities District 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

10. Making the Connection: CDT and SAS

11. A Multi-Tiered System of Support (MTSS) Response to Instruction and Intervention (RtII) Tier 3 Interventions For a FEW students Tier 2 Strategic & Targeted Interventions for SOME students Tier 1 Standards aligned instruction for ALL Students 11

12. 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.

13. The CDT Cycle

14. How often should the Classroom Diagnostic Tools be administered? Information about student strengths and areas of need over time enables teachers to plan student instruction and provide appropriate follow-up activities to meet ongoing learning expectations. 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.

15. Is there flexibility in scheduling the administration of the CDT? 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. (Can only pause for 20 minutes) Activity: At your table brainstorm possible schedules for your students to take the CDTs. One person per table will report out your suggestions.

16. What skills are tested? Grade Level Content Skill Pamphlets

17. 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

18. Reading / Literature

19. Science

20. Writing/English Composition

21. Math

22. eDIRECT: CDT User Guide • CDT User Guide and other important information is available online via PA eDIRECT • Go to General Information and choose Documents. • Select the most recent year for Classroom Diagnostic Tools https://pa.drcedirect.com

23. ONLINE VIDEO TUTORIALS Online tutorials can be accessed via eDIRECT: • Log on to eDIRECT – https://pa.drcedirect.com • Click on Test Setup and select General Information. • Select the Test Tutorials tab and click on the Play Tutorial icon in the Action column to access the tutorials.

24. ONLINE TUTORIALS

25. Online TutorialsAdminister the Online Video Tutorials • Everyone using the CDTs should view Online Tutorials prior to administering assessments. • Teachers or Test Administrators must schedule time for students to view the PA Online Video Tutorials. • Students view the tutorials to become familiar with the PA Online Assessment software prior to testing. • It is highly recommended to show the Video Tutorials to the entire group. • 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.

26. Universal Design for Learning and AccommodationsUsing the Classroom Diagnostic Tools

27. Universal Design for Learning for ALL STUDENTS CDT Technology Tools that Support UDL Pointer Cross-off Highlighter Sticky Note Magnifier Line Guide Calculator References Pause

28. Accommodations Screen Shot

29. Accommodations in the CDT Software Tools

30. Implementation PlanSTEP 6Administer the CDT • Students enter the computer lab. • Students receive a Test Login Ticket. • Students sign in to their assessment and begin testing.

31. The Test Setup Process: Student Test Tickets 2013-2014 Classroom Diagnostic Tools GINA BAKER Mathematics Lower Grades Username: 7040542749 Password: DUST0168 Accommodations: AVI 2013-2014 Classroom Diagnostic Tools JON GONZALES Mathematics Lower Grades Username: 7567761424 Password: SURE4418 Accommodations: AU 2013/2014 Classroom Diagnostic Tools LINDA MORENO Mathematics Lower Grades Username: 8869256073 Password: BALL6328 Accommodations:

32. YOUR TURN: Online Tools Traininghttps://wbte.drcedirect.com/PA/portals/pa YOU MUST BE USING GOOGLE CHROME Username and Password are located on login screen

33. Group Diagnostic Map – Reading Grade 4 Lower Grades

34. Group Diagnostic Map – Reading Zoomed In

35. Group Diagnostic Map - ReadingSingle Diagnostic Category

36. Student Diagnostic Map - Reading

37. Post-Formative Assessment of Current CDT Knowledge 37

38. 8 Professional Development Modules on eDIRECT 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

39. Thank Youfor your attention!