Classroom Diagnostic Tools
Analyzing the Data
Grades 3-6
Samantha Glass and Lori Rodgers
[email protected]@iu28.org
7/14/2017
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Classroom Diagnostic Tools
Reports
Group Map
Individual Map
Individual Learning Progression Map
Group Learning Progression Map
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Classroom Diagnostic Tools
“Navigating the Reports”
Lower Grades Reading 4
Live Demonstration
pa.drcedirect.com and log on
Email: [email protected]
Password: Simulation14
7/14/2017
*IF YOU LOG IN INCORRECTLY IT WILL LOCK
EVERYONE OUT!!!
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Classroom Diagnostic Tools
Group Diagnostic Map
Reading Grade 4 Lower Grades
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Classroom Diagnostic Tools
Group Diagnostic Map – Reading
Zoomed In
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Classroom Diagnostic Tools
Group Diagnostic Map - Reading
Single Diagnostic Category
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Classroom Diagnostic Tools
Student Diagnostic Map - Reading
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Classroom Diagnostic Tools
Learning Progressions
• What are Learning Progressions?
– Learning Progressions show the developmental
sequences or building blocks of content/skills
students need to master as they progress toward
career and college readiness.
– The progressions are tied directly to the PA
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.
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Classroom Diagnostic Tools
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.
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Classroom Diagnostic Tools
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.
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Classroom Diagnostic Tools
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.
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Classroom Diagnostic Tools
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
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Classroom Diagnostic Tools
Individual Learning Progression Map - Reading
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Classroom Diagnostic Tools
One-to-One Conferencing
with CDT Maps
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Classroom Diagnostic Tools
Recommendations for
One-to-One Conferencing
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?
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Classroom Diagnostic Tools
Recommendations for
One-to-One Conferencing
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:
11.
•
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?
Can you suggest other questions?
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Classroom Diagnostic Tools
Recommendations for
One-to-One Conferencing
Tips for a Successful
One-to-One Conference
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Classroom Diagnostic Tools
Teachers Share Techniques for
One-to-One Conferencing
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Classroom Diagnostic Tools
Teacher and Student One-to-One
Conferencing with CDT Results:
Example One
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Classroom Diagnostic Tools
Metacognition Templates
Available at pa.drcedirect.com
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Classroom Diagnostic Tools
THANK YOU!
Contact Information:
Lori Rodgers
[email protected]
7/14/2017
Samantha Glass
[email protected]
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