1. Classroom Diagnostic Tools
Bucks County Intermediate Unit
Program and Services Advisory Council Lunch and Learn
Friday, January 28, 2011

2. Welcome Agenda The what and why’s of the CDTs The Interactive Reports
The CDT website
Access
District Set-up
Implementation Action Plan

3. CDT Overview What are the Classroom Diagnostic Tools?
Why should the Classroom Diagnostic Tools be used?
Who are the target students/groups?
How often should the Classroom Diagnostic Tools be administered?
Who might use the Classroom Diagnostic Tools and for what purpose?
Could create a matrix for participants to complete as the workshop progresses.
Note to Trainer: These are the ESSENTIAL QUESTIONS.
IMPORTANT QUESTIONS THAT MAY BE ASKED. The following should be used as responses:
Will there be a tool for grades K–5? Message from Rich Maraschiello: The plan is for the CDT to be aligned with the Keystone exams, assuring teachers have information about students strengths and needs before they encounter the Keystones. So we felt grade six was a good place to start with content that reaches down to grade three. Budget was part of the decision, but mostly to be sure we started with content several grade levels before Keystones are used. If we get additional funds, we may consider expanding the system in the future. We added the PSSA reporting categories, too, since we test at those grades (6–8), but the initial plan was to link to the Keystones.
The CDT is fully integrated within SAS. The CDT can be found on eDIRECT. Under Fair Assessments in the SAS site, CDT, a hyperlink for eDIRECT is posted.
The eDIRECT site is a public site: Found on this site is general information regarding CDT.
Using eDIRECT for setting up classes and viewing reports requires a secure log-in.
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4. CDT Overview What are the Classroom Diagnostic Tools?
The Pennsylvania Classroom Diagnostic Tools (CDT) is a set of online tools designed to provide diagnostic information in order to guide instruction and provide support to 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.
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5. CDT and SAS Classroom Diagnostic Tools
The CDT is a new major component of the Fair Assessments of the SAS architecture.
Emphasize the connection of the CDT to SAS to Materials and Resources and to Learning Progressions.
Before Pennsylvania Fair Assessments slide, brainstorm group’s background on the four different types of Fair Assessments. (Optional)
Think, Pair, SHARE.
Distribute large sheets of Post-it paper for teams to write ideas. SHARE. (Optional)
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6. CDT are… Offered to students in grades 6 through high school.
Available for use in the classroom throughout the school year.
Voluntary.
Based on content of the Keystone Exams and the 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.

7. Do the CDTs replace 4Sight?
Multiple choice - Select the correct answer.
They can because we said so.
No. 4Sight is a benchmark assessment. CDTs are diagnostic assessments.
Today is Thursday.

8. Diagnostic v Benchmark Assessments
Purpose
Guide instruction specifically targeted to meet students’ needs, including student strengths and weaknesses.
Determine how well students are progressing toward demonstrating proficiency on a set of designated grade-level curriculum content standards.
Impact on Instruction
Tools that provide alignment to units, lesson plans, and other resources based on students’ needs.
Low-stakes assessments used to predict how students will do on the high-stakes summative assessments.
Give hand-out from PDE.

9. Pennsylvania Fair Assessments
Diagnostic
Formative
Benchmark
Summative
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
Print this off for Friday, January 28, 2011.
Note to Trainer: this is in each participant ‘s folder.
Assessments play an important role in the school improvement process. Even with clear goals, teachers cannot improve their practice unless they have access to a steady flow of information about the effectiveness of their teaching. As teachers engage in continual assessment of their students’ learning, they will gradually develop understandings of how students learn from classroom instruction, and they will begin to perceive direct links between the goals they set, their own teaching, and their students’ learning.
Teachers are in a position to improve their students’ lessons with the use of Classroom Diagnostic Tools (CDT). This may be a change of practice, but teachers are in a position to make positive changes to help all students–individually or in small groups. (from The Teaching Gap by Stigler and Hiebert)
The CDT has potential to enhance formative assessment efforts 6–12, using the CDT to focus on their student needs relative to learning progressions, group students according to needs, provide more intensive supports as warranted, and assess learning in the moment to alter instruction (formative assessments based upon differentiated instructional efforts).
This is a standards-aligned classroom diagnostic assessment measure that we are adding to our continuum of assessment.
Other diagnostic assessments include GMADE, GRADE, Teacher-created lessons, and lessons from the math program or resources being used in their district/classroom.
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10. Why should the Classroom Diagnostic Tools be used?
Provides specific and timely feedback designed to support student learning.
Ensures that follow-up instruction is meaningful and aligns with student learning expectations.
Guides individual as well as flexible grouping of students to target instruction.
Promotes goal-setting by involving students in the learning process.
Provides students with opportunities to demonstrate their knowledge and skills.

11. Who are the target students?
All Students, initially (screening)
Then depending on the results, the target students or groups of students might differ each time.

12. CDT Activity Should these students be targeted to complete the CDT?
Student Profiles
Yes or No?
Why?
1. Students with a high rate of mobility
2. Students who are new to a class/course/school
3. Students who exhibit low achievement
4. Students who exhibit high achievement
5. Students who are identified by data teams
6. Students who are in receipt of Tier 2/3 support
7. Students who are in middle or high school ESL programs
8. Students who have disabilities
9. Students who failed Algebra I
10. Students in grade 3
11. Students with poor attendance/behavioral infractions
Note to Trainer:
Students who have a high rate of mobility–yes–often no records; therefore, CDT provides data to support level of student skills, abilities and competencies–not recommended to be used as a placement tool.
Students who are new to a class/course/school–yes–same as above.
Students who are low achieving–yes–provides information on strengths and areas of need.
Students who are high achieving–yes–provides information on areas for enrichment (often these students are left out).
Students who are identified by data teams – yes–provides information about student progress and achievement.
Students in Tier 2/3–yes–may be used to take the place of a screener–provides one more data source for additional info.
Students in middle or high school ESL programs–no/yes–at present, CDT is only available in English (option: the appropriateness of the CDT for students at a proficiency level of 4, 5, or 6 [WIDA results] should be discussed during a data team meeting).
Students with disabilities–yes–provides information on strengths and areas of need–assists in diagnostic info for writing. Present Levels of Academic Achievement (leads to effective IEP goal writing).
Students who failed Algebra I–no–however, if students are taking the CDT hopefully they wouldn’t fail the course because teachers would have tailored instruction based on results of the CDT.
Students in grade 3–no–At present CDT is for grades 6–12.
Students with poor attendance/behavioral infractions–yes–provides information on strengths and areas of need to see if student has deficits due to frequent absences, or if the student is bored and stays home?
Additional Comments:
This page needs to be run for the training. Work independently or in teams to complete. The purpose of the activity is to activate conversation on yes or no, and to have audience provides reasons why student/groups should be targeted.
Students in grade 3 on the list, is not a mistake. It was placed here for the purposes of recognizing that the CDTs is for grades 6-12.
The CDT does not include online translations in other languages, glossaries, etc. ESL Specialists and Content-Based Teachers of ESL students should look closely at student’s data from a variety of assessments to take a CDT: the WAPT, WIDA Access Performance Definitions, Classroom Performance, formative assessments, benchmark assessments. When analyzing the WIDA data, refer to the student’s ELP Scale (6 Reaching; 5 Bridging; 4 Expanding; 3 Developing; 2 Beginning; and 1 Entering) to help determine student’s readiness to take a CDT. For information on WIDA ACCESS go to or
There is no paper/pencil for the CDT, so typical paper/pencil accommodations for ELL and/or students with disabilities cannot be provided. Use the aforementioned to discuss as consultants answer the WHY?
In addition, students with significant cognitive disabilities (1% of the student population) are not going to be able to take the CDT.  There is no alternative assessment or items for this one percent of the population. In fact the items are not written to the extended standards for this population nor are the items written for students with disabilities at all (no enhanced, no modified, etc.)  The magnifier was not designed nor meets the requirements as outlined by APH for students with vision impairments.  That was not the purpose. The audio would only be for those students with reading challenges. 12 12

13. How often should the Classroom Diagnostic Tools be administered?
The CDT could be administered to students three (3) to five (5) times per school year based on student needs.
The maximum number of administrations is five (5) per CDT per school year.
The recommended time between each administration is 5-6 weeks*.
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.
*It is important not to confuse the diagnostic tools with
progress monitoring.

14. Who might use the Classroom Diagnostic Tools and for what purpose?
Users
Purpose
Students
Teachers
Building Administrators
Special Education Administrators
Curriculum Coordinators
Department Chairs/Coaches
Data Teams
Professional Learning Communities
School Psychologists
Others
Print this slide for training, and have the audience work independently, share as a group, and report out.
Note about building administrators: building administrators should promote the use of CDT with their teachers (eg. walk-throughs, accountability, coaching). There is no summary report at the school and district level since students get different sets of items.
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15. Interactive Reporting Tools”
LIVE DEMONSTRATION
“Navigating the
Interactive Reporting Tools”

16. Group Diagnostic Map – Algebra I
During the presentation, you can cover the following:
Use the tabs along the top to navigate through the different reports
Discuss the Map itself
Dots represent students.
Users can hover over a dot to display student identifying information as well as score.
Colors represent the scale continuum.
There is a total score column and columns for each diagnostic category.
Diagnostic categories for the Keystone subjects (Algebra I, Algebra II, Geometry) are divided into two modules.
Users can click on a dot to show a student’s performance across all the diagnostic categories. (A black line will appear.)
Users can select several students by drawing a box around them on the map.
User can click on Show Eligible Content button to display information along the right side of the report under Instructional Strategies.
Eligible Content (EC) will display. These are areas in which the student(s) could benefit from further enrichment.
The EC numbers themselves are links to Materials and Resources within the SAS system.
Note to Trainer: some Eligible Contents demonstrated as strengths or needs have been pre-populated to lessons or web-based activities on SAS. For many Eligible Contents showing strengths or needs, there are no lessons pre-populated on SAS at this time. Many lessons are continually being evaluated for placement on the SAS site attributed to strengths and needs of the Eligible Content. Lessons are continually being developed thanks to our teachers. If no lessons are posted at this time, the teacher still knows the areas of strengths and needs and is able to construct lessons from his/her specially designed lessons or those found within his/her curriculum or textbook.
The grid at the bottom of the map shows students in the group along with their scores in a tabular format.
Users can click on the Export All to CSV button to export the data in the grid to a CSV file, which can be easily opened in Excel.
Users click on Export to PDF to export the image of the map along with the grid and any Eligible Content that is displayed to a PDF file.
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17. Group Diagnostic Map Mathematics
Zoomed In Zoomed Out
During the presentation, you can cover the following:
The default view for the map is zoomed into the area of the scale where the students are listed. (The student with the highest score will appear towards the top; the student with the lowest score will appear towards the bottom.)
Users can use the slider bar along the left side to adjust the view.
If you expand the slider bar to the full view (square buttons at top and bottom are pushed apart as far as they go), the full scale will display.
You can adjust both top and bottom buttons to display only students within a given range.
The range of the CDT goes from 400 to 2000, regardless of grade.
3. Use this slide to discuss changing the map configuration.
You can see how the students in the group performed compared to the benchmark at a different grade.
In the filter area, go to Map Configuration.
Select a different grade to see how the map re-paints.
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18. Group Diagnostic Map Single Diagnostic Category
During the presentation, you can cover the following:
At the top of the group diagnostic map, you can choose to see a single diagnostic category.
When a single diagnostic category is chosen, results for the past three assessments will display.
This screen shot displays the student-level information that is displayed when hovering over a dot.
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19. Student Diagnostic Map
During the presentation, you can cover the following:
Navigate to the individual map with the tabs along the top.
The individual map will display for the student selected in the group map.
Use the student drop-down menu to change the student
Results for the most recent assessments will be displayed. (Maximum is three.)
Lines around scores represent standard error.
Display the links to Materials and Resources on SAS by clicking on the most recent score in the map.
Note to Trainer: if asked, “What does the whisker mean? How do I interpret it?” Insight from Kristen Lewald with Rich’s approval, you could answer: “If there is an overlap between whiskers, one cannot state there is a statistical difference in performance between the two performances. “
(Toggle out of the demo and move back to the Power Point presentation.)
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20. 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 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.
One of the major benefits of the CDT is its direct link to Learning Progressions. Before looking at the reports that are tied to Learning Progressions, it is important to understand what Learning Progressions are and why they are important.
Note to Trainer: the purpose for this slide and the next slide is not to provide in-depth training on Learning Progressions; rather, the purpose is to provide a brief introduction to Learning Progressions so that the CDT report and the Learning Progression Map will be more easily understood.
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21. Learning Progression Map
This is a sample of a Learning Progression Map. The sample map provides detailed information about a student’s actual performance on items at the Eligible Content level.
Navigate to the Learning Progression Map using the tabs along the top.
The map will display the results for any given student from the group map.
If you wish to view a different student’s map, you should use the student drop-down menu.
The information found on the map is as follows:
Grades are displayed along the top (column headings). You may view the map at the grade the student was administered the CDT, or you may view the student’s results as compared to another grade.
Diagnostic categories (e.g., Numbers & Operations) and sub-categories (e.g., Operations on Numeric and Symbolic Expressions) are displayed along the left side. This display is scrollable, allowing you to view a student’s map for all diagnostic categories in the same order they appear in the other CDT reports. A diagnostic sub-category is displayed by clicking on a diagnostic category.
Three different dots appear on the map; each dot represents Eligible Content within the sub-category.
A green dot means a student answered an item(s) representing the given Eligible Content correctly, indicating a strength in the Eligible Content. A red dot means the student did not answer an item(s) representing the given Eligible Content correctly. The teacher may want to explore each red dot further, as it may indicate an area of need.
A gray dot represents Eligible Content in which the student did not receive an item(s). Gray dots are displayed on the report so that progressions of other appropriate and possibly related Eligible Content may be viewed or explored further.
When you hover on a dot (green, red, or gray), a box will appear with this information:
Description of the Eligible Content
Materials and Resources tied directly to the Eligible Content (SAS link)
Sample item, which will bring up another window showing a sample item of average difficulty representing the Eligible Content
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22. 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.
When information about what students should know and be able to do is combined with information about how students learn what they are to know and be able to do, instruction may be targeted more appropriately.
Note to Trainer: emphasize the words “what” and “how.”
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23. CDT Learning Progression Map
The CDT includes a report tied directly to Learning Progressions.
This report:
provides a scrollable vertical map showing how a student’s 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.
Note to Trainer: the purpose of this slide is to introduce the CDT report tied to the Learning Progression Map. It provides an overview of the benefits of the report.
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24. CDT Learning Progression Map
This report also
shows exactly which Assessment Anchors 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.
Note to Trainer: this slide continues to point out some of the benefits of the CDT report tied to the Learning Progression Map. You may want to emphasize that the report provides teachers with the most direct and efficient way to access the SAS units and lesson plans tied directly to Eligible Content. It is the only place where teachers can access sample items prepopulated from SAS.
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25. Learning Progression Activity
CDT Learning Progression Map
Example 1
Working with Red and Green Dots
In this example, the teacher has decided to view the student’s Learning Progression Map. Based upon the student’s results on the CDT, the teacher is specifically interested in the map for Measurement. Therefore, the teacher scrolls to the diagnostic category, Measurement, and then clicks on Measurement to see the student’s map for the diagnostic sub category, “Measurement Applications.” Red, green, and gray dots appear. What should the teacher do next?
Note to Trainer: the answer is “hover over” a dot(s) to see the Eligible Content represented by the dot. This step in shown in the next slide.
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26. Learning Progression Activity
Eligible Content
CDT Learning Progression Map
Example 1
M4.B Make reasonable estimates of weights, lengths and capacities of familiar objects (measurements in the same system).
M5.B Add or subtract linear measurements, (feet and inches) or units of time (hours and minutes), without having to regroup with subtraction (answer should be in simplest form).
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.2.2.1: Find the perimeter of a figure drawn and labeled (with the same units throughout).
The next step would be for the teacher to “hover over” a red, green, or gray dot to see what Eligible Content is represented by a given dot.
Note to Trainer: the call-out box for each Eligible Content does not appear simultaneously as shown on this sample slide. Each Eligible Content call-out box appears one at a time only as the teacher “hovers over” each individual dot.) When the teacher hovers over a given dot as represented in this example, he/she may notice that the student, in addition to having difficulty with compound figures, circles, and triangles (three red dots in grade 7 Eligible Contents: M7.B and M7.B.2.1.2) was also unable to answer correctly one or more items represented by grade 5 Eligible Content, M5.B on finding the perimeter. This student in grade 7 may be struggling with a foundational concept, perimeter–an Eligible Content students are expected to know and be able to do in grade 5.
Note to trainer: you may want to ask the following questions: What further interpretation might be made, and how might focused instruction for this student begin?
Possible answers may include the following:
The teacher may ask the student to relate what he or she knows about perimeter.
The teacher may “click-on” the materials and resources tied directly to Eligible Content M5.B and locate instructional materials on finding perimeter to use with the student.
The teacher may provide direct one-on-one instruction on perimeter.
LOOK for Trends.
M7.B Develop and/or use strategies to find the perimeter and/or area of compound figures (compound figures should only include quadrilaterals and triangles). Area formulas provided on the reference sheet.
M7.B Find the circumference and/or area of circles (formulas provided on the reference sheet).
M7.B Find the area of triangles and/or all types of parallelograms (formulas provided on the reference sheet).
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27. Review The what and why’s of the CDTs The Interactive Reports
The CDT website

28. eDIRECT: CDT User Guides and Other Information
CDT User Guides and other important information is available online via PA eDIRECT
Go to General Information and choose Documents.
Select Classroom Diagnostic Tools 2010–2011
eDIRECT is a public site.
Take them to this site to find reference tools .
Show them where to find the CDT User Guide.
The CDT User Guide is available publicly in eDIRECT. Go to GENERAL INFORMATION and choose Documents. Select Classroom Diagnostic Tools 2010–2011. You should find the user guide toward the top of the list.
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29. Implementation Plan
Step 1: Contact PA Customer Service for initial system setup
Step 2: Complete the eDirect user setup process
Step 3: Complete PA Online Assessment software installation
Step 4: Complete the Test Setup process
Step 5: Administer the online tutorials
Step 6: Administer the Online Tools Training
Step 7: Administer the CDT
Step 8: Access real-time reports via eDIRECT
Step 9: Determine instructional plan for student(s)

30. Implementation Plan STEP 1 Contact PA Customer Service for initial system setup
1. Go to
2. Open the CDT Registration Form
3. Fax or the Registration Form to PA Customer Service Or
Call PA Customer Service
You may want to ask your audience how many of their districts are participating in the Mathematics CDT and/or participated in the field testing for Science and Reading/Literature. (The field test ended on November 5, 2010.)
PA Customer Service
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31. Implementation Plan STEP 2 Complete the eDIRECT user setup process
PA Customer Service will set up user accounts for district-level users.
All new district-level users will receive a system-generated .
District users will be granted rights to add all other required users to eDIRECT (i.e., Technology Coordinators, School Test Coordinators, and Teachers).
New users will then be able to access eDIRECT, log on, and set up accounts.
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32. Implementation Plan STEP 3 Complete PA Online Assessment software installation
Technology Coordinators log on to eDIRECT to access the software downloads.
Technology Coordinators should download software to all school computers that will be used to administer the CDT.
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33. Implementation Plan STEP 4 Complete the Test Setup process
Test Coordinators access eDIRECT Test Setup to verify/manage student and teacher data and set up Student Groups (classes) for all teachers using the CDT.
Teachers access eDIRECT Test Setup and set up Test Sessions for all students who will be taking the CDT.
Teachers or Test Administrators print Student Test Login Tickets before students enter the computer lab.
Teachers can either cut these apart from the worksheet or print to labels to give to the students.
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34. Implementation Plan STEP 5 Administer the Online Tutorials
Teachers or Test Administrators schedule time for students to use the PA Online Tutorials.
Students view the tutorials to become familiar with the PA Online Assessment software prior to testing.
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.
District and School Test Coordinators, Teachers, and Test Administrators should view Tutorials prior to administering assessments.
You could go through each short video, but recommend just showing the three compilation videos that are listed under #8.
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35. Implementation Plan STEP 5 Administer the Online Tutorials
Access the tutorials by double-clicking the PA Online Tutorials icon on the computer desktop.
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36. Implementation Plan STEP 5 Administer the Online Tutorials
Online tutorials can also be accessed via eDIRECT:
Log on to eDIRECT –
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.
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37. Implementation Plan STEP 6 Administer the Online Tools Training
Teachers or Test Administrators schedule time for students to take the Online Tools Training (OTT).
Students can practice using the online tools and become familiar with functionality of the software prior to testing.
Ensure students take the OTT specific to the subject in which they are participating prior to testing.
Allow 15 minutes to work through a single OTT.
District and School Test Coordinators, Teachers, and Test Administrators should take the OTT prior to administering assessments.
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38. Implementation Plan STEP 6 Administer the Online Tools Training
Access the tutorials by double-clicking the PA Online Assessments icon on the computer desktop.
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39. Implementation Plan STEP 7 Administer the CDT
Students enter the computer lab.
Students receive a Test Login Ticket.
Students view tutorials and take Online Tools Training if needed.
Students sign in to their assessment and begin testing.
Emphasize that when teachers are going to have students take the CDT, they should forewarn them to help assuage/alleviate possible student anxiety and let the students know how the results will help them and the teacher.
Try to inhibit anxiety about taking the CDT. If the teacher is positive about the CDT, the students will be more likely to look at the CDT as positive. Additionally, as students take the CDT the level configures so the student does not face the typical frustration students feel with test taking.
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40. Implementation Plan STEP 8 Access real-time reports via eDIRECT
Teacher logs on to eDIRECT after students have finished testing.
Teacher selects desired
report configuration.
Report is generated.
Does CDT start at a grade level below the present student level and adapt from that point?
The first time it starts with a few items of average ability for the current grade level (by reporting category). For future administrations, the system remembers where the student was located on the vertical scale.
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41. Implementation Plan STEP 9 Determine instructional plan for student(s)
Review reports to determine the Student Strengths to Build On and Student Areas of Need for each Diagnostic Category defined by the assessment that the student was administered.
Based on each student’s results, link to Materials and Resources located in SAS.
Save the materials and resources to profile in SAS.
Utilize materials and resources to guide instruction.
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42. 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 Test Coordinator (DTC)
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 Test Coordinator (STC)
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
Test Administrators (TA) Teachers
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
Monitor and manage the testing environment
Access and utilize the real-time reporting tool
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43. Communication and Action Plan CDT Action Plan Template District Leadership Team
This action plan is to be used when leading a District Leadership Team.
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44. Communication and Action Plan CDT Action Plan Template: Teachers
This action plan is to be used when training teachers. CDT Core Team will meet to provide a PP that will provide interactive training.
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45. CDT Key Dates CDT Field Test Dates Rollout Dates Mathematics
April 26–May 28, 2010
October 18, 2010
Literature
October 4–Nov. 5, 2010
Spring 2011
Science
Writing/Composition
May 2011
September 2011
Social Studies
Fall 2012
January 2013
Text –to–Speech software should only be downloaded on work stations designated for students requiring the audio accommodation and is only needed for districts participating in the CDT Mathematics Assessments.
The Text–to–Speech software will NOT be available for the subjects field tested this fall, Please refer to the CDT User Guide for more detailed information regarding audio accommodation.
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46. Two Stars and a Wish Exit Ticket
Directions: Provide two stars and a wish as a result of today’s training on the CDT. 1. 2.
Wish!
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