Download
1 / 65
650 likes | 929 Views
Agenda. 2. CDT and SASPennsylvania Fair AssessmentsCDT OverviewImplementation PlanCDT Reports and Live DemonstrationCommunication, Action Plan, and Key Dates. 5/15/2012. Welcome. Introduction and WelcomeReview HandoutsCDT Cycle/Pennsylvania Fair Assessments CDT Quick Start GuideCDT
E N D
1. 1 5/15/2012 The CDT is specifically linked to the architecture of the SAS.
Note to Trainer: please duplicate the entire PowerPoint in 8 ˝ x 11 so the slides are readable.
To Prepare:
Gather card stock for names
Hang blank Venn diagrams on the walls for audience participation
Assign each table a letter to use for Random Reporting. Make sure letters are visible. (eg. May want to use table identification holders.)
Check:
Is audio prepared for student training video(s)?
Open PA eDIRECT site for tutorial and to show where materials are stored. Use this site for slides 19 and 25.
Open site ____________ for Practice Tests (Slide 30).
Open site ____________ for interactive documents. (Shaundra, how will we handle this for trainings?) The CDT is specifically linked to the architecture of the SAS.
Note to Trainer: please duplicate the entire PowerPoint in 8 ˝ x 11 so the slides are readable.
To Prepare:
Gather card stock for names
Hang blank Venn diagrams on the walls for audience participation
Assign each table a letter to use for Random Reporting. Make sure letters are visible. (eg. May want to use table identification holders.)
Check:
Is audio prepared for student training video(s)?
Open PA eDIRECT site for tutorial and to show where materials are stored. Use this site for slides 19 and 25.
Open site ____________ for Practice Tests (Slide 30).
Open site ____________ for interactive documents. (Shaundra, how will we handle this for trainings?)
2. Agenda 2 CDT and SAS
Pennsylvania Fair Assessments
CDT Overview
Implementation Plan
CDT Reports and Live Demonstration
Communication, Action Plan, and Key Dates 5/15/2012 Provide logistical information: lunch, breaks, restrooms, time schedule.
Since you will provide this training to team(s) of central office administrators and school leaders from the Districts, tailor the program to match your time allotment.
Provide logistical information: lunch, breaks, restrooms, time schedule.
Since you will provide this training to team(s) of central office administrators and school leaders from the Districts, tailor the program to match your time allotment.
3. Welcome Introduction and Welcome
Review Handouts
CDT Cycle/Pennsylvania Fair Assessments
CDT Quick Start Guide
CDT Overview
CDT Activities
3 5/15/2012 Trainers introduce yourselves and provide a brief background of your involvement with SAS and CDT.
Use index cards to label names. If using Random Reporter, have each person write next to his/her name a sequential number relating to the number of people at the table.
Create tent templates with names and districts.
Welcome the leadership teams. Discuss their role in transformational leadership and their role in growing background knowledge to support teachers’ professional development, use of the CDT, target population, analysis of results, and instructional support to lessen gaps and/or to promote enriching the strengths.
Have index cards on tables to be used for each participant to share their two expectations. Also, use cards for questions that arise during the training. (Hang up large post-it for question cards.) Let the audience know you will review these at the end of the session.
Will need a set of markers at each table for group work.
For this activity ask each participant to write two expectations on an index card. Facilitate a group discussion. Collect cards and use as a review at the end of the workshop.
Let the group know that your intention is to provide answers to these questions, and if a question cannot be answered, you will get an answer from either Rich Marashaeillo, PDE or from DRC.
The leaders can use the PP to provide an overview to their classroom teachers and specialists.
Statewide consultants will be providing training to teachers in the use of the CDT across the state at upcoming workshops.
Have each person and the presenters create a tent template.
Have participants introduce themselves.
Trainers introduce yourselves and provide a brief background of your involvement with SAS and CDT.
Use index cards to label names. If using Random Reporter, have each person write next to his/her name a sequential number relating to the number of people at the table.
Create tent templates with names and districts.
Welcome the leadership teams. Discuss their role in transformational leadership and their role in growing background knowledge to support teachers’ professional development, use of the CDT, target population, analysis of results, and instructional support to lessen gaps and/or to promote enriching the strengths.
Have index cards on tables to be used for each participant to share their two expectations. Also, use cards for questions that arise during the training. (Hang up large post-it for question cards.) Let the audience know you will review these at the end of the session.
Will need a set of markers at each table for group work.
For this activity ask each participant to write two expectations on an index card. Facilitate a group discussion. Collect cards and use as a review at the end of the workshop.
Let the group know that your intention is to provide answers to these questions, and if a question cannot be answered, you will get an answer from either Rich Marashaeillo, PDE or from DRC.
The leaders can use the PP to provide an overview to their classroom teachers and specialists.
Statewide consultants will be providing training to teachers in the use of the CDT across the state at upcoming workshops.
Have each person and the presenters create a tent template.
Have participants introduce themselves.
4. CDT Core Team
5/15/2012 4
5. CDT and SAS 5 5/15/2012 The CDT is a new major component of the Fair Assessment of the SAS architecture.
Emphasize the connection of the CDT to SAS to Materials and Resources and to Learning Progressions.
Before Pennsylvania Fair Assessment slide, brainstorm group’s background on the four different types of Fair Assessments. (Optional)
Think, Pair, SHARE.
Distribute large sheets of Post-it paper for teams to write ideas. SHARE. (Optional)The CDT is a new major component of the Fair Assessment of the SAS architecture.
Emphasize the connection of the CDT to SAS to Materials and Resources and to Learning Progressions.
Before Pennsylvania Fair Assessment slide, brainstorm group’s background on the four different types of Fair Assessments. (Optional)
Think, Pair, SHARE.
Distribute large sheets of Post-it paper for teams to write ideas. SHARE. (Optional)
6. Pennsylvania Fair Assessments 6 5/15/2012 Note to Trainer: this is in each participant ‘s folder.
Assessments play an important role in the school improvement process. Even with clear goals, teachers cannot improve their practice unless they have access to a steady flow of information about the effectiveness of their teaching. As teachers engage in continual assessment of their students’ learning, they will gradually develop understandings of how students learn from classroom instruction, and they will begin to perceive direct links between the goals they set, their own teaching, and their students’ learning.
Teachers are in a position to improve their students’ lessons with the use of Classroom Diagnostic Tools (CDT). This may be a change of practice, but teachers are in a position to make positive changes to help all students–individually or in small groups. (from The Teaching Gap by Stigler and Hiebert)
The CDT has potential to enhance formative assessment efforts 6–12, using the CDT to focus on their student needs relative to learning progressions, group students according to needs, provide more intensive supports as warranted, and assess learning in the moment to alter instruction (formative assessments based upon differentiated instructional efforts).
This is a standards-aligned classroom diagnostic assessment measure that we are adding to our continuum of assessment.
Other diagnostic assessments include GMADE, GRADE, Teacher-created lessons, and lessons from the math program or resources being used in their district/classroom.
Note to Trainer: this is in each participant ‘s folder.
Assessments play an important role in the school improvement process. Even with clear goals, teachers cannot improve their practice unless they have access to a steady flow of information about the effectiveness of their teaching. As teachers engage in continual assessment of their students’ learning, they will gradually develop understandings of how students learn from classroom instruction, and they will begin to perceive direct links between the goals they set, their own teaching, and their students’ learning.
Teachers are in a position to improve their students’ lessons with the use of Classroom Diagnostic Tools (CDT). This may be a change of practice, but teachers are in a position to make positive changes to help all students–individually or in small groups. (from The Teaching Gap by Stigler and Hiebert)
The CDT has potential to enhance formative assessment efforts 6–12, using the CDT to focus on their student needs relative to learning progressions, group students according to needs, provide more intensive supports as warranted, and assess learning in the moment to alter instruction (formative assessments based upon differentiated instructional efforts).
This is a standards-aligned classroom diagnostic assessment measure that we are adding to our continuum of assessment.
Other diagnostic assessments include GMADE, GRADE, Teacher-created lessons, and lessons from the math program or resources being used in their district/classroom.
7. What are the similarities and differences between Benchmark Assessments and Diagnostic Tools? 7 5/15/2012 Ask the audience to brainstorm similarities and differences between benchmark assessments and diagnostic tools. As a suggestion, enlarge this slide as a poster and use Post-it Notes for writing examples.
Write brainstorming ideas on chart paper. Move to the next slide to validate their responses. The next slide will provide a quick review of the activity.
The purpose of this activity is to generate discussion.
Note to Trainer: You may want to ask the following question: “What is your district’s or school’s purpose for giving the assessment.”
Ask the audience to brainstorm similarities and differences between benchmark assessments and diagnostic tools. As a suggestion, enlarge this slide as a poster and use Post-it Notes for writing examples.
Write brainstorming ideas on chart paper. Move to the next slide to validate their responses. The next slide will provide a quick review of the activity.
The purpose of this activity is to generate discussion.
Note to Trainer: You may want to ask the following question: “What is your district’s or school’s purpose for giving the assessment.”
8. What are the similarities and differences between Benchmark Assessments and Diagnostic Tools? 8 5/15/2012 Validate audience’s responses with this slide. The audience may easily create more ideas than listed. Again, this slide is to generate discussion. Always keep in mind the question, “What is the purpose of the assessment?”
The last component of Diagnostic (Supports differentiated instruction within RtII Tiers 1, 2, and 3) is to segue into the next slide.
Validate audience’s responses with this slide. The audience may easily create more ideas than listed. Again, this slide is to generate discussion. Always keep in mind the question, “What is the purpose of the assessment?”
The last component of Diagnostic (Supports differentiated instruction within RtII Tiers 1, 2, and 3) is to segue into the next slide.
9. Supports differentiated instruction within 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. 5/15/2012 9
10. 10 This slide represents PA’s Secondary RtII model.
The measures on the left are examples of relevant data that building teams may consider to inform their continuum of tiered instruction and intervention.
Please remember that in Pennsylvania, RtII has been endorsed as an operational vehicle for SAS. It allows us to put SAS into action. SAS provides the What; RtII provides the How. CDT provides the What, Why, and How. Could make poster-size for the presentation to the audience.
With an ever-increasing emphasis on educational assessment, first under the auspices of the No Child Left Behind Act, and now, even more through the growing implementation of the Response to Intervention (RtII) model, it is crucial for districts to differentiate between benchmark assessments and diagnostic assessments. While both types of assessment find their niche in the educational system, the reasons for their use and their outcomes vary significantly. For districts to ensure that they are using the right assessment to meet their needs, it’s important for administrators and teachers alike to differentiate between the two types of assessment.
The notion of benchmark testing has spread rapidly as states and districts have adopted standards and objectives in a range of subject areas such as reading, math, and science. These measures are designed to provide teachers, administrators, and others with information about student success in regards to mastery of standards, often assigned to grade levels. While such measures might be used for other purposes, it is important to keep in mind that such measures are designed to assess which academic grade-level benchmarks are successfully being met by students.
The key difference between benchmark testing and diagnostic assessment lies within the questions that they answer. Benchmark assessments answer the question what. What standards have the students achieved? What standards have not yet been met? What standards are not being addressed completely? Benchmark assessments are an efficient measure for predicting success on state achievement tests, as well as for screening students for possible placement in remediation programs. Benchmark assessments provide accountability at the classroom level which is then rolled up to the school level. They are designed to identify curriculum gaps.
With diagnostic assessment, the question that is answered is why. While benchmark assessments address the question of what a student knows, diagnostic assessments address the issue of why a student is achieving and what a student is achieving. Fully diagnostic assessments determine the why by breaking benchmarks down into fundamental skills and analyzing patterns of achievement across multiple measures. Such measures, for example, examine from different perspectives a set of skills or strategies so that patterns of error or miscues can be identified. This diagnostic perspective is tied to the specific goals and uses of a measure. Further, diagnostic assessments suggest instructional strategies that will help individual students, creating a prescription to accompany the diagnosis of each individual student.
Diagnostic assessment finds its place in education particularly in meeting the needs of struggling students. A diagnostic assessment provides detailed diagnosis of both student strengths and weaknesses and may be aligned to multiple instructional solutions to provide differentiated instruction, particularly for remediation. Diagnostic assessment is efficient for progress monitoring for students who are below grade level and not yet achieving state grade-level standards. Diagnostic assessment is also meaningful for accurately placing ELL students and secondary students into appropriate instructional paths.
This slide represents PA’s Secondary RtII model.
The measures on the left are examples of relevant data that building teams may consider to inform their continuum of tiered instruction and intervention.
Please remember that in Pennsylvania, RtII has been endorsed as an operational vehicle for SAS. It allows us to put SAS into action. SAS provides the What; RtII provides the How. CDT provides the What, Why, and How. Could make poster-size for the presentation to the audience.
With an ever-increasing emphasis on educational assessment, first under the auspices of the No Child Left Behind Act, and now, even more through the growing implementation of the Response to Intervention (RtII) model, it is crucial for districts to differentiate between benchmark assessments and diagnostic assessments. While both types of assessment find their niche in the educational system, the reasons for their use and their outcomes vary significantly. For districts to ensure that they are using the right assessment to meet their needs, it’s important for administrators and teachers alike to differentiate between the two types of assessment.
The notion of benchmark testing has spread rapidly as states and districts have adopted standards and objectives in a range of subject areas such as reading, math, and science. These measures are designed to provide teachers, administrators, and others with information about student success in regards to mastery of standards, often assigned to grade levels. While such measures might be used for other purposes, it is important to keep in mind that such measures are designed to assess which academic grade-level benchmarks are successfully being met by students.
The key difference between benchmark testing and diagnostic assessment lies within the questions that they answer. Benchmark assessments answer the question what. What standards have the students achieved? What standards have not yet been met? What standards are not being addressed completely? Benchmark assessments are an efficient measure for predicting success on state achievement tests, as well as for screening students for possible placement in remediation programs. Benchmark assessments provide accountability at the classroom level which is then rolled up to the school level. They are designed to identify curriculum gaps.
With diagnostic assessment, the question that is answered is why. While benchmark assessments address the question of what a student knows, diagnostic assessments address the issue of why a student is achieving and what a student is achieving. Fully diagnostic assessments determine the why by breaking benchmarks down into fundamental skills and analyzing patterns of achievement across multiple measures. Such measures, for example, examine from different perspectives a set of skills or strategies so that patterns of error or miscues can be identified. This diagnostic perspective is tied to the specific goals and uses of a measure. Further, diagnostic assessments suggest instructional strategies that will help individual students, creating a prescription to accompany the diagnosis of each individual student.
Diagnostic assessment finds its place in education particularly in meeting the needs of struggling students. A diagnostic assessment provides detailed diagnosis of both student strengths and weaknesses and may be aligned to multiple instructional solutions to provide differentiated instruction, particularly for remediation. Diagnostic assessment is efficient for progress monitoring for students who are below grade level and not yet achieving state grade-level standards. Diagnostic assessment is also meaningful for accurately placing ELL students and secondary students into appropriate instructional paths.
11. 11 Classroom Diagnostic Tools may be helpful to assess fidelity of core instruction at the secondary level. Classroom Diagnostic Tools may be helpful to assess fidelity of core instruction at the secondary level.
12.
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.
CDT Overview 12 5/15/2012 Emphasize the importance of the bottom quote on the slide! Think, Pair, Share a word or phrase that resonates with them.
Note to Trainer:
Horacio Sanchez in A Brain-Based Approach to Closing the Achievement Gap, 2008, states, “There exist portions of the student population that can be negatively impacted by the mere act of being taught something new. That is why teachers must become more adept at introducing the more challenging materials in the context of information that these students already know and are comfortable with. In order to accomplish this, teachers must take the time to find out what students know, spend time doing, and feel that they are good at. Environments that allow the unhealthiest students to thrive are actually the same environments that allow for optimal achievement by all students.”
When a teacher can look and understand a student profile through the results of the CDTs, less frustration, poor academic performance, and negative behaviors will be lowered from the student as the teacher and the student can have the opportunity to conference on specific goals and allow for students to see the results of their work. A teacher will need to take the time to provide one-on-one conferencing with students with the CDT results; if not, the results will be just another piece of unused data.
Through the use of the CDTs for 6th to 12th grade students, teachers can create a highly routine and nurturing environment. Not all children, in fact only 10% of the student population, according to Sanchez, has easy temperament for change, challenge, and less structure, therefore teachers should better support the majority of our students, by creating a climate and culture of the classroom that will lead to improved test scores and lower behavioral incidents through genuine teacher-student communication and setting goals.
The next slide is an Agree or Disagree Slide. Move from right or left, and provide feedback as you go through each question with the group. Solicit feedback. Emphasize the importance of the bottom quote on the slide! Think, Pair, Share a word or phrase that resonates with them.
Note to Trainer:
Horacio Sanchez in A Brain-Based Approach to Closing the Achievement Gap, 2008, states, “There exist portions of the student population that can be negatively impacted by the mere act of being taught something new. That is why teachers must become more adept at introducing the more challenging materials in the context of information that these students already know and are comfortable with. In order to accomplish this, teachers must take the time to find out what students know, spend time doing, and feel that they are good at. Environments that allow the unhealthiest students to thrive are actually the same environments that allow for optimal achievement by all students.”
When a teacher can look and understand a student profile through the results of the CDTs, less frustration, poor academic performance, and negative behaviors will be lowered from the student as the teacher and the student can have the opportunity to conference on specific goals and allow for students to see the results of their work. A teacher will need to take the time to provide one-on-one conferencing with students with the CDT results; if not, the results will be just another piece of unused data.
Through the use of the CDTs for 6th to 12th grade students, teachers can create a highly routine and nurturing environment. Not all children, in fact only 10% of the student population, according to Sanchez, has easy temperament for change, challenge, and less structure, therefore teachers should better support the majority of our students, by creating a climate and culture of the classroom that will lead to improved test scores and lower behavioral incidents through genuine teacher-student communication and setting goals.
The next slide is an Agree or Disagree Slide. Move from right or left, and provide feedback as you go through each question with the group. Solicit feedback.
13. AGREE or DISAGREE Activity: What are Classroom Diagnostic Tools? 13 5/15/2012 Ask audience to move to the right if they AGREE; move to the left if they DISAGREE. Discuss why they moved right or left.
Disagree–this is formative assessment, not CDT.
Agree
Disagree–Benchmark Testing
Disagree–Summative
Disagree
Note to Trainer: if this question arises: “Will CDT project whether a child will be PROFICIENT on PSSA or Keystones? From Rich, “No, this is the first year of operational use and much research will have to occur before we can do that.”
This activity is to build background knowledge. As the training progresses, background on utilizing Fair Assessments, especially CDT will increase. This activity is also to build discussion. Please keep in mind that the agree and disagrees are not always black and white, but support discussion. Ask audience to move to the right if they AGREE; move to the left if they DISAGREE. Discuss why they moved right or left.
Disagree–this is formative assessment, not CDT.
Agree
Disagree–Benchmark Testing
Disagree–Summative
Disagree
Note to Trainer: if this question arises: “Will CDT project whether a child will be PROFICIENT on PSSA or Keystones? From Rich, “No, this is the first year of operational use and much research will have to occur before we can do that.”
This activity is to build background knowledge. As the training progresses, background on utilizing Fair Assessments, especially CDT will increase. This activity is also to build discussion. Please keep in mind that the agree and disagrees are not always black and white, but support discussion.
14. “The Process of Teaching and Learning Never Ends”
Activity directions:
As a team, match the statement endings to the words on the CDT Cycle without talking. (“Silent Sort”).
At the signal you may talk and discuss your rationale for matching the statement endings to the words on the CDT cycle. 14 5/15/2012 Facilitators should have words and meanings run on cardstock to provide each person at the training or numerous sets for group work. Walk around the room to view the work of the small groups in this exercise.
Encourage leaders to stimulate dialogue regarding emphasis not only on content area instruction but also on student learning or mastery relative to competencies deemed necessary for successful postsecondary outcomes.
Card sort activity might be used by principals to facilitate conversation with secondary teachers. What is the purpose of the CDT card sort or what was the purpose of reviewing the CDT cycle document? One goal that should be made explicit to administrators who are facilitating this training with their faculties is to stimulate dialogue regarding emphasis not only on content area instruction, but also on student learning or mastery relative to competencies deemed necessary for successful postsecondary outcomes.
After teams complete this matching activity, move to the next slide to review the major components of the CDT. Collect cards. Facilitators should have words and meanings run on cardstock to provide each person at the training or numerous sets for group work. Walk around the room to view the work of the small groups in this exercise.
Encourage leaders to stimulate dialogue regarding emphasis not only on content area instruction but also on student learning or mastery relative to competencies deemed necessary for successful postsecondary outcomes.
Card sort activity might be used by principals to facilitate conversation with secondary teachers. What is the purpose of the CDT card sort or what was the purpose of reviewing the CDT cycle document? One goal that should be made explicit to administrators who are facilitating this training with their faculties is to stimulate dialogue regarding emphasis not only on content area instruction, but also on student learning or mastery relative to competencies deemed necessary for successful postsecondary outcomes.
After teams complete this matching activity, move to the next slide to review the major components of the CDT. Collect cards.
15. CDT Overview 15 5/15/2012 The process of teaching and learning never ends. It is not just the student and the teacher but the involvement of both.
The process of teaching and learning never ends. It is not just the student and the teacher but the involvement of both.
16. CDT Overview
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?
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?
16 5/15/2012 Note to Trainer: These are the ESSENTIAL QUESTIONS.
IMPORTANT QUESTIONS THAT MAY BE ASKED. The following should be used as responses:
Will there be a tool for grades K–5? Message from Rich Maraschiello: The plan is for the CDT to be aligned with the Keystone exams, assuring teachers have information about students strengths and needs before they encounter the Keystones. So we felt grade six was a good place to start with content that reaches down to grade three. Budget was part of the decision, but mostly to be sure we started with content several grade levels before Keystones are used. If we get additional funds, we may consider expanding the system in the future. We added the PSSA reporting categories, too, since we test at those grades (6–8), but the initial plan was to link to the Keystones.
The CDT is fully integrated within SAS. The CDT can be found on eDIRECT. Under Fair Assessments in the SAS site, CDT, a hyperlink for eDIRECT is posted.
The eDIRECT site is a public site: https://pa.drcedirect.com/default.aspx Found on this site is general information regarding CDT.
Using eDIRECT for setting up classes and viewing reports requires a secure log-in.
Note to Trainer: These are the ESSENTIAL QUESTIONS.
IMPORTANT QUESTIONS THAT MAY BE ASKED. The following should be used as responses:
Will there be a tool for grades K–5? Message from Rich Maraschiello: The plan is for the CDT to be aligned with the Keystone exams, assuring teachers have information about students strengths and needs before they encounter the Keystones. So we felt grade six was a good place to start with content that reaches down to grade three. Budget was part of the decision, but mostly to be sure we started with content several grade levels before Keystones are used. If we get additional funds, we may consider expanding the system in the future. We added the PSSA reporting categories, too, since we test at those grades (6–8), but the initial plan was to link to the Keystones.
The CDT is fully integrated within SAS. The CDT can be found on eDIRECT. Under Fair Assessments in the SAS site, CDT, a hyperlink for eDIRECT is posted.
The eDIRECT site is a public site: https://pa.drcedirect.com/default.aspx Found on this site is general information regarding CDT.
Using eDIRECT for setting up classes and viewing reports requires a secure log-in.
17. CDT Overview What 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 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 resources.
17 5/15/2012
18. CDT Overview What 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 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.
18 5/15/2012 Stress the importance of CDT as an additional assessment that supports INSTRUCTION.
Students can spend as much time as needed to complete the CDT.
Possible teacher question, “How long does a CDT assessment take? There are 48–60 items per test, so time would depend on ability and attention level of the student.
If asked, “What is evidence of reliability and validity? From Rich: “Results of this will come with outcomes of studies PDE plans to do.”
Teachers will be able to receive feedback in real time, so they can use it to inform instruction immediately, particularly feedback that is aimed directly at what kids should be able to know and do. Teachers then can make instructional adjustments and assess whether student responses correspond with the targeted learning progression.
Emphasize that the CDT provides a computerized tool that allows movement in Eligible Content below and beyond grade level for the individual student based on the results from the assessment.
Stress the importance of CDT as an additional assessment that supports INSTRUCTION.
Students can spend as much time as needed to complete the CDT.
Possible teacher question, “How long does a CDT assessment take? There are 48–60 items per test, so time would depend on ability and attention level of the student.
If asked, “What is evidence of reliability and validity? From Rich: “Results of this will come with outcomes of studies PDE plans to do.”
Teachers will be able to receive feedback in real time, so they can use it to inform instruction immediately, particularly feedback that is aimed directly at what kids should be able to know and do. Teachers then can make instructional adjustments and assess whether student responses correspond with the targeted learning progression.
Emphasize that the CDT provides a computerized tool that allows movement in Eligible Content below and beyond grade level for the individual student based on the results from the assessment.
19. 5/15/2012 19 CDT Overview How Scale Scores are Derived?
20. CDT Overview How 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. 20 5/15/2012
21. 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 Classroom Diagnostic Tools 2010–2011 21 5/15/2012 DRC is a public site.
Take them to this site to find reference tools .
Show them where to find the CDT User Guide.
The CDT User Guide is available publicly in eDirect. Go to GENERAL INFORMATION and choose Documents. Select Classroom Diagnostic Tools 2010–2011. You should find the user guide toward the top of the list.
DRC is a public site.
Take them to this site to find reference tools .
Show them where to find the CDT User Guide.
The CDT User Guide is available publicly in eDirect. Go to GENERAL INFORMATION and choose Documents. Select Classroom Diagnostic Tools 2010–2011. You should find the user guide toward the top of the list.
22. 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) 22 5/15/2012 Note to Trainer: this is an abbreviated version of what you will find in the Glossy Quick Start Guide. Note to Trainer: this is an abbreviated version of what you will find in the Glossy Quick Start Guide.
23. Implementation Plan STEP 1 Contact PA Customer Service for initial system setup 23 5/15/2012 You may want to ask your audience how many of their districts are participating in the operational and/or field tests of the Classroom Diagnostic Tools. Encourage participation and let the audience know there is a slide at the end of the presentation that provides the upcoming dates for operational and field tests.
Change question based on calendar. You may want to ask your audience how many of their districts are participating in the operational and/or field tests of the Classroom Diagnostic Tools. Encourage participation and let the audience know there is a slide at the end of the presentation that provides the upcoming dates for operational and field tests.
Change question based on calendar.
24. Implementation Plan STEP 2 Complete the eDIRECT user setup process PA Customer Service will set up user accounts for district level users.
All new district 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. 24 5/15/2012
25. Implementation Plan STEP 3 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. 25 5/15/2012
26. Implementation Plan STEP 4 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.
26 5/15/2012 Teachers can either cut these apart from the worksheet or print to labels to give to the students.
Teachers can either cut these apart from the worksheet or print to labels to give to the students.
27. Implementation Plan STEP 5 Administer the Online Tutorials Teachers or Test Administrators schedule time for students to use the PA Online Tutorials.
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.
District and School Test Coordinators, Teachers, and Test Administrators should view Tutorials prior to administering assessments.
27 5/15/2012 You could go through each short video but recommend just showing the three compilation videos that are listed under #8.
Suggest providing short video clips so students could view what they needed. For the purposes of our training we think the participants seeing this will find it beneficial.
You could go through each short video but recommend just showing the three compilation videos that are listed under #8.
Suggest providing short video clips so students could view what they needed. For the purposes of our training we think the participants seeing this will find it beneficial.
28. Implementation Plan STEP 5 Administer the Online Tutorials 28 5/15/2012
Access the tutorials by double-clicking the PA Online Tutorials icon on the computer desktop.
29. Implementation Plan STEP 5 Administer the Online Tutorials 29 5/15/2012
Online tutorials can also 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.
30. Implementation Plan STEP 6 Administer the Online Tools Training Teachers or Test Administrators schedule time for students to take the Online Tools Training (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.
District and School Test Coordinators, Teachers, and Test Administrators should take the OTT prior to administering assessments.
30 5/15/2012
31. Implementation Plan STEP 6 Administer the Online Tools Training Access the tutorials by double-clicking the PA Online Assessments icon on the computer desktop.
31 5/15/2012
32. Implementation Plan STEP 7 Administer the CDT Students enter the computer lab.
Students receive a Test Login Ticket.
Students view tutorials and take Online Tools Training if needed.
Students sign in to their assessment and begin testing. 32 5/15/2012 Emphasize that when teachers are going to have students take the CDT, they should forewarn them to help assuage/alleviate possible student anxiety and let the students know how the results will help them and the teacher.
Try to inhibit anxiety about taking the CDT. If the teacher is positive about the CDT, the students will be more likely to look at the CDT as positive. Additionally, as students take the CDT the level configures so the student does not face the typical frustration students feel with test taking.Emphasize that when teachers are going to have students take the CDT, they should forewarn them to help assuage/alleviate possible student anxiety and let the students know how the results will help them and the teacher.
Try to inhibit anxiety about taking the CDT. If the teacher is positive about the CDT, the students will be more likely to look at the CDT as positive. Additionally, as students take the CDT the level configures so the student does not face the typical frustration students feel with test taking.
33. Implementation Plan STEP 8 Access real-time reports via eDIRECT Teacher logs on to eDIRECT after students have finished testing.
Teacher selects desired
report configuration.
Report is generated.
33 5/15/2012 Does CDT start at a grade level below the present student level and adapt from that point?
The first time it starts with a few items of average ability for the current grade level (by reporting category). For future administrations, the system remembers where the student was located on the vertical scale. Does CDT start at a grade level below the present student level and adapt from that point?
The first time it starts with a few items of average ability for the current grade level (by reporting category). For future administrations, the system remembers where the student was located on the vertical scale.
34. Implementation Plan STEP 9 Determine instructional plan for 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.
34 5/15/2012
35. Live Demonstration: “Navigating the Interactive Reporting Tools”
5/15/2012 35 Refer to Shaundra’s script to access a live demonstration of how to access and manipulate the reports. Make sure you correctly put in the log-in and password. If placed incorrectly too often, the site will lock. Refer to specific directions from the DEMO script. If the site does freeze, use the slides that follow.
Note to Trainer: the following slides (36–50) are not the exact slides that are in the demo–they are provided as a point of reference for participants.
The notes under the slides contain information that may build and support background knowledge for the presenter.
Refer to Shaundra’s script to access a live demonstration of how to access and manipulate the reports. Make sure you correctly put in the log-in and password. If placed incorrectly too often, the site will lock. Refer to specific directions from the DEMO script. If the site does freeze, use the slides that follow.
Note to Trainer: the following slides (36–50) are not the exact slides that are in the demo–they are provided as a point of reference for participants.
The notes under the slides contain information that may build and support background knowledge for the presenter.
36. Group Diagnostic Map – Algebra I 36 5/15/2012 During the presentation, you can cover the following:
Use the tabs along the top to navigate through the different reports
Discuss the Map itself
Dots represent students.
Users can hover over a dot to display student identifying information as well as score.
Colors represent the scale continuum.
There is a total score column and columns for each diagnostic category.
Diagnostic categories for the Keystone subjects (Algebra I, Algebra II, Geometry) are divided into two modules.
Users can click on a dot to show a student’s performance across all the diagnostic categories. (A black line will appear.)
Users can select several students by drawing a box around them on the map.
User can click on Show Eligible Content button to display information along the right side of the report under Instructional Strategies.
Eligible Content (EC) will display. These are areas in which the student(s) could benefit from further enrichment.
The EC numbers themselves are links to Materials and Resources within the SAS system.
Note to Trainer: some Eligible Contents demonstrated as strengths or needs have been pre-populated to lessons or web-based activities on SAS. For many Eligible Contents showing strengths or needs, there are no lessons pre-populated on SAS at this time. Many lessons are continually being evaluated for placement on the SAS site attributed to strengths and needs of the Eligible Content. Lessons are continually being developed thanks to our teachers. If no lessons are posted at this time, the teacher still knows the areas of strengths and needs and is able to construct lessons from his/her specially designed lessons or those found within his/her curriculum or textbook.
The grid at the bottom of the map shows students in the group along with their scores in a tabular format.
Users can click on the Export All to CSV button to export the data in the grid to a CSV file, which can be easily opened in Excel.
Users click on Export to PDF to export the image of the map along with the grid and any Eligible Content that is displayed to a PDF file. During the presentation, you can cover the following:
Use the tabs along the top to navigate through the different reports
Discuss the Map itself
Dots represent students.
Users can hover over a dot to display student identifying information as well as score.
Colors represent the scale continuum.
There is a total score column and columns for each diagnostic category.
Diagnostic categories for the Keystone subjects (Algebra I, Algebra II, Geometry) are divided into two modules.
Users can click on a dot to show a student’s performance across all the diagnostic categories. (A black line will appear.)
Users can select several students by drawing a box around them on the map.
User can click on Show Eligible Content button to display information along the right side of the report under Instructional Strategies.
Eligible Content (EC) will display. These are areas in which the student(s) could benefit from further enrichment.
The EC numbers themselves are links to Materials and Resources within the SAS system.
Note to Trainer: some Eligible Contents demonstrated as strengths or needs have been pre-populated to lessons or web-based activities on SAS. For many Eligible Contents showing strengths or needs, there are no lessons pre-populated on SAS at this time. Many lessons are continually being evaluated for placement on the SAS site attributed to strengths and needs of the Eligible Content. Lessons are continually being developed thanks to our teachers. If no lessons are posted at this time, the teacher still knows the areas of strengths and needs and is able to construct lessons from his/her specially designed lessons or those found within his/her curriculum or textbook.
The grid at the bottom of the map shows students in the group along with their scores in a tabular format.
Users can click on the Export All to CSV button to export the data in the grid to a CSV file, which can be easily opened in Excel.
Users click on Export to PDF to export the image of the map along with the grid and any Eligible Content that is displayed to a PDF file.
37. Group Diagnostic Map – Mathematics
37 5/15/2012 During the presentation, you can cover the following:
The default view for the map is zoomed into the area of the scale where the students are listed. (The student with the highest score will appear towards the top; the student with the lowest score will appear towards the bottom.)
Users can use the slider bar along the left side to adjust the view.
If you expand the slider bar to the full view (square buttons at top and bottom are pushed apart as far as they go), the full scale will display.
You can adjust both top and bottom buttons to display only students within a given range.
The range of the CDT goes from 400 to 2000, regardless of grade.
3. Use this slide to discuss changing the map configuration.
You can see how the students in the group performed compared to the benchmark at a different grade.
In the filter area, go to Map Configuration.
Select a different grade to see how the map re-paints.
During the presentation, you can cover the following:
The default view for the map is zoomed into the area of the scale where the students are listed. (The student with the highest score will appear towards the top; the student with the lowest score will appear towards the bottom.)
Users can use the slider bar along the left side to adjust the view.
If you expand the slider bar to the full view (square buttons at top and bottom are pushed apart as far as they go), the full scale will display.
You can adjust both top and bottom buttons to display only students within a given range.
The range of the CDT goes from 400 to 2000, regardless of grade.
3. Use this slide to discuss changing the map configuration.
You can see how the students in the group performed compared to the benchmark at a different grade.
In the filter area, go to Map Configuration.
Select a different grade to see how the map re-paints.
38. Group Diagnostic Map Single Diagnostic Category
38 5/15/2012 During the presentation, you can cover the following:
At the top of the group diagnostic map, you can choose to see a single diagnostic category.
When a single diagnostic category is chosen, results for the past three assessments will display.
This screen shot displays the student-level information that is displayed when hovering over a dot. During the presentation, you can cover the following:
At the top of the group diagnostic map, you can choose to see a single diagnostic category.
When a single diagnostic category is chosen, results for the past three assessments will display.
This screen shot displays the student-level information that is displayed when hovering over a dot.
39. Student Diagnostic Map
39 5/15/2012 During the presentation, you can cover the following:
Navigate to the individual map with the tabs along the top.
The individual map will display for the student selected in the group map.
Use the student drop-down menu to change the student
Results for the most recent assessments will be displayed. (Maximum is three.)
Lines around scores represent standard error.
Display the links to Materials and Resources on SAS by clicking on the most recent score in the map.
Note to Trainer: if asked, “What does the whisker mean? How do I interpret it?” Insight from Kristen Lewald with Rich’s approval, you could answer: “If there is an overlap between whiskers, one cannot state there is a statistical difference in performance between the two performances. “
(Toggle out of the demo and move back to the Power Point presentation.)
During the presentation, you can cover the following:
Navigate to the individual map with the tabs along the top.
The individual map will display for the student selected in the group map.
Use the student drop-down menu to change the student
Results for the most recent assessments will be displayed. (Maximum is three.)
Lines around scores represent standard error.
Display the links to Materials and Resources on SAS by clicking on the most recent score in the map.
Note to Trainer: if asked, “What does the whisker mean? How do I interpret it?” Insight from Kristen Lewald with Rich’s approval, you could answer: “If there is an overlap between whiskers, one cannot state there is a statistical difference in performance between the two performances. “
(Toggle out of the demo and move back to the Power Point presentation.)
40. Learning Progressions What are Learning Progressions?
Learning Progressions show the developmental sequences or building blocks of content/skills students need to master as they progress toward career and college readiness.
The progressions are tied directly to the Assessment Anchors and Eligible Content.
The progressions are also tied directly to the Voluntary Model Curriculum (VMC) Units and Lesson Plans and are posted on the SAS Website.
40 5/15/2012 One of the major benefits of the CDT is its direct link to Learning Progressions. Before looking at the reports that are tied to Learning Progressions, it is important to understand what Learning Progressions are and why they are important.
Note to Trainer: the purpose for this slide and the next slide is not to provide in-depth training on Learning Progressions; rather, the purpose is to provide a brief introduction to Learning Progressions so that the CDT report and the Learning Progression Map will be more easily understood.
One of the major benefits of the CDT is its direct link to Learning Progressions. Before looking at the reports that are tied to Learning Progressions, it is important to understand what Learning Progressions are and why they are important.
Note to Trainer: the purpose for this slide and the next slide is not to provide in-depth training on Learning Progressions; rather, the purpose is to provide a brief introduction to Learning Progressions so that the CDT report and the Learning Progression Map will be more easily understood.
41. Learning Progression Map
41 5/15/2012 This is a sample of a Learning Progression Map. The sample map provides detailed information about a student’s actual performance on items at the Eligible Content level.
Navigate to the Learning Progression Map using the tabs along the top.
The map will display the results for any given student from the group map.
If you wish to view a different student’s map, you should use the student drop-down menu.
The information found on the map is as follows:
Grades are displayed along the top (column headings). You may view the map at the grade the student was administered the CDT, or you may view the student’s results as compared to another grade.
Diagnostic categories (e.g., Numbers & Operations) and sub–categories (e.g., Operations on Numeric and Symbolic Expressions) are displayed along the left side. This display is scrollable, allowing you to view a student’s map for all diagnostic categories in the same order they appear in the other CDT reports. A diagnostic sub-category is displayed by clicking on a diagnostic category.
Three different dots appear on the map; each dot represents Eligible Content within the sub–category.
A green dot means a student answered an item(s) representing the given Eligible Content correctly, indicating a strength in the Eligible Content. A red dot means the student did not answer an item(s) representing the given Eligible Content correctly. The teacher may want to explore each red dot further, as it may indicate an area of need.
A gray dot represents Eligible Content in which the student did not receive an item(s). Gray dots are displayed on the report so that progressions of other appropriate and possibly related Eligible Content may be viewed or explored further.
When you hover on a dot (green, red, or gray), a box will appear with this information:
Description of the Eligible Content
Materials and Resources tied directly to the Eligible Content (SAS link)
Sample item, which will bring up another window showing a sample item of average difficulty representing the Eligible Content
This is a sample of a Learning Progression Map. The sample map provides detailed information about a student’s actual performance on items at the Eligible Content level.
Navigate to the Learning Progression Map using the tabs along the top.
The map will display the results for any given student from the group map.
If you wish to view a different student’s map, you should use the student drop-down menu.
The information found on the map is as follows:
Grades are displayed along the top (column headings). You may view the map at the grade the student was administered the CDT, or you may view the student’s results as compared to another grade.
Diagnostic categories (e.g., Numbers & Operations) and sub–categories (e.g., Operations on Numeric and Symbolic Expressions) are displayed along the left side. This display is scrollable, allowing you to view a student’s map for all diagnostic categories in the same order they appear in the other CDT reports. A diagnostic sub-category is displayed by clicking on a diagnostic category.
Three different dots appear on the map; each dot represents Eligible Content within the sub–category.
A green dot means a student answered an item(s) representing the given Eligible Content correctly, indicating a strength in the Eligible Content. A red dot means the student did not answer an item(s) representing the given Eligible Content correctly. The teacher may want to explore each red dot further, as it may indicate an area of need.
A gray dot represents Eligible Content in which the student did not receive an item(s). Gray dots are displayed on the report so that progressions of other appropriate and possibly related Eligible Content may be viewed or explored further.
When you hover on a dot (green, red, or gray), a box will appear with this information:
Description of the Eligible Content
Materials and Resources tied directly to the Eligible Content (SAS link)
Sample item, which will bring up another window showing a sample item of average difficulty representing the Eligible Content
42. 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.
42 5/15/2012 When information about what students should know and be able to do is combined with information about how students learn what they are to know and be able to do, instruction may be targeted more appropriately.
Note to Trainer: emphasize the words “what” and “how.” When information about what students should know and be able to do is combined with information about how students learn what they are to know and be able to do, instruction may be targeted more appropriately.
Note to Trainer: emphasize the words “what” and “how.”
43. 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.
43 5/15/2012 Note to Trainer: the purpose of this slide is to introduce the CDT report tied to the Learning Progression Map. It provides an overview of the benefits of the report.Note to Trainer: the purpose of this slide is to introduce the CDT report tied to the Learning Progression Map. It provides an overview of the benefits of the report.
44. 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.
44 5/15/2012 Note to Trainer: this slide continues to point out some of the benefits of the CDT report tied to the Learning Progression Map. You may want to emphasize that the report provides teachers with the most direct and efficient way to access the SAS units and lesson plans tied directly to Eligible Content. It is the only place where teachers can access sample items prepopulated from SAS. Note to Trainer: this slide continues to point out some of the benefits of the CDT report tied to the Learning Progression Map. You may want to emphasize that the report provides teachers with the most direct and efficient way to access the SAS units and lesson plans tied directly to Eligible Content. It is the only place where teachers can access sample items prepopulated from SAS.
45. Learning Progression Activity CDT Learning Progression Map
Example 1 45 5/15/2012 Working with Red and Green Dots
In this example, the teacher has decided to view the student’s Learning Progression Map. Based upon the student’s results on the CDT, the teacher is specifically interested in the map for Measurement. Therefore, the teacher scrolls to the diagnostic category, Measurement, and then clicks on Measurement to see the student’s map for the diagnostic sub category, “Measurement Applications.” Red, green, and gray dots appear. What should the teacher do next?
Note to Trainer: the answer is “hover over” a dot(s) to see the Eligible Content represented by the dot. This step in shown in the next slide.
Working with Red and Green Dots
In this example, the teacher has decided to view the student’s Learning Progression Map. Based upon the student’s results on the CDT, the teacher is specifically interested in the map for Measurement. Therefore, the teacher scrolls to the diagnostic category, Measurement, and then clicks on Measurement to see the student’s map for the diagnostic sub category, “Measurement Applications.” Red, green, and gray dots appear. What should the teacher do next?
Note to Trainer: the answer is “hover over” a dot(s) to see the Eligible Content represented by the dot. This step in shown in the next slide.
46. Learning Progression Activity CDT Learning Progression Map
Example 1 Eligible Content 46 M5.B.1.2.2 Add or subtract linear measurements, (feet and inches) or units of time (hours and minutes), without having to regroup with subtraction (answer should be in simplest form). 5/15/2012 The next step would be for the teacher to “hover over” a red, green, or gray dot to see what Eligible Content is represented by a given dot.
Note to Trainer: the call-out box for each Eligible Content does not appear simultaneously as shown on this sample slide. Each Eligible Content call-out box appears one at a time only as the teacher “hovers over” each individual dot.) When the teacher hovers over a given dot as represented in this example, he/she may notice that the student, in addition to having difficulty with compound figures, circles, and triangles (three red dots in grade 7 Eligible Contents: M7.B.2.1.1 and M7.B.2.1.2) was also unable to answer correctly one or more items represented by grade 5 Eligible Content, M5.B.2.2.1 on finding the perimeter. This student in grade 7 may be struggling with a foundational concept, perimeter–an Eligible Content students are expected to know and be able to do in grade 5.
Note to trainer: you may want to ask the following questions: What further interpretation might be made, and how might focused instruction for this student begin?
Possible answers may include the following:
The teacher may ask the student to relate what he or she knows about perimeter.
The teacher may “click-on” the materials and resources tied directly to Eligible Content M5.B. 2.2.1 and locate instructional materials on finding perimeter to use with the student.
The teacher may provide direct one-on-one instruction on perimeter.
LOOK for Trends.
The next step would be for the teacher to “hover over” a red, green, or gray dot to see what Eligible Content is represented by a given dot.
Note to Trainer: the call-out box for each Eligible Content does not appear simultaneously as shown on this sample slide. Each Eligible Content call-out box appears one at a time only as the teacher “hovers over” each individual dot.) When the teacher hovers over a given dot as represented in this example, he/she may notice that the student, in addition to having difficulty with compound figures, circles, and triangles (three red dots in grade 7 Eligible Contents: M7.B.2.1.1 and M7.B.2.1.2) was also unable to answer correctly one or more items represented by grade 5 Eligible Content, M5.B.2.2.1 on finding the perimeter. This student in grade 7 may be struggling with a foundational concept, perimeter–an Eligible Content students are expected to know and be able to do in grade 5.
47. Learning Progression Activity CDT Learning Progression Map
Example 2 47 5/15/2012 Working with Red, Green, and Gray Dots
Example 2 represents the same student but displays a different map showing strengths and areas of need for the Measurement Applications sub–category. Again the teacher has reached the Measurement Applications sub–category by clicking on the diagnostic category “Measurement.”
Red, green, and gray dots appear. What should the teacher do next?
Note to Trainer: the answer is “hover over” a dot(s) to see the Eligible Content represented by the dot. This step in shown in the next slide.
Concern with a 5th grade problem with measurement and then a high school measurement problem is in the mix as a tested item.
It’s fairly realistic that we may have inconsistent information. This student was given an eligible item from high school that he/she didn’t answer correctly, but it begs the question why.
It was where it fell on the vertical scale. Is there a trend? Look at all reds to determine possible trends.
Working with Red, Green, and Gray Dots
Example 2 represents the same student but displays a different map showing strengths and areas of need for the Measurement Applications sub–category. Again the teacher has reached the Measurement Applications sub–category by clicking on the diagnostic category “Measurement.”
Red, green, and gray dots appear. What should the teacher do next?
Note to Trainer: the answer is “hover over” a dot(s) to see the Eligible Content represented by the dot. This step in shown in the next slide.
Concern with a 5th grade problem with measurement and then a high school measurement problem is in the mix as a tested item.
It’s fairly realistic that we may have inconsistent information. This student was given an eligible item from high school that he/she didn’t answer correctly, but it begs the question why.
It was where it fell on the vertical scale. Is there a trend? Look at all reds to determine possible trends.
48. Learning Progression Activity CDT Learning Progression Map
Example 2 Eligible Content 48 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). 5/15/2012 The next step would be for the teacher to “hover over” a red, green, or gray dot to see what Eligible Content is represented by a given dot.
Note to Trainer: the call-out box for each Eligible Content does not appear simultaneously as shown on this sample slide. Each Eligible Content call-out box appears one at a time only as the teacher “hovers over” each individual dot.
When the teacher hovers over a given dot as represented in this example, he/she may notice that the student does have skills in estimating and comparing the perimeter of polygons (green dot in grade 5 Eligible Content M5.B.1.3.1), but has difficulty using labeled dimensions to recognize and compute the perimeter (red dot in grade 5 Eligible Content M5.B.2.2.1).
Hovering over a selected gray dot in the grade 5 column might be useful because it may guide the teacher to find other, possibly related Eligible Content that will help to identify appropriate instructional materials for the student in grade 7 who is still struggling to master grade 5 foundational concepts.
Similarly, notice that the map shows that the student can successfully find the area of triangles and parallelograms (green dot in grade 7 Eligible Content M7.B.2.1.2). A teacher interpreting this map may use and relate this knowledge when helping the student learn about perimeter.
Note to Trainer: you may want to ask the following questions: What further interpretation might be made, and how might focused instruction for this student begin? Possible answers may include the following:
The teacher may “click-on” the materials and resources tied directly to grade 5 Eligible Content M5.B. 2.2.1 and locate instructional materials on finding perimeter to use with the student, or the teacher may “click-on” materials and resources tied directly to one or more of the gray dots.
You can see we have a visible trend.
The next step would be for the teacher to “hover over” a red, green, or gray dot to see what Eligible Content is represented by a given dot.
Note to Trainer: the call-out box for each Eligible Content does not appear simultaneously as shown on this sample slide. Each Eligible Content call-out box appears one at a time only as the teacher “hovers over” each individual dot.
When the teacher hovers over a given dot as represented in this example, he/she may notice that the student does have skills in estimating and comparing the perimeter of polygons (green dot in grade 5 Eligible Content M5.B.1.3.1), but has difficulty using labeled dimensions to recognize and compute the perimeter (red dot in grade 5 Eligible Content M5.B.2.2.1).
Hovering over a selected gray dot in the grade 5 column might be useful because it may guide the teacher to find other, possibly related Eligible Content that will help to identify appropriate instructional materials for the student in grade 7 who is still struggling to master grade 5 foundational concepts.
Similarly, notice that the map shows that the student can successfully find the area of triangles and parallelograms (green dot in grade 7 Eligible Content M7.B.2.1.2). A teacher interpreting this map may use and relate this knowledge when helping the student learn about perimeter.
Note to Trainer: you may want to ask the following questions: What further interpretation might be made, and how might focused instruction for this student begin? Possible answers may include the following:
The teacher may “click-on” the materials and resources tied directly to grade 5 Eligible Content M5.B. 2.2.1 and locate instructional materials on finding perimeter to use with the student, or the teacher may “click-on” materials and resources tied directly to one or more of the gray dots.
You can see we have a visible trend.
49. Learning Progression Activity CDT Learning Progression Map
Example 3 49 5/15/2012
Working with Reports with Contradictory Information
Example 3 represents the same student but displays a different map showing strengths and areas of need for the Measurement Applications sub–category.
Again the teacher has reached the Measurement Applications sub-category by clicking on the diagnostic category “Measurement.”
Red, green, and gray dots appear. What should the teacher do next?
Note to Trainer: the answer is “hover over” a dot(s) to see the Eligible Content represented by the dot. This step in shown in the next slide.
Working with Reports with Contradictory Information
Example 3 represents the same student but displays a different map showing strengths and areas of need for the Measurement Applications sub–category.
Again the teacher has reached the Measurement Applications sub-category by clicking on the diagnostic category “Measurement.”
Red, green, and gray dots appear. What should the teacher do next?
Note to Trainer: the answer is “hover over” a dot(s) to see the Eligible Content represented by the dot. This step in shown in the next slide.
50. Learning Progression Activity CDT Learning Progression Map
Example 3 Eligible Content 50 M5.B.1.3.2 Estimate the area of an irregular figure shown on a grid. 5/15/2012 The next step would be for the teacher to “hover over” a red, green, or gray dot to see what Eligible Content is represented by a given dot.
Note to Trainer:
The call-out box for each Eligible Content does not appear simultaneously as shown on this sample slide.
Each Eligible Content call-out box appears one at a time only as the teacher “hovers over” each individual dot.
When the teacher hovers over a given dot as represented in this example, he/she may notice that the map suggests that although the student has difficulty in finding the area of squares and rectangles (red dot in grade 5 Eligible Content M5.B.2.2.2), this student is capable of finding area of compound figures (green dot in grade 7 Eligible Content M7.B.2.1.1). This data is more contradictory than the previous two maps.
Note to Trainer:
You may want to ask the following questions: How might this Learning Progression Map be compared with the other two maps? What further interpretation might be made, and how might focused instruction for this student begin?
Possible answers may include the following:
The teacher may ask the student to relate what he or she knows about perimeter (red dot in grade 6 Eligible Content M6.B.2.2.1).
The teacher may also ask the student what he or she knows about the Eligible Content represented by a given gray dot in the grade 5 and grade 8 columns.
It should also be noted that this student’s Learning Progression Map indicates that the student lacks skills in finding the area and circumference of circles (red dot in grade 7 Eligible Content M7.B.2.1.2); follow-up activities that relate to area and circumference of circles to area and perimeter of polygons may also provide useful and productive content for this student.
(Note: if you have time you can go back into the demo to show the Learning Progression Map)
Shaundra, is there a way that we could see at least all the red dot content at one time? This was a question asked by a few in the audience?
The next step would be for the teacher to “hover over” a red, green, or gray dot to see what Eligible Content is represented by a given dot.
Note to Trainer:
The call-out box for each Eligible Content does not appear simultaneously as shown on this sample slide.
Each Eligible Content call-out box appears one at a time only as the teacher “hovers over” each individual dot.
When the teacher hovers over a given dot as represented in this example, he/she may notice that the map suggests that although the student has difficulty in finding the area of squares and rectangles (red dot in grade 5 Eligible Content M5.B.2.2.2), this student is capable of finding area of compound figures (green dot in grade 7 Eligible Content M7.B.2.1.1). This data is more contradictory than the previous two maps.
Note to Trainer:
You may want to ask the following questions: How might this Learning Progression Map be compared with the other two maps? What further interpretation might be made, and how might focused instruction for this student begin?
Possible answers may include the following:
The teacher may ask the student to relate what he or she knows about perimeter (red dot in grade 6 Eligible Content M6.B.2.2.1).
The teacher may also ask the student what he or she knows about the Eligible Content represented by a given gray dot in the grade 5 and grade 8 columns.
It should also be noted that this student’s Learning Progression Map indicates that the student lacks skills in finding the area and circumference of circles (red dot in grade 7 Eligible Content M7.B.2.1.2); follow-up activities that relate to area and circumference of circles to area and perimeter of polygons may also provide useful and productive content for this student.
(Note: if you have time you can go back into the demo to show the Learning Progression Map)
Shaundra, is there a way that we could see at least all the red dot content at one time? This was a question asked by a few in the audience?
51. 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
5/15/2012 51 As shown in the examples, the CDT Learning Progression Map will provide information concerning what each student should know and be able to do at a given grade/course as represented by the Assessment Anchors and Eligible Content.
The map will also provide a view of the pathway, or how learning may take place, for diagnostic categories.
With each individual student map, you may then be able to see a trend, or determine where a student may still be struggling, with a foundational skill/concept he/she may not have mastered at an earlier point in the progression.
Or, you may be able to see a trend showing a student extending beyond what he/she is expected to know and be able to do at a given grade/course.
Regardless, the map provides a visual representation of content/skills on-grade as well as across grades. This information helps to provide more targeted instruction for students.As shown in the examples, the CDT Learning Progression Map will provide information concerning what each student should know and be able to do at a given grade/course as represented by the Assessment Anchors and Eligible Content.
The map will also provide a view of the pathway, or how learning may take place, for diagnostic categories.
With each individual student map, you may then be able to see a trend, or determine where a student may still be struggling, with a foundational skill/concept he/she may not have mastered at an earlier point in the progression.
Or, you may be able to see a trend showing a student extending beyond what he/she is expected to know and be able to do at a given grade/course.
Regardless, the map provides a visual representation of content/skills on-grade as well as across grades. This information helps to provide more targeted instruction for students.
52. Brainstorm Activity: What are the benefits of the Classroom Diagnostic Tools for teachers, students, and parents/guardians? 52 5/15/2012 Think, Pair, Share
Report out using Random Reporter
Post suggestions on a big sheet of paper. Keep paper posted to continually add to the ideas.
Note to Trainer: you will need to tailor the activity based on how much time you have.Think, Pair, Share
Report out using Random Reporter
Post suggestions on a big sheet of paper. Keep paper posted to continually add to the ideas.
Note to Trainer: you will need to tailor the activity based on how much time you have.
53. 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-on-one conferencing)
Ensures that follow-up instruction is meaningful and aligns with student learning expectations
53 5/15/2012 Compare teachers’ suggestions with those listed. Acknowledge the teachers’ responses.
Note to Trainer : you will need to tailor the activity based on how much time you have. You may want your audience to read and absorb.
Compare teachers’ suggestions with those listed. Acknowledge the teachers’ responses.
Note to Trainer : you will need to tailor the activity based on how much time you have. You may want your audience to read and absorb.
54. 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 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.
54 5/15/2012 Use this slide to wrap-up the brainstorm activity.
Additional benefits: data for school improvement planning, grade-level team meetings, parental support, one-on-one conferencing with students, goal setting, celebrating growth, and easing temperament of students and teachers.
Note to Trainer: will need to tailor based on time. May want audience to read and absorb.
Use this slide to wrap-up the brainstorm activity.
Additional benefits: data for school improvement planning, grade-level team meetings, parental support, one-on-one conferencing with students, goal setting, celebrating growth, and easing temperament of students and teachers.
Note to Trainer: will need to tailor based on time. May want audience to read and absorb.
55. 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
55 5/15/2012 Use this slide to wrap-up the brainstorm activity.
Additional benefits: data for school improvement planning, grade-level team meetings, parental support (ONLY SHARE INDIVIDUAL REPORT), one-on-one conferencing with students, goal setting, celebrating growth, and easing temperament of students and teachers.
Note to Trainer: will need to tailor based on time. May want audience to read and absorb.
Use this slide to wrap-up the brainstorm activity.
Additional benefits: data for school improvement planning, grade-level team meetings, parental support (ONLY SHARE INDIVIDUAL REPORT), one-on-one conferencing with students, goal setting, celebrating growth, and easing temperament of students and teachers.
Note to Trainer: will need to tailor based on time. May want audience to read and absorb.
56. Who are the target students/groups? Students enter our classes with many skills, abilities, and competencies; consequently,
it is highly recommended that all students be tested initially.
depending on the results, the target students/groups might differ each time.
schools with wide achievement gaps should utilize the CDT tool more often.
56 5/15/2012 The CDT is for most students, but the district or school team needs to make decisions on who will be assessed and when.
PDE does not mandate who should be tested or when, but the CDT is highly recommended to be used by the schools that did not make AYP; that is, schools mandated to complete a School Improvement Plan.
Note to Trainer: one percent of the student population has severe cognitive disabilities; therefore these students won’t be able to take the CDT. Also, concerning students who are in the beginning stages of learning the English language it is recommended they don’t take the CDT. The CDT is for most students, but the district or school team needs to make decisions on who will be assessed and when.
PDE does not mandate who should be tested or when, but the CDT is highly recommended to be used by the schools that did not make AYP; that is, schools mandated to complete a School Improvement Plan.
Note to Trainer: one percent of the student population has severe cognitive disabilities; therefore these students won’t be able to take the CDT. Also, concerning students who are in the beginning stages of learning the English language it is recommended they don’t take the CDT.
57. CDT Activity Should these students/groups be targeted to complete the CDT?
57 Note to Trainer:
Students who have a high rate of mobility–yes–often no records; therefore, CDT provides data to support level of student skills, abilities and competencies–not recommended to be used as a placement tool.
Students who are new to a class/course/school–yes–same as above.
Students who are low achieving–yes–provides information on strengths and areas of need.
Students who are high achieving–yes–provides information on areas for enrichment (often these students are left out).
Students who are identified by data teams – yes–provides information about student progress and achievement.
Students in Tier 2/3–yes–may be used to take the place of a screener–provides one more data source for additional info.
Students in middle or high school ESL programs–no/yes–at present, CDT is only available in English (option: the appropriateness of the CDT for students at a proficiency level of 4, 5, or 6 [WIDA results] should be discussed during a data team meeting).
Students with disabilities–yes–provides information on strengths and areas of need–assists in diagnostic info for writing. Present Levels of Academic Achievement (leads to effective IEP goal writing).
Students who failed Algebra I–no–however, if students are taking the CDT hopefully they wouldn’t fail the course because teachers would have tailored instruction based on results of the CDT.
Students in grade 3–no–At present CDT is for grades 6–12.
Students with poor attendance/behavioral infractions–yes–provides information on strengths and areas of need to see if student has deficits due to frequent absences, or if the student is bored and stays home?
Additional Comments:
This page needs to be run for the training. Work independently or in teams to complete. The purpose of the activity is to activate conversation on yes or no, and to have audience provides reasons why student/groups should be targeted.
Students in grade 3 on the list, is not a mistake. It was placed here for the purposes of recognizing that the CDTs is for grades 6-12.
The CDT does not include online translations in other languages, glossaries, etc. ESL Specialists and Content-Based Teachers of ESL students should look closely at student’s data from a variety of assessments to take a CDT: the WAPT, WIDA Access Performance Definitions, Classroom Performance, formative assessments, benchmark assessments. When analyzing the WIDA data, refer to the student’s ELP Scale (6 Reaching; 5 Bridging; 4 Expanding; 3 Developing; 2 Beginning; and 1 Entering) to help determine student’s readiness to take a CDT. For information on WIDA ACCESS go to www.wida.us or http://www.eslportalpa.info/
There is no paper/pencil for the CDT, so typical paper/pencil accommodations for ELL and/or students with disabilities cannot be provided. Use the aforementioned to discuss as consultants answer the WHY?
In addition, students with significant cognitive disabilities (1% of the student population) are not going to be able to take the CDT. There is no alternative assessment or items for this one percent of the population. In fact the items are not written to the extended standards for this population nor are the items written for students with disabilities at all (no enhanced, no modified, etc.) The magnifier was not designed nor meets the requirements as outlined by APH for students with vision impairments. That was not the purpose. The audio would only be for those students with reading challenges.Note to Trainer:
Students who have a high rate of mobility–yes–often no records; therefore, CDT provides data to support level of student skills, abilities and competencies–not recommended to be used as a placement tool.
Students who are new to a class/course/school–yes–same as above.
Students who are low achieving–yes–provides information on strengths and areas of need.
Students who are high achieving–yes–provides information on areas for enrichment (often these students are left out).
Students who are identified by data teams – yes–provides information about student progress and achievement.
Students in Tier 2/3–yes–may be used to take the place of a screener–provides one more data source for additional info.
Students in middle or high school ESL programs–no/yes–at present, CDT is only available in English (option: the appropriateness of the CDT for students at a proficiency level of 4, 5, or 6 [WIDA results] should be discussed during a data team meeting).
Students with disabilities–yes–provides information on strengths and areas of need–assists in diagnostic info for writing. Present Levels of Academic Achievement (leads to effective IEP goal writing).
Students who failed Algebra I–no–however, if students are taking the CDT hopefully they wouldn’t fail the course because teachers would have tailored instruction based on results of the CDT.
Students in grade 3–no–At present CDT is for grades 6–12.
Students with poor attendance/behavioral infractions–yes–provides information on strengths and areas of need to see if student has deficits due to frequent absences, or if the student is bored and stays home?
Additional Comments:
This page needs to be run for the training. Work independently or in teams to complete. The purpose of the activity is to activate conversation on yes or no, and to have audience provides reasons why student/groups should be targeted.
Students in grade 3 on the list, is not a mistake. It was placed here for the purposes of recognizing that the CDTs is for grades 6-12.
The CDT does not include online translations in other languages, glossaries, etc. ESL Specialists and Content-Based Teachers of ESL students should look closely at student’s data from a variety of assessments to take a CDT: the WAPT, WIDA Access Performance Definitions, Classroom Performance, formative assessments, benchmark assessments. When analyzing the WIDA data, refer to the student’s ELP Scale (6 Reaching; 5 Bridging; 4 Expanding; 3 Developing; 2 Beginning; and 1 Entering) to help determine student’s readiness to take a CDT. For information on WIDA ACCESS go to www.wida.us or http://www.eslportalpa.info/
There is no paper/pencil for the CDT, so typical paper/pencil accommodations for ELL and/or students with disabilities cannot be provided. Use the aforementioned to discuss as consultants answer the WHY?
In addition, students with significant cognitive disabilities (1% of the student population) are not going to be able to take the CDT. There is no alternative assessment or items for this one percent of the population. In fact the items are not written to the extended standards for this population nor are the items written for students with disabilities at all (no enhanced, no modified, etc.) The magnifier was not designed nor meets the requirements as outlined by APH for students with vision impairments. That was not the purpose. The audio would only be for those students with reading challenges.
58. 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.
58 5/15/2012 Again, emphasize that administration of the CDT is a district/school/department/grade-level decision. It is not mandated by PDE, but it is highly recommended.
Stress that the CDT is not just for low–achieving students. Again, emphasize that administration of the CDT is a district/school/department/grade-level decision. It is not mandated by PDE, but it is highly recommended.
Stress that the CDT is not just for low–achieving students.
59. Who might use the Classroom Diagnostic Tools and for what purpose? 59 5/15/2012 Print this slide for training, and have the audience work independently, share as a group, and report out.
Note about building administrators: building administrators should promote the use of CDT with their teachers (eg. walk-throughs, accountability, coaching). There is no summary report at the school and district level since students get different sets of items. Print this slide for training, and have the audience work independently, share as a group, and report out.
Note about building administrators: building administrators should promote the use of CDT with their teachers (eg. walk-throughs, accountability, coaching). There is no summary report at the school and district level since students get different sets of items.
60. Communication and Action Plan Train-the-trainer—how to roll out to districts
Districts—how to roll out to teachers
Teachers—what are the next steps
60 5/15/2012 Activity about next steps
For IUs: How will you roll this out to your districts?
For the Districts: How will you roll this out to your schools?
What are your procedures?
Who will take this?
For Teacher Teams: (need talking points)
Activity about next steps
For IUs: How will you roll this out to your districts?
For the Districts: How will you roll this out to your schools?
What are your procedures?
Who will take this?
For Teacher Teams: (need talking points)
61. Communication and Action Plan CDT Action Plan Template: IUs, PaTTAN, PDE 61 5/15/2012 Run CDT Action Plan Templates for Statewide Consultants for IUs, PaTTAN, and PDERun CDT Action Plan Templates for Statewide Consultants for IUs, PaTTAN, and PDE
62. Communication and Action Plan CDT Action Plan Template: District Leadership Team 62 5/15/2012 This action plan is to be used when leading a District Leadership Team. This action plan is to be used when leading a District Leadership Team.
63. Communication and Action Plan CDT Action Plan Template: Teachers 63 5/15/2012 This action plan is to be used when training teachers. CDT Core Team will meet to provide a PP that will provide interactive training. This action plan is to be used when training teachers. CDT Core Team will meet to provide a PP that will provide interactive training.
64. 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 Test Coordinator (DTC)
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 Test Coordinator (STC)
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
Test Administrators (TA) Teachers
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
Monitor and manage the testing environment
Access and utilize the real-time reporting tool
64 5/15/2012
65. CDT Key Dates
65 5/15/2012 Text –to–Speech software should only be downloaded on work stations designated for students requiring the audio accommodation and is only needed for districts participating in the CDT Mathematics Assessments.
The Text–to–Speech software will NOT be available for the subjects field tested this fall, 2010. Please refer to the CDT User Guide for more detailed information regarding audio accommodation. Text –to–Speech software should only be downloaded on work stations designated for students requiring the audio accommodation and is only needed for districts participating in the CDT Mathematics Assessments.
The Text–to–Speech software will NOT be available for the subjects field tested this fall, 2010. Please refer to the CDT User Guide for more detailed information regarding audio accommodation.
66. Two Stars and a Wish Exit Ticket Directions: Provide two stars and a wish as a result of today’s initial training on the CDT.
1.
2.
Wish! 66 5/15/2012
