Classroom Diagnostic Tools 2013 SAS Institute: Pathways to Student Achievement: Resources for Improving School Effectiveness. Testing Landscape: PSSA, Keystone Exams, Classroom Diagnostic Tools, and Project Based Assessments Monday, Dec. 9, : :45; 1:30 - 3:00; 3:15 - 4:45 Bobbie W. Pfingstler, Ed.D. Educational Consultant Tom Corbett, Governor Carolyn Dumaresq, Ed.D. Acting Secretary of Education 1 10/12/2015 Session Title:Testing Landscape: PSSA, Keystone Exams, and Project Based Assessments

Classroom Diagnostic Tools A set of online assessments designed to provide diagnostic information to guide instruction, intervention, and enrichment. Open for grades 6-12 and available for use in schools and in classrooms throughout the school year. Available assessments include: Math, Algebra I, Algebra II, Geometry, Science, Biology, Chemistry, Reading/Literature, and Wring/English Composition. The CDT is based on content covered by the Pennsylvania System of School Assessments and the Keystone Exams and includes an interactive reporting suite. The CDT reporting system is fully integrated with the Standards Aligned System (SAS). The CDT is fully aligned to the Pennsylvania Core Standards. 10/12/2015 2

Classroom Diagnostic Tools CDT Overview 3 10/12/2015

Classroom Diagnostic Tools Classroom Diagnostic Tools Interactive Maps Group Map Individual Map Individual Learning Progression Map Group Learning Progression Map 10/12/2015 4

Classroom Diagnostic Tools Enhancements and Additions to the Classroom Diagnostic Tools Expanding to Grades 3-5 Revised Alignment of Diagnostic Categories with PA Core Standards Alignment of PA Core Standards and Assessment Anchors and Eligible Content to align the Mathematics, Reading/Literature, and Writing/English Composition CDTs PA Core Learning Progressions Student and Teacher Metacognition Templates Skill Set Pamphlets for Diagnostic Categories per Grade Level and Course 8 Professional Development Modules 10/12/2015 5

Classroom Diagnostic Tools CDT Expanding to Grades 3-5 May 2014 students in grades 3-5 can participate in the CDT. To finalize the operational CDT, a field test was open from Oct 1-Nov. 27, Involvement in the field test helps PDE develop successful programs and design statistically valid assessments for all students. DRC is producing student-level percentile results files for the participating sites and will posted to eDIRECT. 6

Classroom Diagnostic Tools CDT DIAGNOSTIC CATEGORIES – REVISED TO ALIGN WITH THE PA CORE STANDARDS ID Previous Diagnostic CategoriesRevised Diagnostic Categories 1 Comprehension Key Ideas and Details-Literature Text 2 Vocabulary Key Ideas and Details-Informational Text 3 Interpretation/Analysis: Literary Elements and Devices Craft and Structure, and Integration of Knowledge and Ideas –Literature Text 4 Interpretation/Analysis: Persuasive Techniques Craft and Structure, and Integration of Knowledge and Ideas –Informational Text 5 Interpretation/Analysis: Text Organizational Skills Vocabulary Acquisition and Use 10/12/ READING/LITERATURE

Classroom Diagnostic Tools CDT DIAGNOSTIC CATEGORIES – REVISED TO ALIGN WITH THE PA CORE STANDARDS ID Previous Diagnostic CategoriesRevised Diagnostic Categories 1 Quality of Writing: Focus and Content Quality of Writing: Focus and Organization 2 Quality of Writing: Organization and Style Quality of Writing: Content and Style 3 Quality of Writing: Editing 4 Conventions: Punctuation, Capitalization, and Spelling 5 Conventions: Grammar and Sentence Formation 10/12/ WRITING/ENGLISH COMPOSITION

Classroom Diagnostic Tools CDT DIAGNOSTIC CATEGORIES – REVISED TO ALIGN WITH THE PA CORE STANDARDS 10/12/ IDPrevious Diagnostic CategoriesRevised Diagnostic Categories 1 Numbers and Operations 2 Measurement Algebraic Concepts 3 Geometry 4 Algebraic Concepts Measurement, Data, and Probability 5Data Analysis and Probability MATHEMATICS

Classroom Diagnostic Tools 10/12/ ID Task Description 1 Operations with Real Numbers and Expressions 2 Linear Equations & Inequalities 3 Functions & Coordinate Geometry 4 Data Analysis IDTask Description 1 Geometric Properties 2 Congruence, Similarity, & Proofs 3 Coordinate Geometry & Right Triangles 4Measurement ID Task Description 1 Operations with Complex Numbers 2 Non-Linear Expressions & Equations 3 Functions 4 Data Analysis ALGEBRA I DIAGNOSTIC CATEGORIES THAT REMAIN UNCHANGED GEOMETRY ALGEBRA II

Classroom Diagnostic Tools ID Task Description 1 The Nature of Science 2 Biological Sciences 3 Physical Sciences 4 Earth/Space Sciences 10/12/ SCIENCE ID Task Description 1 Basic Biological Principles/ Chemical Basis for Life 2 Bioenergetics/Homeostasis & Transport 3 Cell Growth & Reproduction/Genetics 4 Theory of Evolution/Ecology BIOLOGY IDTask Description 1 Properties & Classification of Matter 2 Atomic Structure & The Periodic Table 3 The Mole & Chemical Bonding 4 Chemical Relationships & Reactions CHEMISTRY DIAGNOSTIC CATEGORIES THAT REMAIN UNCHANGED

Classroom Diagnostic Tools Alignment of PA Core Standards and Assessment Anchors and Eligible Content to the Mathematics, Reading/Literature, and Writing/English Composition CDTs CDT aligned to the PA Core available in the field August 26, 2013 Review of new CDT items aligned to PA Core by a small group of consultants CDT field testing embedded ongoing from mid-February through end of May 2013 CDT Data review and items on Learning Progression July

Classroom Diagnostic Tools Learning Progressions What are Learning Progressions? – Learning Progressions show 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 PA Core Assessment Anchors and Eligible Content. – The progressions are also tied directly to the Voluntary Model Curriculum (VMC) Units and Lesson Plans and are posted on the SAS Website. 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 /12/2015

Classroom Diagnostic Tools PA Core Learning Progressions for Math, Reading, and Writing 10/12/ Writing-English Composition Learning Progressions with Eligible Content Mathematics Learning Progressions with Eligible Content Reading-Literature Learning Progressions with Eligible Content Formatted for 11x16 poster production Grade 3 through the Keystone Modules VMC alignment indicated by the white dots in the EC cells Resource: SAS Materials and Resources Learning Progressionswww.pdesas.org

Classroom Diagnostic Tools Teachers Discuss Preparations for One to One Conferencing 10/12/ Video 2 - Preparing Students - Two Teachers

Classroom Diagnostic Tools Student Metacognition Templates (Grades 6-12 and Content Specific Courses) Classroom Diagnostic Tools Student Data Analysis Mathematics (Grades 6-12) Reading (Grades 6-12) Science (Grades 6-12) Writing (Grades 6-12) Alg. 1 Alg. 2 Geometry Biology Chemistry English Composition Literature Go to eDIRECT to eDIRECT CDT Professional Development 10/12/

Classroom Diagnostic Tools Two Teachers – Year 2 Saucon Valley High School Saucon Valley School District 10/12/

Classroom Diagnostic Tools Classroom Diagnostic Tools Diagnostic Categories Skills List for Mathematics Geometry (one sample diagnostic category with skills) The diagnostic category Geometry includes questions about geometric figures and transformations. Students will be asked to demonstrate such skills as: Determine the area of triangles, special quadrilaterals, or irregular or compound polygons Determine the volume of right rectangular prisms Find side lengths or the area of a polygon Represent three‐dimensional figures using nets Determine the surface area of triangular and rectangular prisms Solve problems involving scale drawings of geometric figures Identify or describe properties of all types of triangles  Use and apply the triangle inequality theorem  Describe the two‐dimensional figures that result from slicing three‐dimensional figures Identify and use properties of angles to write and solve equations Find the area and circumference of a circle Solve real‐world and mathematical problems involving area, volume, and surface area of two‐and three‐dimensional objects Identify and apply properties of rotations, reflections, and translations Describe a sequence of transformations that exhibits the congruence or similarity between two congruent or similar figures Describe the effect of dilations, translations, rotations, and reflections on two‐dimension figures Apply the Pythagorean theorem or its converse to solve real‐world and mathematical problems Go to eDIRECT to eDIRECT CDT Professional Development 10/12/

Classroom Diagnostic Tools Stages of CDT Implementation Where are you? 10/12/ INSTRUCTIONAL LEADER(S) STAGESTEACHERS Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Adapted from Fixsen, Naoom, Blasé, Freidman, and Wallace (2005)

Classroom Diagnostic Tools CDT Professional Development Modules 10/12/ Go to eDIRECT to eDIRECT and CDT Professional Development 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

Classroom Diagnostic Tools CDT – A PDE developed diagnostic tool to support instruction and advance learning 10/12/ “Achievement gains are maximized in context where educators increase the accuracy of classroom assessments, provide students with frequent informative feedback, and involve students deeply in the classroom assessment, record keeping, and communication process. In short, these gains are maximized where teachers apply the principles of assessment for learning.” Stiggins, 2005

Classroom Diagnostic Tools Contacts Local Intermediate Unit eDIRECT CDT Professional Development Co-Leaders: Cindy Mierzejewski, Berks IU, Bobbie W. Pfingstler, Ed.D., Educational Consultant, 10/12/