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Pennsylvania’s Classroom Diagnostic Tools Rich Maraschiello, Ph.D. Bobbie Pfingstler, Ed.D. CCSSO National Assessment Conference Minneapolis, MN June 25, 2012. State Support for Classroom Assessment. Tom Corbett, Governor Ron Tomalis, Secretary of Education. >.

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State Support for Classroom Assessment


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    1. Pennsylvania’s Classroom Diagnostic Tools Rich Maraschiello, Ph.D. Bobbie Pfingstler, Ed.D. CCSSO National Assessment Conference Minneapolis, MN June 25, 2012 State Support for Classroom Assessment Tom Corbett, Governor Ron Tomalis, Secretary of Education >

    2. State Support for Classroom Assessment Topics • Brief Historical Context • Overview of the CDT System • Implementation and Impact in Schools

    3. State Support for Classroom Assessment Historical Context • 2006-Governors’ Commission on College and Career Success • 2010 – New Graduation Requirements Approved • Included: New EOCs, and • Supports: Voluntary Model Curriculum and CDTs

    4. Overview of the CDTs The Classroom Diagnostic Tools provide a diagnosis of student’s strengths and weaknesses to guide instruction and/or remediation. • Available to students in grades 6 and above • Online assessments delivered in a computer adaptive (CAT) format • Multiple-choice items • Multiple assessment offered each year • Real-time reporting • Reports dynamically linked to curriculum resources in SAS • Use is voluntary

    5. Rationale for the Approach • Provide teachers with immediate actionable data • Immediately linked to over 10,000 digital resources • Aligned to Pennsylvania standards and eligible content for both PSSA and the Common Core for the new high school Keystone Exams

    6. Content Areas Assessed • Mathematics • Algebra I • Geometry • Algebra II • Reading/Literature • Writing/English Composition • Science • Biology • Chemistry

    7. State Support for Classroom Assessment Support for the Transition to the Common Core • Revised learning progressions and reporting categories • New item development • New and/or revised curriculum units and lesson plans

    8. State Support for Classroom Assessment Use of the Assessment Results to Inform and Guide Instruction • Dynamic reports will show students strengths and areas of need along a vertical scale that spans grade 3 through high school • Teachers will see classroom maps as well as maps for individual or small groups of students • The reports will display a profile of student achievement levels along the vertical scale. • Links to SAS instructional resources will be displayed on the reports

    9. Group Diagnostic Map – Algebra I

    10. Add Title Student Diagnostic Map

    11. CDT Learning Progression Map

    12. CDT Learning Progression Map Eligible Content M5.B.1.1.1 Select the appropriate unit for measuring weight (mass), capacity, length, perimeter and area. M5.B.1.3.1 Estimate which polygon (shown on a grid) has a greater perimeter or area (compare either area to area or perimeter to perimeter). M5.B.1.3.2 Estimate the area of an irregular figure shown on a grid M7.B.2.1.2 Find the circumference and/or area of circles (formulas provided on the reference sheet). M8.B.2.1.2 Determine the measurement of one interior angle of a regular polygon (3-8 sided polygons, formula provided on the reference sheet).

    13. CDT Participation 2010-11 and 2011-12 State Support for Classroom Assessment

    14. PA Classroom Diagnostic Tools Core Team

    15. Levels of CDT Statewide Trainings Overview Train the Trainer Next Steps Small Group Training – Intermediate Unit or District Level (Targeting specific needs)

    16. 29 Intermediate Units State Support for Classroom Assessment

    17. The Standards Aligned System

    18. Pennsylvania Assessments

    19. Supports Pennsylvania’s differentiated instruction within Response to Instruction and Intervention within Tiers 1, 2, and 3 State Support for Classroom Assessment 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.

    20. Secondary RtII Example (Traditional Schedule) 8 Period Day Curriculum: Aligned to PA Standards, Common Core, Keystone Exams • Sources of Relevant Data: • Intervention Program assessments • GRADE • GMADE • Classroom Diagnostic Tools (CDT) • MAZE • TOWRE • CORE Phonics Survey • CORE Vocabulary High-Quality Core Instruction: Basic Skill Deficiencies, Standard Protocols Tier 3 (for few: 5%) • Daily for one period • Very low pupil-teacher ratio • Sources of Relevant Data: • Intervention Program assessments • GRADE • GMADE • Classroom Diagnostic Tools (CDT) • MAZE • TOWRE • CORE Phonics Survey • CORE Vocabulary Curriculum: Aligned to PA Standards, Common Core, Keystone Exams DATA-DRIVEN DECISION-MAKING High-Quality Core Instruction: Extended core instruction (ex. English, Algebra I) and/or targeted intervention based on data Tier 2 (for some: 15-20%) • 3–5 periods per week in addition to daily CORE • Lower class size Curriculum: Aligned to PA Standards, Common Core, Keystone Exams • Sources of Relevant Data: • PSSA • PVAAS • 4-Sight • Classroom Diagnostic Tools (CDT) • Common Unit Tests • Common Formatives (formal) • ACCESS for ELLs • Keystone Exams • High-Quality Core Instruction: • Content literacy focus in all courses • Differentiated Instruction • ESL Instruction • High leverage practices (Reading Apprenticeship, SIM/CLC, Power Teaching, Co-teaching, Learning Focused Schools) Tier 1 (for all: 100%) • Daily • Equitable course access for all (guaranteed access)

    21. The CDT CycleThe Teaching and Learning Process Never Ends State Support for Classroom Assessment

    22. Teachers Analyze and Plan with Live Data Step 1 – Model the interpretation of a live classroom report Step 2 – Hands-on analysis and interpretation using one of several crafted model simulations Step 3 – Analyze, interpret, and plan teacher specific real time classroom data Step 4 – Plan for feedback including one-to-one conferencing

    23. CDT Data Analysis

    24. 4. 5.

    25. 6.

    26. 7. 8. 9. 10.

    27. CDTStudent Names and Data Results

    28. The Power of Feedback for All Students: One-to-One Conferencing State Support for Classroom Assessment Building Background Knowledge Teacher Implementation – Talk to the Text Tips for a Successful One-to-One Conference Modeling and Practicing One-to-One Conferencing

    29. Stages of CDT Implementation • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace. (2005). Implementation: The Missing Link Between Research and Practice, pp. 7–8.

    30. What are the benefits of the Classroom Diagnostic Tools for teachers, students, parents/guardians, and administrators? State Support for Classroom Assessment

    31. Why should the Classroom Diagnostic Tools be used? State Support for Classroom Assessment 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

    32. Why should the Classroom Diagnostic Tools be used? State Support for Classroom Assessment Benefits for Teachers: • Promotes teaching and collaboration with students, parents/guardians, and others • Provides immediate access to diagnostic reports about student strengths and areas of need • Promotes teacher understanding of student strengths and areas of need throughout the year • Allows monitoring of student achievement to guide ongoing planning and instruction • Guides individual as well as flexible grouping of students to target instruction • Provides immediate access to SAS resources to support whole group, small group, and individual instruction • Provides opportunities for teachers to reflect, collaborate, and match instruction to student need Rather than being another mechanism of reporting information about student performance, the CDT is an integral part of the constructive process involving teaching and learning.

    33. Why should the Classroom Diagnostic Tools be used? State Support for Classroom Assessment 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

    34. Why should the Classroom Diagnostic Tools be used? State Support for Classroom Assessment Benefits for Administrators: • Defines an assessment resource to teachers to provide diagnostic information in order to guide instruction and provide support to students and teachers • Promotes shared leadership to encourage the CDT administration as part of the school culture • Informs the design of future professional development for all faculty and within the Induction Plan for mentoring of new teachers • Allows immediate access to student reports

    35. Why should the Classroom Diagnostic Tools be used? State Support for Classroom Assessment Responsibilities for Administrators: • Arrange opportunities for professional development for the staff • Develop a schedule for administrating the CDT • Monitor the administrations of the CDT and see immediate access to reports • Observe the process through walk-throughs to see the impact on instruction/one-to-one conferencing • Observe and participate in data team meetings as an indicator of the teachers’ use of the CDT cycle • Provide opportunities for teachers to reflect, collaborate and match instruction to student needs • Promote shared leadership to encourage the CDT administration as part of the school culture • Design a professional development within the Induction Plan for mentoring of new teachers

    36. Feedback from Professional Development Trainings State Support for Classroom Assessment • Ticket to leave • Surveys • Focus Group Responses • Feedback from Intermediate Unit Consultants

    37. State Support for Classroom Assessment Thank you! Contact Information