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Data to Instruction Eric Lech [email protected] 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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Presentation Transcript

Session objectives
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

About assessment
About Assessment

  • What does assess mean to you?

  • Who assesses?

  • What is the value of assessments?

Assessment review
Assessment Review

Integrated Checkpoints

Mastery of standards

Progress toward

grade-level proficiency

Establish individual

strengths & weaknesses

Assessments in your classroom
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?

Are you a doctor of student achievement
Are you a “Doctor of Student Achievement”?

Improved Student Achievement

Prescribed instruction, interventions

Assess, Diagnose, Analyze,

Focus on the diagnostic
Focus on the Diagnostic

  • Why:

    • Guide instruction to meet student needs

  • How:

    • Align instruction to improve areas of weakness and enrich areas of strength.

Why use the cdt
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

Relevance to the pssa keystone
Relevance to the PSSA & Keystone

  • Multiple choice questions

  • Specifically aligned to PA Assessment Anchors & Eligible Content and Keystone Assessment Anchors & Eligible Content

Test administration snapshot
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

A quick match game
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

Classroom perspective
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?

Classroom perspective1
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?

Differentiating instruction
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?

Learning progressions
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.

Learning progressions1
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.

Cdt learning progression map
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.

Learning progression map
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

Cdt data analysis practice learning progressions
CDT Data Analysis PracticeLearning Progressions

Cdt learning progression map1
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.

Reflect monitor
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?

Wrap up

  • Questions

  • Evaluation:

    • Session: CDT: Data to Instruction

    • Instructor: Eric Lech