state support for classroom assessment

>Tom Corbett, Governor Ron Tomalis, Secretary of Education

Title of Presentation


Title of PresentationState Support for Classroom Assessment


Pennsylvania’s Classroom Diagnostic Tools

Rich Maraschiello, Ph.D.

Bobbie Pfingstler, Ed.D.

CCSSO National Assessment Conference

Minneapolis, MN

June 25, 2012

>www.education.state.pa.us

State Support for Classroom Assessment

Topics

• Brief Historical Context• Overview of the CDT System• Implementation and Impact in Schools



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


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

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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

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Content Areas Assessed

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• Mathematics• Algebra I• Geometry• Algebra II• Reading/Literature• Writing/English Composition• Science• Biology• Chemistry



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


• 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

Use of the Assessment Results to Inform and Guide Instruction

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Group Diagnostic Map – Algebra I

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Add Title

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Student Diagnostic Map


CDT Learning Progression Map

1104/21/23


CDT Learning Progression Map

Eligible Content

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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

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).

M7.B.2.1.2 Find the circumference and/or area of circles (formulas provided on the reference sheet).


CDT Participation 2010-11 and 2011-12

2010-2011 2011-2012

Number of Districts/LEAs 245 262

Number of Schools 655 472

Number of AssessmentsCompleted 148,579 347,080



PA Classroom Diagnostic Tools Core Team

Allen Muir – Harrisburg PaTTAN

Kathy Emeigh – Colonial Intermediate Unit 20

Bobbie Pfingstler, Ed.D. – Central Intermediate Unit # 10

Marlene Schechter – Pittsburgh PaTTAN

Karen Henrichs – Riverview IU#6

Pam Kastner – Harrisburg PaTTAN

Charlie Wayne – Pennsylvania Department of Education

Pat Hardy – Pennsylvania Department of Education

Cindy Mierzejewski, Ed.D. – Berks County Intermediate Unit

Patty McDivitt – Data Recognition Corporation

Diane Funsten – King of Prussia PaTTAN

Rich Maraschiello, Ph.D. – Pennsylvania Department of Education

Bill Bertrand– Pennsylvania Department of Education

Shaundra Sand – Data Recognition Corporation

Greg Llewellyn – King of Prussia PaTTAN

Stacy Kulics – Colonial IU # 20

Tracy Ficca – Harrisburg PaTTAN

Steve Novakovich – Pennsylvania Department of Education


• Overview

• Train the Trainer

• Next Steps

• Small Group Training – Intermediate Unit or District Level (Targeting specific needs)

Levels of CDT Statewide Trainings


29 Intermediate Units



The Standards Aligned System


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Pennsylvania Assessments

Diagnostic Formative Benchmark Summative

PurposeGuide instruction specifically

targeted to meet students’ needs, including students’ strengths and weaknesses

Inform ongoing classroom instruction so that adjustments

to instruction can be made

Determine how well students are progressing toward

demonstrating proficiency on a set of designated grade-level curriculum content standards

Determine the degree to which students have mastered a

designated set of curriculum content standards

Impact on Instruction

Tools that provide alignment to units, lesson plans, and other resources based on students‘

needs.

Classroom-based activities integrated into instruction and

learning with teachers and students receiving frequent

feedback

Low-stakes assessments used to predict how students will do on

the high-stakes summative assessments

Assessments used for accountability

Intended Users of the Results

Students, parents, and educators Students, parents, and educators Students, parents, and educatorsEducators, parents, public at large, anddistrict personnel

ExamplesClassroom Diagnostic Tools

(CDT)Teacher-created diagnostics

Teacher-selected Classroom assessments

Response cardsWhite boards

Random selection

AcuityAssess2Know

4-Sight

PSSAKeystone Exams

ACCESS for ELLsEnd of Unit/Chapter Tests

District End of Course Exams

Type of Information Provided

Provides a more complete picture of a student’s or group

of students’ strengths and weaknesses so that instruction

can be targeted directly at meeting student needs

Provides feedback related to a specific unit or lesson so that

feedback can be used to inform classroom instruction and

learning during the teaching/learning process

Provides information on the degree to which students have mastered a given concept or how students are progressing

toward demonstrating proficiency on grade-level

content standards

Provides information on students’ mastery of a given set

of content standards


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Supports Pennsylvania’s differentiated instruction within Response to Instruction and Intervention within 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.


Secondary RtII Example (Traditional Schedule) 8 Period Day

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Curriculum:Aligned to PA

Standards, Common Core, Keystone Exams

High-Quality Core Instruction:

Basic Skill Deficiencies,

Standard Protocols

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

High-Quality Core Instruction:Extended core instruction (ex.

English, Algebra I) and/or targeted intervention based on

data

Sources of Relevant Data:

PSSA PVAAS 4-Sight Classroom Diagnostic Tools (CDT) Common Unit Tests Common Formatives (formal) ACCESS for ELLs Keystone Exams

Daily for one period Very low pupil-teacher ratio

3–5 periods per week in addition to daily CORELower class size

Sources of Relevant Data: Intervention Program assessments GRADE GMADE Classroom Diagnostic Tools (CDT) MAZE TOWRE CORE Phonics Survey CORE Vocabulary

High-Quality Core Instruction:Content literacy focus in all coursesDifferentiated InstructionESL InstructionHigh leverage practices (Reading Apprenticeship, SIM/CLC, Power Teaching, Co-teaching, Learning Focused Schools)

DailyEquitable course access for all (guaranteed access)

Curriculum: Aligned to PA Standards, Common Core,

Keystone Exams


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The CDT CycleThe Teaching and Learning Process Never Ends



• 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

Teachers Analyze and Plan with Live Data

Classroom Diagnostic Tools Data Analysis

Teacher: _________________________________________________ Grade Level: __________________

Content/Course: ___________________________________________ Class Period: __________________

Please circle designated Map Configuration.

Mathematics: Grade 6 Grade 7 Grade 8 High School Algebra I Algebra II Geometry Literacy: Grade 6 Grade 7 Grade 8 Literature

Science: Grade 6 Grade 7 Grade 8 High School Biology Chemistry

Writing: Grade 6 Grade 7 Grade 8 Composition

1. Summary of Quantifiable Data: Overall Results (What do you see?) How many in the Red? Green? Blue? Depending on the time of the year, what are your thoughts? If possible compare with a colleague your findings. ________________________________________________________________________ ____________________________________________________________________________________

2. Look at the four/five diagnostic categories. What category is the highest? __________________________________________________________ Lowest? ____________________________________________________________________________ Any category (ies) of concern? Why? _____________________________________________________ Any category (ies) of strength? Why? _____________________________________________________ Additional interpretations? _____________________________________________________________

3. Go to the drop down menu for the categories. Look at each category. Name the four/five specific categories and interpret each. Which students are in the red? Use the grid at the bottom of the page to support your interpretations. Diagnostic Category One: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Diagnostic Category Two: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Diagnostic Category Three: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Diagnostic Category Four: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Diagnostic Category Five: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. While in the group report, go to the grid and click on export to CSV file. What is the red, green and blue range for each diagnostic category?

Category Red Green Blue Diagnostic Category One Diagnostic Category Two Diagnostic Category Three Diagnostic Category Four Diagnostic Category Five

2. Look at each student in your class. Click on a student dot in the overall score. Using the attached document, fill in results and signify with Red, Green, or Blue Color. You may also want to add the score.

4.

5.

1. Although you will follow your Core Curriculum Tier I for all students, some of the students in your class will need Tier II intervention. Who will need Tier II support for each diagnostic Category? Write the student names in each of the Categories. What materials/resources will you use? Click on “Show Eligible Content” and find “Instructional Enrichment” to help support the student(s). You may have your own resources or need to talk with a colleague to gather grade level resources.

Category One Students

Instructional Enrichment Intervention Time

Formative Assessment

One-to-One Conference Time

Category Two

Students Instructional Enrichment Intervention

Time Formative

Assessment One-to-One

Conference Time

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Category Three Students




Category Four Students




Category Five Students




1. What other data, both quantifiable and qualitative, support the results of the CDT? (observations, teacher records, assessment environment, class environment) ________________________________________________________________________________________________________________________________________________________________________

2. What implications and recommendations for Action will result from this analysis? ________________________________________________________________________________________________________________________________________________________________________

3. What are you commitments – plan and timeline – for the students in need of instructional support at his/her level? ________________________________________________________________________________________________________________________________________________________________________

4. Who from the professional staff will you reach out to help support the students most in need from this analysis? (Special education teacher, Coach, Para-professional, Specialist, Guidance counselor, Librarian, IST,…) ________________________________________________________________________________________________________________________________________________________________________

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8.

9.

10.

Classroom Diagnostic Tools Student Names and Data Results

Teacher: _________________________________________________ Grade Level: __________________

Content/Course: ___________________________________________ Class Period: __________________

Date: ____________________________________________________

Directions: Using the Group Profile Map, fill in student names along with overall score and supporting color and score for each Diagnostic Category.

Student Name Overall D.C. # 1 D.C. # 2 D.C. # 3 D.C. # 4 D.C. # 5


• Building Background Knowledge

• Teacher Implementation – Talk to the Text

• Tips for a Successful One-to-One Conference

• Modeling and Practicing One-to-One Conferencing

The Power of Feedback for All Students: One-to-One Conferencing



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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.


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What are the benefits of the Classroom Diagnostic Tools for teachers, students, parents/guardians, and administrators?



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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



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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.



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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



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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



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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



Feedback from Professional Development Trainings

•Ticket to leave•Surveys•Focus Group Responses•Feedback from Intermediate Unit Consultants



CONTACT INFORMATION

Thank you!


state support for classroom assessment

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