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Data to Instruction Eric Lech leche@cliu

Data to Instruction Eric Lech leche@cliu.org. Session Objectives. Understand differences in assessments and their impact on instruction Understand the purpose of the CDT Understand the CDT cycle Analyze & interpret CDT data Develop data driven instructional strategies

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Data to Instruction Eric Lech leche@cliu

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  1. Data to Instruction Eric Lech leche@cliu.org

  2. Session Objectives • Understand differences in assessments and their impact on instruction • Understand the purpose of the CDT • Understand the CDT cycle • Analyze & interpret CDT data • Develop data driven instructional strategies • Develop indicators of success

  3. About Assessment • What does assess mean to you? • Who assesses? • What is the value of assessments?

  4. Assessment Review Integrated Checkpoints Mastery of standards Progress toward grade-level proficiency Establish individual strengths & weaknesses

  5. Assessments in your classroom • What kinds of assessment do you use? • What information do you extract from assessments? • What happens in your class after an assessment?

  6. Are you a “Doctor of Student Achievement”? Improved Student Achievement Prescribed instruction, interventions Assess, Diagnose, Analyze,

  7. Focus on the Diagnostic • Why: • Guide instruction to meet student needs • How: • Align instruction to improve areas of weakness and enrich areas of strength.

  8. CDT Quiz Time

  9. Why Use the CDT? • Guides instruction and provides support • Linked directly to PA Standards • Uses Learning Progression Maps to give a snapshot of the how and why students may be struggling

  10. Relevance to the PSSA & Keystone • Multiple choice questions • Specifically aligned to PA Assessment Anchors & Eligible Content and Keystone Assessment Anchors & Eligible Content

  11. Test Administration Snapshot • Online, computer adaptive test • Testing admin prepares log-in tickets. • Teachers administer in computer lap • 60 multiple choice questions • 50-75 minutes • Pausing is available • Beginning of year for diagnosis • During year to analyze progress

  12. A Quick “Match” Game • Explain information to students, parents, other teachers, and administrators • Teach skills and focus/adjust/practice, based on individual needs • Determine the skills of every student taking Algebra I • Group students by their diagnostic profiles to target instruction, based on CDT results • Use detailed diagnostic reports to understand the strengths and needs of each student • Consider the progress of each student • Assess • Analyze • Interpret • Instruct • Reflect & Monitor • Share

  13. The CDT Cycle

  14. http://www.online-stopwatch.com/eggtimer-countdown/ Break

  15. CDT Data Analysis PracticeGroup Map

  16. Classroom Perspective • Based on what you see, how could you design whole class instruction? • What areas might be points of emphasis? • Are there any common weaknesses? • What strength can be built upon? • How might you adjust already created unit, chapter, or lesson plans? • Where can you find support resources?

  17. Classroom perspective • Can you think of ways you might want to group members of your class? • How? • Why? • Are there any individual needs that stand out?

  18. CDT Data Analysis PracticeIndividual Map

  19. Differentiating Instruction • Can you identify individual needs? • Where? • How can I identify specific standards to address with individual students? • What methods might you use to assist individuals?

  20. Learning Progressions • What are Learning Progressions? • A Learning Progression shows 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. • They are also tied directly to the Voluntary Model Curriculum (VMC) Units and Lesson Plans and are posted on the SAS Website.

  21. 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.

  22. CDT Learning Progression Map • This report also: • Shows exactly what Assessment Anchor 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.

  23. Learning Progression Map Hovering over a dot will show the eligible content. Clicking on Materials and Resources will link to SAS, or clicking on Sample Item will allow a view of the sample item for the Eligible Content Code selected. Green and red dots indicate that the student received items for the eligible content. Map Legend

  24. CDT Data Analysis PracticeLearning Progressions

  25. CDT Learning Progression Map CDT includes a report tied directly to Learning Progressions. • This report: • Provides a scrollable vertical map showing how 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.

  26. Reflect & Monitor • How can you monitor progress between CDT exams? • Are you going to use stand alone assessments? • Can you augment existing assessments? • How will you proceed based on those results?

  27. Wrap-Up • Questions • Evaluation: www.cliu.org/page/540 • Session: CDT: Data to Instruction • Instructor: Eric Lech

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