Classroom Diagnostic Tools Analyzing the Data Grades 3-6 Samantha Glass and Lori Rodgers [email protected]@iu28.org 11/1/2015 1.

Classroom Diagnostic Tools

Analyzing the DataGrades 3-6

Samantha Glass and Lori Rodgers

[email protected]@iu28.org

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ReportsGroup MapIndividual MapIndividual Learning Progression MapGroup Learning Progression Map

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“Navigating the Reports” Lower Grades Reading 4

Live Demonstration

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Group Diagnostic Map Reading Grade 4 Lower Grades

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Group Diagnostic Map – Reading

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Zoomed In


Group Diagnostic Map - ReadingSingle Diagnostic Category

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Student Diagnostic Map - Reading

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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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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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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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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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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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Individual Learning Progression Map - Reading

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One-to-One Conferencing with CDT Maps

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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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Recommendations for One-to-One ConferencingBuilding 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?

• Can you suggest other questions?

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Recommendations for One-to-One Conferencing

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Tips for a Successful One-to-One Conference

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Teachers Share Techniques for One-to-One Conferencing

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

Example One

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Metacognition TemplatesAvailable at pa.drcedirect.com

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THANK YOU!Contact Information:

Lori Rodgers Samantha [email protected] [email protected]

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Classroom Diagnostic Tools Analyzing the Data Grades 3-6 Samantha Glass and Lori Rodgers [email protected]@iu28.org 11/1/2015 1.

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