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Teacher Utilization of Classroom Diagnostic Tools Grades 3-6 2014-2015 Facilitators:. Samantha Glass and Lori Rodgers ARIN IU 28 sglass@iu28 and lrodgers@iu28.org. WELCOME TEACHERS!!. GETTING TO KNOW YOU…. Agenda. Introductions Essential Questions and CDT Overview CDT and SAS

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Presentation Transcript
slide1

Teacher Utilization of

Classroom Diagnostic Tools

Grades 3-6

2014-2015

Facilitators:

Samantha Glass and Lori Rodgers

ARIN IU 28

sglass@iu28 and lrodgers@iu28.org

welcome teachers
WELCOME TEACHERS!!

GETTING TO KNOW YOU…

agenda
Agenda
  • Introductions
  • Essential Questions and CDT Overview
  • CDT and SAS
  • Roles and Responsibilities
  • CDT Online Tutorials
  • CDT Accommodations
  • CDT Online Tools
  • CDT Diagnostic Maps (Reports)
  • Debrief
benchmark diagnostic or both
Benchmark, Diagnostic, or Both?

Activity: Individually determine if each statement is specific to a Benchmark Assessment, Diagnostic Assessment or both.

Note: One assessment is not better than the other, they are just different. The purpose of this activity is to identify those similarities and differences.

essential questions
Essential Questions

What are the Classroom Diagnostic Tools?

How were Pennsylvania educators involved in the development of the Classroom Diagnostic Tools?

Why should the Classroom Diagnostic Tools be used?

How often should the Classroom Diagnostic Tools be administered?

Is there flexibility in scheduling the administration of the CDT?

cdt overview
CDT Overview

What are the Classroom Diagnostic Tools?

The Pennsylvania Classroom Diagnostic Tools (CDT), a computer adaptive test (CAT), is a set of online tools designed to provide diagnostic information in order to guide instruction and provide support for students and teachers. These tools (available at no cost to districts) are fully integrated and aligned with the Standards Aligned System (SAS) and will assist educators in identifying students’ academic strengths and areas of need, providing links to classroom resources.

cdt overview1
CDT Overview

The CDTs are:

  • Offered to students in grades 3 through high school.
  • Available for use in the classroom throughout the school year on a voluntary basis.
  • Based on content assessed by the Keystone Exams and the Pennsylvania System of School Assessment (PSSA).
  • Composed of multiple-choice items.
  • Delivered as an online computer adaptive test (CAT), ensuring valid and reliable measures of a student’s skills while minimizing testing time.
  • Designed to provide real-time results for students and teachers with links to Materials and Resources in SAS.
roles and responsibilities
Roles and Responsibilities

District Technology Coordinator

  • Attend DRC Technology Coordinator training
  • Create communication plan with DTC to support STCs and TAs
  • Ensure that all computers used for testing meet minimum requirements and are configured to support online testing
  • Coordinate installation of the student interface testing software

District Assessment Coordinator (DAC)

  • Attend DRC Test Coordinator training
  • Access eDIRECT for User Guide and training materials
  • Create and distribute communication plan to all STCs before testing
  • Assist in the coordination of software installation
  • Set up PA eDIRECT accounts for all STCs
  • Provide training to STCs
  • Coordinate the management of student, teacher, and class data in the Test Setup system

School Assessment Coordinator (SAC)

  • Assist in the coordination of software installation
  • Attend DTC-led Test Coordinator training
  • Access eDIRECT for User Guide and training materials
  • Provide support and training to teachers
  • Assist DTC in the management of student, teacher, and class data in the Test Setup system
  • Create Student Groups (classes) for teachers utilizing the CDT

Teachers/Test Administrators (TA)

  • Access eDIRECT for User Guide and training materials
  • Attend Professional Development training
  • Create and manage Test Sessions for students who will be taking the CDT
  • Coordinate the administration of the CDT to students
  • Prepare students to take the CDT
  • Conduct one-to-one student conferences
  • Monitor and manage the testing environment
  • Access and utilize the real-time reporting tools
  • Determine the instructional plan with students
slide11

A Multi-Tiered System of Support (MTSS)

Response to Instruction and Intervention (RtII)

Tier 3

Interventions

For a FEW students

Tier 2

Strategic & Targeted

Interventions for

SOME students

Tier 1

Standards aligned instruction for

ALL

Students

11

supports differentiated instruction within multi tiered system of support mtss rtii tiers 1 2 and 3
Supports differentiated instruction within Multi-Tiered System of Support (MTSS) (RtII) Tiers 1, 2, and 3
  • The CDT represents a standards-aligned classroom diagnostic tool that may be used to support differentiated instruction within Tiers 1, 2, and 3.
  • The CDT is a powerful tool for monitoring student progress relative to standards and learning progressions.
  • The CDT is not a form of curriculum-based measurement; it is a classroom diagnostic measure.
how often should the classroom diagnostic tools be administered
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.
is there flexibility in scheduling the administration of the cdt
Is there flexibility in scheduling the administration of the CDT?

Yes, there is flexibility in scheduling the administration of the CDT.

  • Teachers have the ability to schedule the CDT over a number of days to plan for students’ needs such as fatigue, daily schedule, and accommodations
  • Since this is a CAT, students don’t all receive the same number of questions.
  • The CDT is untimed.
  • Students can pause and exit the test. (Can only pause for 20 minutes)

Activity: At your table brainstorm possible schedules for your students to take the CDTs.

One person per table will report out your suggestions.

how scale scores are derived
How Scale Scores are Derived?
  • Students’ scores are converted into scale scores rather than points correct or raw scores
  • Scales scores are transformed raw scores that allow for valid comparisons across students, grades, and administrations, but only within the same subject
  • Scales scores take into consideration that fact that some questions on the test are more difficult than others
  • CDT Minimum scale score of 200
  • CDT Maximum scale score of 2000
  • The CDT scale scores do not correspond to PSSA and Keystone Exams and should not be compared.

Note: Item Response Theory (IRT), specifically the Rasch model, is used to determine the student’s raw score

edirect cdt user guide
eDIRECT: CDT User Guide
  • CDT User Guide and other important information is available online via PA eDIRECT
    • Go to General Information and choose Documents.
    • Select the most recent year for Classroom Diagnostic Tools

https://pa.drcedirect.com

online video tutorials
ONLINE VIDEO TUTORIALS

Online tutorials can be accessed via eDIRECT:

  • Log on to eDIRECT – https://pa.drcedirect.com
  • Click on Test Setup and select General Information.
  • Select the Test Tutorials tab and click on the Play Tutorial icon in the Action column to access the tutorials.
online tutorials administer the online video tutorials
Online TutorialsAdminister the Online Video Tutorials
  • Everyone using the CDTs should view Online Tutorials prior to administering assessments.
  • Teachers or Test Administrators must schedule time for students to view the PA Online Video Tutorials.
    • Students view the tutorials to become familiar with the PA Online Assessment software prior to testing.
    • It is highly recommended to show the Video Tutorials to the entire group.
    • Ensure students view the tutorials specific to the subject in which they are participating prior to testing.
    • Allow a minimum of 20 minutes to view.
    • Tutorials can be reviewed as often as needed.
universal design for learning for all students
Universal Design for Learning for ALL STUDENTS

CDT Technology Tools that Support UDL

Pointer

Cross-off

Highlighter

Sticky Note

Magnifier

Line Guide

Calculator

References

Pause

implementation plan step 6 administer the cdt
Implementation PlanSTEP 6Administer the CDT
  • Students enter the computer lab.
  • Students receive a Test Login Ticket.
  • Students sign in to their assessment and begin testing.
the test setup process student test tickets
The Test Setup Process: Student Test Tickets

2013-2014 Classroom Diagnostic Tools

GINA BAKER

Mathematics Lower Grades

Username: 7040542749

Password: DUST0168

Accommodations: AVI

2013-2014 Classroom Diagnostic Tools

JON GONZALES

Mathematics Lower Grades

Username: 7567761424

Password: SURE4418

Accommodations: AU

2013/2014 Classroom Diagnostic Tools

LINDA MORENO

Mathematics Lower Grades

Username: 8869256073

Password: BALL6328

Accommodations:

your turn online tools training https wbte drcedirect com pa portals pa
YOUR TURN: Online Tools Traininghttps://wbte.drcedirect.com/PA/portals/pa

YOU MUST BE USING GOOGLE CHROME

Username and Password are located on login screen

8 professional development modules on edirect
8 Professional Development Modules on eDIRECT

Module 1: Why the Classroom Diagnostic Tools?: Building Background Knowledge

Module 2: Analyze the Data: Features of the Diagnostic Reports

Module 3: Assessing Students: Preparing and Motivating Students to Take the CDTs

Module 4: Reflect, Monitor, and Share: Maximizing Student Learning through One to One Conferencing

Module 5: Analyze, Interpret, Instruct, Reflect/Monitor: CDT Simulations

Module 6: Assess, Analyze, Interpret, Instruct, Reflect and Monitor, Share: Using the CDT Data to Inform the Development of a Specific IEP/GIEP Goal

Module 7: Pre-Assess: Steps for Successful Administration

Module 8: Building Principals Lead the Way for Implementation and Sustainability of the Classroom Diagnostic Tools