Titlefor
of Presentation
State Support
Classroom Assessment
Pennsylvania’s Classroom
Diagnostic Tools
Rich Maraschiello, Ph.D.
Bobbie Pfingstler, Ed.D.
CCSSO National Assessment Conference
Minneapolis, MN
June 25, 2012
Tom Corbett, Governor
Ron Tomalis, Secretary of Education
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State Support for Classroom Assessment
Topics
• Brief Historical Context
• Overview of the CDT System
• Implementation and Impact in Schools
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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
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Overview of the CDTs
The Classroom Diagnostic Tools provide a
diagnosis of student’s strengths and weaknesses
to guide instruction and/or remediation.
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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
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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
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State Support for Classroom Assessment
Use of the Assessment Results to Inform
and Guide Instruction
• 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
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Group Diagnostic Map – Algebra I
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Add Title
Student Diagnostic Map
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CDT Learning Progression Map
3/22/2016
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CDT Learning Progression Map
Eligible Content
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
M7.B.2.1.2 Find the circumference and/or area
of circles (formulas provided on
the reference sheet).
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).
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State Support for Classroom Assessment
CDT Participation 2010-11 and 2011-12
2010-2011
2011-2012
Number of Districts/LEAs
245
262
Number of Schools
655
472
148,579
347,080
Number of Assessments
Completed
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PA Classroom Diagnostic Tools Core Team
Allen Muir
– Harrisburg PaTTAN
Bobbie Pfingstler, Ed.D.
– Central Intermediate Unit # 10
Karen Henrichs
– Riverview IU#6
Charlie Wayne
– Pennsylvania Department of Education
Cindy Mierzejewski, Ed.D.
– Berks County Intermediate Unit
Diane Funsten
– King of Prussia PaTTAN
Bill Bertrand
– Pennsylvania Department of Education
Greg Llewellyn
– King of Prussia PaTTAN
Tracy Ficca
– Harrisburg PaTTAN
Kathy Emeigh
– Colonial Intermediate Unit 20
Marlene Schechter
– Pittsburgh PaTTAN
Pam Kastner
– Harrisburg PaTTAN
Pat Hardy
– Pennsylvania Department of Education
Patty McDivitt
– Data Recognition Corporation
Rich Maraschiello, Ph.D.
– Pennsylvania Department of Education
Shaundra Sand
– Data Recognition Corporation
Stacy Kulics
– Colonial IU # 20
Steve Novakovich
– Pennsylvania Department of Education
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Levels of CDT Statewide Trainings
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Overview
Train the Trainer
Next Steps
Small Group Training – Intermediate Unit
or District Level (Targeting specific needs)
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State Support for Classroom Assessment
29 Intermediate Units
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The Standards Aligned System
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Pennsylvania Assessments
Purpose
Impact on
Instruction
Diagnostic
Formative
Benchmark
Summative
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
Low-stakes assessments used to
predict how students will do on
the high-stakes summative
assessments
Assessments used for
accountability
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
Intended Users of the
Results
Students, parents, and educators Students, parents, and educators Students, parents, and educators
Examples
Teacher-selected
Classroom assessments
Response cards
White boards
Random selection
Type of Information
Provided
Classroom Diagnostic Tools
(CDT)
Teacher-created diagnostics
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
Acuity
Assess2Know
4-Sight
Educators, parents,
public at large, and
district personnel
PSSA
Keystone Exams
ACCESS for ELLs
End of Unit/Chapter Tests
District End of Course Exams
Provides information on the
Provides feedback related to a
degree to which students have
specific unit or lesson so that
mastered a given concept or
Provides information on
feedback can be used to inform
how students are progressing
students’ mastery of a given set
classroom instruction and
toward demonstrating
of content standards
learning during thewww.education.state.pa.us
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proficiency on grade-level
teaching/learning process
content standards
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State Support for Classroom Assessment
Supports Pennsylvania’s differentiated instruction within
Response to Instruction and Intervention within Tiers 1, 2, and 3
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The CDT represents a standards-aligned classroom
diagnostic tool that may be used to support
differentiated instruction within Tiers 1, 2, and 3.
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The CDT is a powerful tool for monitoring student
progress relative to standards and learning
progressions.
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The CDT is not a form of curriculum-based
measurement; it is a classroom diagnostic measure.
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Secondary RtII Example (Traditional Schedule) 8 Period Day
Curriculum:
Aligned to PA
Standards,
Common Core,
Keystone Exams
Sources of Relevant
Data:
 Intervention Program
assessments
 GRADE
 GMADE
 Classroom Diagnostic
Tools (CDT)
 MAZE
 TOWRE
 CORE Phonics Survey
 CORE Vocabulary
Sources of Relevant
Data:
 Intervention Program
assessments
 GRADE
 GMADE
 Classroom Diagnostic
Tools (CDT)
 MAZE
 TOWRE
 CORE Phonics Survey
 CORE Vocabulary
Sources of Relevant Data:
 PSSA
 PVAAS
 4-Sight
 Classroom Diagnostic Tools (CDT)
 Common Unit Tests
 Common Formatives (formal)
 ACCESS for ELLs
 Keystone Exams
High-Quality
Core Instruction:
Basic Skill
Deficiencies,
Standard Protocols
 Daily for one period
 Very low pupilteacher ratio
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
3–5 periods per week
in addition to daily
CORE
Lower class size
Curriculum: Aligned to PA
Standards, Common Core,
Keystone Exams
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)
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State Support for Classroom Assessment
The CDT Cycle
The Teaching and Learning Process Never Ends
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Teachers Analyze and Plan with Live Data
• 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 oneto-one conferencing
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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
Writing:
Grade 6
Grade 7
Grade 8
Composition
Biology
Chemistry
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:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4.
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
Diagnostic Category One
Diagnostic Category Two
Diagnostic Category Three
Diagnostic Category Four
Diagnostic Category Five
Red
Green
Blue
5.
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.
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
6.
Category Three
Students
Instructional Enrichment
Intervention
Time
Formative
Assessment
One-to-One
Conference Time
Category Four
Students
Instructional Enrichment
Intervention
Time
Formative
Assessment
One-to-One
Conference Time
Category Five
Students
Instructional Enrichment
Intervention
Time
Formative
Assessment
One-to-One
Conference Time
7. 1. What other data, both quantifiable and qualitative, support the results of the CDT? (observations,
teacher records, assessment environment, class environment)
____________________________________________________________________________________
____________________________________________________________________________________
8. 2. What implications and recommendations for Action will result from this analysis?
____________________________________________________________________________________
____________________________________________________________________________________
9.
3. What are you commitments – plan and timeline – for the students in need of instructional support at
his/her level?
____________________________________________________________________________________
____________________________________________________________________________________
10.4. 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,…)
____________________________________________________________________________________
____________________________________________________________________________________
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
State Support for Classroom Assessment
The Power of Feedback
for All Students: One-to-One Conferencing
• Building Background Knowledge
• Teacher Implementation – Talk to the Text
• Tips for a Successful One-to-One
Conference
• Modeling and Practicing One-to-One
Conferencing
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Stages of CDT Implementation
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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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State Support for Classroom Assessment
What are the benefits of the Classroom
Diagnostic Tools for teachers, students,
parents/guardians, and administrators?
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State Support for Classroom Assessment
Why should the Classroom Diagnostic Tools be used?
Benefits for Students:
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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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State Support for Classroom Assessment
Why should the Classroom Diagnostic Tools be used?
Benefits for Teachers:
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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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State Support for Classroom Assessment
Why should the Classroom Diagnostic Tools be used?
Benefits for Parents/Guardians:
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Promotes collaboration with students, teachers, and others
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Promotes conversation and understanding regarding student strengths
and areas of need throughout the year
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Provides the opportunity to view and understand their student’s
achievement in a visual representation
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Provides access to information linked to SAS resources to support their
student’s learning at home
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Enhances the partnership among the student, teacher, and
parents/guardians
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State Support for Classroom Assessment
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
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State Support for Classroom Assessment
Why should the Classroom Diagnostic Tools be used?
Responsibilities for Administrators:
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Arrange opportunities for professional development for the staff
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Develop a schedule for administrating the CDT
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Monitor the administrations of the CDT and see immediate access to
reports
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Observe the process through walk-throughs to see the impact on
instruction/one-to-one conferencing
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Observe and participate in data team meetings as an indicator of the
teachers’ use of the CDT cycle
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Provide opportunities for teachers to reflect, collaborate and match
instruction to student needs
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Promote shared leadership to encourage the CDT administration as part
of the school culture
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Design a professional development within the Induction Plan for
mentoring of new teachers
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State Support for Classroom Assessment
Feedback from Professional Development
Trainings
•Ticket to leave
•Surveys
•Focus Group Responses
•Feedback from Intermediate
Unit Consultants
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State Support for Classroom Assessment
Thank you!
CONTACT INFORMATION
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