Classroom diagnostic tools training 9.23.14

Classroom Diagnostic Tools
Train the Trainer for Teacher Utilization of
Grades 3-12
2014-2015
Facilitators:
Jimmy Strand & Nick Paolini
Tom Corbett,
Governor
Dr. Carolyn Dumaresq,
Acting Secretary of Education
09/22/14 1

Introductions and Welcome
Jimmy Strand
james_strand@iu5.org
Nick Paolini
nick_paolini@iu5.org
•Participants…
•Housekeeping
09/22/14 2

Today’s Resources
http://bit.ly/IU5CDTs
CCAASSEE SSEENNSSIITTIIVVEE
09/22/14 3

Students Enter Our
Classrooms…
Pick a “Golden”
phrase or word
that resonates
with you.
Students enter our classes with many skills, abilities, competencies,
educational goals, and future plans. We continually try to unearth and
understand the complexity of students’ experiences and development.
Having clarity about our students’ strengths allows us to make thoughtful
decisions about what we need to teach in a given year and keeps us focused
on specific goals. It also helps students to find value in what we are doing, as
they are able to see how our teaching is aimed at developing their abilities in
an explicit way.
4
09/22/14

Agenda
• CDT and SAS
• Pennsylvania Assessments
• CDT Overview
• CDT Reports and Live Demonstration
• Implementation Plan
• Benefits for Students, Teachers, Parents/Guardians, and
Administrators
• Plan for Roles and Responsibilities
• Eight CDT Professional Development Modules
• Debrief
09/22/14 5

Introduction and Objectives
Welcome to the IU5
Provide general information about the
Classroom Diagnostic Tools (CDT) and
provide a plan for successful
implementation into an educational
system.
09/22/14 6

Essential Questions
• What are the Classroom Diagnostic Tools (CDTs)?
• How were Pennsylvania educators involved in the
development of 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?
• Is there flexibility in scheduling the administration of the
CDT? 7

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 2013/2014 Classroom Diagnostic Tools
https://pa.drcedirect.com
09/22/14 8

8 Professional Development Modules on eDIRECT
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
09/22/14 9

Helpful Documents on eDIRECT
Documents
1. Go to https://pa.drcedirect.com
2. Go to General Information.
3. Click on Documents.
4. Dropdown to Administration. Select the most current year for
CDT.
5. Dropdown to Document Type. Click on All.
6. On a sticky note, write 5 documents you located that would
help you as an educator.
7. After 10 minutes, share what you found with your elbow
partner.
09/22/14 10

CDT and SAS
09/22/14 11

Pennsylvania Assessments
12

What are the similarities and differences
between Benchmark Assessments and Diagnostic Tools?
13
Benchmark Diagnostic

What are the similarities and differences
between Benchmark Assessments and Diagnostic Tools?
14
Benchmark Diagnostic
Grade-level specific
Measures content at the
reporting category level for
reading and math
Students do not receive direct,
formative feedback
Class tool
Provides current level of
performance
Identifies areas of strengths and
needs across grade levels and
subject areas
Individual/small group
measurement tool
Results support
goal-setting
Results need
to be used Can be given no
more than 5 times a
year
Informs
instructional
process
Forces us to
ask more
questions
Process of regularly collecting, summarizing, and
analyzing information to guide development,
implementation, and evaluation of instruction
Results may be used to establish
student goal setting
Most lessons to support
eligible content for
strengths and areas of need
are available on SAS
Diagnosis of student
strengths and areas of
need at instructional
level
Administered
throughout the
school year
Answers the question, What?
Answers the
questions, What?,
Why?, and How?
Summary
report
Computer-adaptive tool based on a
vertical scale that spans content from
grades 3 to high school/course
Fixed form -- everyone takes the
same assessment at a given
grade level
Provide
effective
feedback
Provides a standards-aligned
benchmark
Provides an estimate of
student performance on a
summative assessment
Students may be tested on material not
formerly taught
Group
measurement
Share with
parents
Supports differentiated
instruction within RtII Tiers
1 , 2 and 3

AGREE or DISAGREE Activity:
What are Classroom Diagnostic Tools?
Agree Disagree Statement
1. Classroom Diagnostic Tools are classroom-based activities
integrated into instruction and learning with teachers and students
receiving frequent feedback.
2. Classroom Diagnostic Tools provide a more complete picture of a
student or group of students strengths and areas of need so that
instruction can be targeted directly at meeting student needs.
3. Results from the CDT provide 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.
4. Examples of a CDT include Keystone Exams, PSSA, and Access for
ELLs.
5. Results from the CDT should be used for report cards.
09/22/14 15

BENCHMARK, DIAGNOSTIC, or BOTH? Directions: Each of the statements below is a characteristic of a Benchmark assessment (think 4 Sight or Study Island), a Diagnostic assessment
(specifically the CDT) or both. Circle the appropriate answer.
DESCRIPTOR: Benchmark Diagnostic Both
1. Results inform instructional practice Benchmark Diagnostic Both
2. Grade/Course-level specific Benchmark Diagnostic Both
3. Administered throughout the school year Benchmark Diagnostic Both
4. Gives information in regards to mastery of grade-level standards Benchmark Diagnostic Both
5. Gives immediate results of student performance Benchmark Diagnostic Both
6. Suggests instructional strategies that will help individual students Benchmark Diagnostic Both
7. Answers the question “what” - What standards have the students achieved? What standards
Benchmark Diagnostic Both
have not yet been met?
8. Answers the questions “what,” “why,” and “how”. What standards have the
students achieved? How learning within a diagnostic category develops across
grades. Why a student is achieving by breaking benchmarks across the learning
progressions into fundamental skills and analyzing patterns of achievement
across multiple measures.
9. Predicts success on the PSSA Benchmark Diagnostic Both
10. Can be given up to (but not more than) five times per year
11. Results give a proficiency level Benchmark Diagnostic Both
12. Students may be tested on material not formerly taught Benchmark Diagnostic Both
13. A no cost assessment for PA LEAs Benchmark Diagnostic Both
14. Supports differentiated instruction within MTSS (RtII) Tiers 1, 2 and 3 Benchmark Diagnostic Both
15.. Quarterly formative assessments for grades 3 to 8. These assessments
were created specifically to mirror the content and look of the PSSA. They are
intended to provide a quick estimate of how students would perform on the
PSSA if the state test were administered on the same day.
16

TTiieerr 33
Interventions
For a FEW students
TTiieerr 22
Strategic & Targeted
Interventions for
SOME students
TTiieerr 11
Standards aligned instruction for
ALL
Students
17
A Multi-Tiered System
of Support (MTSS)
Response to Instruction and
Intervention (RtII)

Supports differentiated instruction within Multi-Tiered
System of Support (MTSS) (RtII) 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.
09/22/14 18

CDT Overview
Relying on your table’s experiences and knowledge, write down
on sticky notes as many terms or phrases that come to mind
when you hear:
09/22/14 19

CDT Overview
What are the Classroom Diagnostic Tools?
The Pennsylvania Classroom Diagnostic Tools (CDT), a
computer adaptive test (CAT), is a set of online tools
designed to provide diagnostic information in order to
guide instruction and provide support for 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.
09/22/14 20

The CDT Cycle
09/22/14 21

CCDDTT OOvveerrvviieeww
TThhee CCDDTTss aarree::
•Offered to students in grades 3 through high school.
•Available for use in the classroom throughout the school year on a voluntary
basis.
•Based on content assessed by the Keystone Exams and the Pennsylvania System
of School Assessment (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.
09/22/14 22

CCDDTT OOvveerrvviieeww
TThhee CCDDTTss aarreeaass aarree::
Mathematics Lower Grades
Mathematics
Algebra I & II
Geometry
Science Lower Grades
Science
Biology
Chemistry
Reading Lower Grades
Reading/Literature
Writing Lower Grades
Writing/English Composition
09/22/14 23

CDT Overview
How Scale Scores are Derived?
• Students’ scores are converted into scale scores rather than
points correct or raw scores
• Scales scores are transformed raw scores that allow for valid
comparisons across students, grades, and administrations, but
only within the same subject
• Scales scores take into consideration that fact that some
questions on the test are more difficult than others
• CDT Minimum scale score of 200
• CDT Maximum scale score of 2000
• The CDT scale scores do not correspond to PSSA and Keystone
Exams and should not be compared.
Note: Item Response Theory (IRT), specifically the Rasch model, is used to determine the student’s raw score
09/22/14 24

Reading / Literature

Science

Writing/English Composition

Math

CDT Overview
How were Pennsylvania educators involved in the
development of the Classroom Diagnostic Tools?
The development of the Classroom Diagnostic Tools
involved committees of Pennsylvania educators who
were convened to
• ensure alignment of the items to Assessment Anchors and
Eligible Content.
• approve all questions included in the CDT .
• approve all units and lesson plans aligned to the Assessment
Anchors and Eligible Content linked to the CDT reports.
09/22/14 29

How often should the Classroom
Diagnostic Tools be administered?
The CDT could be administered to students three to five times per
school year based on student needs and analysis of data.
•The maximum number of administrations is five per CDT per school year.
•The recommended time between each administration is 5–6 weeks.
09/22/14 30

Is there flexibility in scheduling
the administration of the CDT?
Yes, there is flexibility in scheduling the administration of the CDT.
•Teachers have the ability to schedule the CDT over a number of days to plan
for students’ needs such as fatigue, daily schedule, and accommodations
Since this is a CAT, students don’t all receive the same number of questions.
•The CDT is untimed.
•Students can pause and exit the test.
Activity: At your table brainstorm possible schedules for your students to
take the CDTs.
One person per table will report out your suggestions.
09/22/14 31

BBrraaiinn BBrreeaakk!!
09/22/14 32

Live Demonstration
“Navigating”
Algebra 1
Group Map
Individual Map
Individual Learning Progression Map
Group Learning Progression Map
09/22/14 33

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.
09/22/14 34

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.
09/22/14 35

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.
09/22/14 36

Learning Progression Maps
• Why are they important?
– They provide information concerning what the student(s) should know,
and be able to do, at a given grade/course as represented by the
Assessment Anchors and Eligible Content.
– The maps provide a view of how learning may take place within a
diagnostic category and the information may suggest a “trend” which
can highlight:
• where a student is still struggling with a foundational skill/concept
introduced at an earlier point in the progression
• where a student is extending beyond what he or she is expected
to know and be able to do at a given grade/course
• opportunities for targeted instruction
09/22/14 37

Individual Learning Progression Map – For
Reading (SAS)
09/22/14 38

Diagnostic Categories
Let’s review the similarities and
differences between the Diagnostic
Categories for the following Map
Configurations:
•Mathematics
•Reading
•Writing
•Science
39

Diagnostic Categories–Mathematics
• Map Configurations
for Mathematics
o Mathematics Grade 3
Lower Grades
Lower Grades
Lower Grades
o Algebra I
o Algebra II
o Geometry
Mathematics Grade 4
Algebra I
Algebra II
Geometry
40

Diagnostic Categories–
Reading/Literature
for Literacy
o Reading Grade 3
Lower Grades
o Reading Grade 4
Lower Grades
o Reading Grade 5
Lower Grades
o Reading Grade 6
o Reading Grade 7
o Reading Grade 8
o Literature
09/22/14
Reading
Literature
41

Diagnostic Categories – Writing/English
Composition
for Literacy
o Writing Grade 3 Lower
Grades
Grades
Grades
o Writing Grade 6
o Writing Grade 7
o Writing Grade 8
o English Composition
Writing
English Composition
42

Diagnostic Categories–Science
for Science
o Science Grade 3 Lower
09/22/14
Grades
Grades
Grades
o Science Grade 3 – 5
o Science Grade 5
o Science Grade 6
o Science Grade 6 – 8
o Science Grade 7
o Science Grade 8
o Science High School
o Biology
o Chemistry
Science
Biology
Chemistry
43

Group Activity - Simulation
• Divide into groups and complete an interactive
simulation while looking at CDT data.
– Grade 4 Science, Writing, Reading, Math
– Grade 7 Science, Writing, Reading, Math
– Literature
– English Comp, Algebra 1, Biology
09/22/14 44

Challenge
• In the notes portion of each simulation are
key questions.
• Please record those answers in your packet.
• Identify (2) interventions/instructional
practices that could be implemented based
upon CDT data.
• Please be prepared to show insight into your
data analysis.
09/22/14 45

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: Prepare Students to Take the CDT
 Administer the Online Video Tutorials
 Administer the Online Tools Training
 Review the Grade Level Content Skill Pamphlets
 Review the Metacognition Templates
STEP 6: Administer the CDT
STEP 7: Access real-time reports via eDIRECT
STEP 8: Determine instructional plan with student(s)
 Prepare for One to One Conferences
46

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 Assessment Coordinator
(DAC)
• 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 Assessment Coordinator (SAC)
• 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
Teachers/Test Administrators (TA)
• Access eDIRECT for User Guide and training materials
• 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
• Prepare students to take the CDT
• Conduct one-to-one student conferences
• Monitor and manage the testing environment
• Access and utilize the real-time reporting tools
• Determine the instructional plan with students
09/22/14 47

Implementation Plan
STEP 1
Contact PA Customer Service for initial system setup
New user
PA Customer Service
1-888-551-6935
Pacustomerservice@datarecognitioncorp.com
09/22/14 48

Implementation Plan
STEP 2
Complete the eDIRECT user setup process
• PA Customer Service will set up user accounts for Local Education
Agency (LEA) level users.
• All new LEA level users will receive a system-generated email.
• 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.
• It is the responsibility of the District Assessment Coordinator to
coordinate the management of updating authorized users.
09/22/14 49

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.
09/22/14 50

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.
09/22/14 51

Implementation Plan
STEP 4
Complete the Test Setup Process:
Student Login Summary
Student Test Login Tickets are secure materials
and must be treated appropriately. They provide
a list of students who are registered as part of
this Test Session to participate in the
assessment.
09/22/14 52

Implementation Plan
STEP 4
The Test Setup Process: Student Login Summary
Prior to Testing
1.Review the Student Login Roster to ensure all students scheduled to test have a
login ticket and that all student information is correct, including accommodations, if
applicable for the assessment .
2.If students are missing from the Student Login Roster, make the proper adjustments
to the Test Session specified above and reprint the Student Login Tickets.
3.If a student is missing or has been incorrectly assigned an accommodation, notify
your school test coordinator and reprint the Student Login Tickets.
4.If student information is incorrect, make note of it and notify your School Test
Coordinator.
5.Separate Student Login Tickets.
09/22/14 53

Implementation Plan
STEP 4
The Test Setup Process: Student Login Summary
When Students Are at Their Computer Stations
1.Distribute the Student Test Login Tickets to the students.
2.Ensure that the students with accommodations notes on their Student Login Tickets
are seated at a computer that has been setup to handle accommodations.
3.Instruct the students to login to their assessments using the Username and
Password on their Student Login Tickets.
When Students Are Finished Testing
1.Collect all Student Login Tickets after students have completed testing and destroy
them along with the Student Login Roster.
Note: The Username on the Student Login Ticket is the student’s PA Secure ID and can
be used to verify that students receive the correct Student Login Ticket.
09/22/14 54

Implementation Plan
STEP 4
The Test Setup Process: Student Login Roster
Administration Name: 2013/2014 Classroom Diagnostic Tools
Test Session Name: Training Grade 4 Mathematics
Content Area: Mathematics
Assessment Name: Mathematics Lower Grades
Test Window: 2/26/2014 to 8/1/2014
Form Student Name PAsecureID Local Student ID Username Password Accommodations
GINA BAKER 7040542749 7040542749 DUST0168 AVI
JON GONZALES 7567761424 7567761424 SURE4418 AU
LINDA MORENO 8869256073 8869256073 BALL6328
09/22/14 55

Implementation Plan
STEP 4
The Test Setup Process: Student Test Tickets
2013-2014 Classroom Diagnostic Tools
GINA BAKER
Username: 7040542749
Password: DUST0168
Accommodations: AVI 2013-2014 Classroom Diagnostic Tools
JON GONZALES
Password: SURE4418
Accommodations: AU
2013/2014 Classroom Diagnostic Tools
LINDA MORENO
Password: BALL6328
Accommodations:
09/22/14 56

Accommodations and
Universal Design for Learning Using
the Classroom Diagnostic Tools
09/22/14 57

Accommodations Screen Shot
09/22/14 58

Accommodations in the CDT
Software Tools
Online Accommodations–
Grades 3, 4, and 5
Contrasting Text Chooser (All Colors and
Subjects)
Contrast Chooser (All Colors and Subjects)
Audio (Mathematics, Science)
Audio for Visually Impaired (Mathematics,
Science, and Literacy)
09/22/14 59

Universal Design for Learning for ALL
STUDENTS
CDT Technology Tools that Support UDL
Pointer
Cross-off
Highlighter
Sticky Note
Magnifier
Line Guide
Calculator
References
Pause
09/22/14 60

Implementation Plan
STEP 5
Prepare Students to Take the CDT
Administer the Online Video Tutorials
09/22/14 61

Implementation Plan
STEP 5
Online tutorials can ALSO be accessed via eDIRECT:
1. Log on to eDIRECT – https://pa.drcedirect.com.
2. Click on Test Setup and select General Information.
3. Select the Test Tutorials tab and click on the Play
Tutorial icon in the Action column to access the
tutorials.
09/22/14 62

Implementation Plan
STEP 5
•District and School Test Coordinators, Teachers, and Test Administrators
should view Tutorials prior to administering assessments.
•Teachers or Test Administrators must schedule time for students to view
the PA Online Video Tutorials. It is highly recommended to show the Video
Tutorials to the entire group.
•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.
09/22/14 63

Implementation Plan
STEP 5
Administer the Online Tools Training
Access the tutorials by double-clicking the PA Online Assessments
icon on the computer desktop.
09/22/14 64

Implementation Plan
STEP 5
Administer the Online Tools Training
• District and School Test Coordinators, Teachers, and Test
Administrators should take the Online Tools Training (OTT)
prior to administering assessments.
• Teachers or Test Administrators schedule time for students
to take the 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.
09/22/14 65

Implementation Plan
STEP 5
Review the Grade Level Content Skill Pamphlets
09/22/14 66

Implementation Plan
STEP 5
Review the Metacognition Templates with Students
1. Students think about how they performed.
2. Students review results from the Individual Map.
3. Students set their own goals.
09/22/14 67

Implementation Plan
STEP 6
Administer the CDT
• Students enter the computer lab.
• Students receive a Test Login Ticket.
• Students sign in to their assessment and begin testing.
09/22/14 68

Implementation Plan
STEP 7
Access real-time reports via eDIRECT
• Teacher logs on to
eDIRECT after
students have
finished testing.
• Teacher selects
Student Group and
clicks on Continue.
• Teacher selects Map
Configuration
• Report is generated.
09/22/14 69

Implementation Plan
STEP 8
Determine instructional plan with the 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.
• Prepare for One-to-One Conferencing.
09/22/14 70

Classroom DiagnostiIcm Tpoleomlsentation Plan
Implementation Plan
STEP 8
Prepare for One-to-One Student Conferencing
09/22/14 71

The Framework for Teaching:
Components of Professional Practice
72
Domain 4: Professional
Responsibilities
•Reflecting on Teaching
•Maintaining Accurate Records
•Communicating with Families
•Participating in a Professional
Community
•Growing and Developing Professionally
•Demonstrating Professionalism
Domain 3: Instruction
•Communicating with Students
•Using Questioning and Discussion
Techniques
•Engaging Students in Learning
•Using Assessment in Instruction
•Demonstrating Flexibility and
Responsiveness
Domain 1: Planning and Preparation
•Demonstrating Knowledge of Content
and Pedagogy
•Demonstrating Knowledge of Students
•Setting Instructional Outcomes
•Demonstrating Knowledge of Resources
•Designing Coherent Instruction
•Designing Student Assessments
Domain 2: The Classroom Environment
•Creating an Environment of Respect
and Rapport
•Establishing a Culture for Learning
•Managing Classroom Procedures
•Managing Student Behavior
•Organizing Physical Space

The Framework for Principal
Effectiveness
73
Domain 1
Strategic/Cultural Leadership:
Components included in Domain:
a.Creates an Organizational Vision, Mission, and
Strategic Goals
b.Uses Data for Informed Decision Making
c.Builds a Collaborative and Empowering Work
Environment
d.Leads Change Efforts for Continuous
Improvement
e.Celebrates Accomplishments and Acknowledges
Failures
Domain 2
Systems Leadership:
a.Leverages Human and Financial Resources
b.Ensures School Safety
c.Complies with Federal, State, and LEA Mandates
d.Establishes and Implements Expectations for
Students and Staff
e.Communicates Effectively and Strategically
f.Manages Conflict Constructively
Domain 4
Professional and Community
Leadership:
a.Maximizes Parent and Community Involvement
and Outreach
b.Shows Professionalism
c.Supports Professional Growth
Domain 3
Leadership for Learning:
a.Leads School Improvement Initiatives
b.Aligns Curricula, Instruction, and Assessments
c.Implements High Quality Instruction
d.Sets High Expectations for All Students
e.Maximizes Instructional Time

What are the benefits of the Classroom
Diagnostic Tools for students, teachers,
parents/guardians, and administrators?
09/22/14 74

Why should the Classroom
Diagnostic Tools be used?
Benefits for Students:
1. Provides specific and timely _______designed to support student
learning
2. Builds efficacy by bringing students into the ________of their own
learning
3. Promotes _____________ by involving students in the learning
process
4. Provides students with opportunities to demonstrate their knowledge
and ____________
5. Promotes partnering with ___________ (e.g., one-to-one
conferencing)
6. Ensures that follow-up instruction is ___________ and aligns with
student learning expectations
09/22/14 75

Benefits for Teachers:
1. Promotes teaching and _____________ with students, parents/guardians, and
others
2. Provides _____________ access to diagnostic reports about student strengths and
areas of need
3. Promotes teacher ______________ of student strengths and areas of need
throughout the year
4. Allows monitoring of student achievement to __________ ongoing planning and
instruction
5. Guides individual as well as ______ grouping of students to target instruction
6. Provides immediate access to ____________ resources to support whole and small
group and individual instruction
7. Provides opportunities for teachers to reflect, collaborate, and ___________
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.
09/22/14 76

Benefits for Parents/Guardians:
1. Promotes ______________ with students, teachers, and others
2. Promotes ________________ and understanding regarding student strengths
and areas of need throughout the year
3. Provides the opportunity to view and understand their student’s achievement in
a ________________ representation
4. Provides access to information linked to ________ resources to support their
student’s learning at home
5. Enhances the ___________ among the student, teacher, and parents/guardians
09/22/14 77

Benefits for Administrators:
1. Defines an _____________ resource to teachers to provide
diagnostic information in order to guide instruction and
provide support to students and teachers
2. Promotes __________ leadership to encourage the CDT
administration as part of the school culture
3. Informs the design of future ____________
_______________ for all faculty and within the Induction
Plan for mentoring of new teachers
4. Allows ______________ access to student reports
09/22/14 78

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
09/22/14 79

Four Corners Activity
09/22/14 80

Roles and Responsibilities
Who holds the Shared Leadership for efficient use of the Classroom
Diagnostic Tools? You and your team’s responsibility, as a result of
this training, is to take the completed activity and meet with your
building principal to promote efficient management and use of the
CDT.
09/22/14 81

Action Planning
• Use this time now to review your Action Plan
Sequence document
– Discuss with others any emails that need to be
sent, people who need to be involved, etc.
• Goal = Leave today with action items to begin
implementing CDTs in your system.
09/22/14 82

8 Professional Development Modules on eDIRECT
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
09/22/14 83

Maximizing Learning Through
One-to-One Conferencing
After Assessment and During Learning
“The most powerful single modification that enhances
achievement is feedback.” John Hattie

Enhancing Students’ Metacognition Improves
Learning
With an elbow partner, review the Classroom Diagnostic
Tools Student Data Analysis Template.
Content Areas:
Mathematics Science
Algebra I Biology
Algebra II Chemistry
Geometry
Reading Writing
Literature Composition

Hearing from the Teachers: One-to-
One Conferencing with CDT Results

Student and Teacher One-to-One Conferencing
with CDT Results

Recommendations for
Building Background Knowledge
1. When should one-to-one conferencing take place?
2. When should small group conferencing take place?
3. How will you schedule the conference into your
teaching period? How often?
4. Who gets to participate in the conference?
5. What will you discuss?
6. What will you do with the remainder of the students
while you are conferencing?
7. How long should a one-to-one conference take?
88

Recommendations for
Building Background Knowledge
8. How will you schedule opportunities for targeted instruction as a
result of setting goals from the conference?
9. How will you and your students know they are progressing?
10. Establish questions, such as the following, to ask the student(s)
during conferencing:
• When you finished taking the CDT, do you recall an area of
need?
• Are there tools, like graphic organizers or manipulatives, you
could suggest to me that would help you learn?
• Is there vocabulary you do not understand?
11. Can you suggest other questions?
89

Recommendations for
09/22/14
Teacher Implementation
Talk to the Text
90

Preparing Students for
91

Recommendations for
09/22/14
Tips for a Successful
One-to-One Conference
92

Recommendations for
Reading the Maps and Preparing for
the One-to-One Conferencing
•When will you schedule this?
•What kind of questions will you
09/22/14
ask?
93

SIS/TaC Services
• Distribution of Services
• Requesting Services
• Services Provided
09/22/14 94

Bounce Activity
96

Next Steps Training:
November 20, 2014
at IU5
Topics include: Data Interpretation, 1-to-1
conferencing, Materials and Resources, Instructional
Practices that Work
09/22/14 97

Classroom diagnostic tools training 9.23.14

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