> Tom Corbett, Governor Ron Tomalis, Secretary of Education Title of Presentation > Tom Corbett, Governor Ron Tomalis, Secretary of Education Title of Presentation State Support for Classroom Assessment > Tom Corbett, Governor Ron Tomalis, Secretary of Education 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 Topics Brief Historical Context Overview of the CDT System Implementation and Impact in Schools

> 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

> 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 4

> 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 5

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

> 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

> 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 8 State Support for Classroom Assessment

> Group Diagnostic Map – Algebra I 9

> Add Title 10 Student Diagnostic Map

> CDT Learning Progression Map 1110/1/2015

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

> CDT Participation and Number of Districts/LEAs Number of Schools Number of Assessments Completed 148,579347,080 State Support for Classroom Assessment

> 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 State Support for Classroom Assessment

> The Standards Aligned System

> 18 Pennsylvania Assessments DiagnosticFormativeBenchmarkSummative Purpose Guide 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 Educators, parents, public at large, and district personnel Examples Classroom Diagnostic Tools (CDT) Teacher-created diagnostics Teacher-selected Classroom assessments Response cards White boards Random selection Acuity Assess2Know 4-Sight PSSA Keystone Exams ACCESS for ELLs End 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

> 19 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. State Support for Classroom Assessment

Secondary RtII Example (Traditional Schedule) 8 Period Day 20 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 CORE  Lower 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 courses  Differentiated Instruction  ESL Instruction  High leverage practices (Reading Apprenticeship, SIM/CLC, Power Teaching, Co-teaching, Learning Focused Schools)  Daily  Equitable course access for all (guaranteed access) Curriculum: Aligned to PA Standards, Common Core, Keystone Exams

> 21 The CDT Cycle The Teaching and Learning Process Never Ends State Support for Classroom Assessment

> 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

4. 5.

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> 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 State Support for Classroom Assessment

> 30 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.

> 31 What are the benefits of the Classroom Diagnostic Tools for teachers, students, parents/guardians, and administrators? State Support for Classroom Assessment

> 32 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 State Support for Classroom Assessment

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

> 34 Why should the Classroom Diagnostic Tools be used? 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 State Support for Classroom Assessment

> 35 Why should the Classroom Diagnostic Tools be used? 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 State Support for Classroom Assessment

> 36 Why should the Classroom Diagnostic Tools be used? 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 State Support for Classroom Assessment

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

> CONTACT INFORMATION Thank you! State Support for Classroom Assessment