CDT+Data+Analysis

=**Classroom Diagnostic Tools - Next Steps**= CDT Results and Implications for Curriculum Review & Development and Classroom Instruction in Preparation for the Keystone Exams

**New for 2012-2013!**

 * **CDT Parent Information [[file:CDT Information for Educators, Parents or Guardians.pdf]]**
 * **Teachers log in to eDirect and print test tickets for their own classes**
 * **Teachers reset test tickets for students who need to continue testing the next day**

Guide to CDT Interactive Reports -
 * 2011-2012 REFLECTION QUESTIONS**

1. When viewing the large group report, have the majority of students performed at or above grade level overall and in each reporting category in Spring 2012?

a. If not, can you **identify specific areas of weakness** that could be targeted, or was performance equally poor in all areas?

b. Are there any areas where you observe **significant strengths in student performance**?

3. How does the **performance pattern of each of your classes compare to the large group**? Is it similar or do you see differences? If you observe differences in performance patterns, what are some possible reasons for the differences?

4. After reviewing the Assessment Anchors and Eligible Content, do you feel your **course curriculum is appropriately aligned with both the content and rigor** implied in the Assessment Anchors/Eligible Content and PA Common Core documents? See [] for Anchors/Eligible Content and [] for PA CC draft standards. If not, what **specific suggestions do you have regarding content/level of rigor changes** that need to be made prior to next school year?

5. **Have you used the item/scoring samplers** available via SAS- [] ? If yes, how have you used this information to guide your instruction? If not, how will you use this information to guide your instruction?

6. If you are teaching a course with a related Keystone Exam, have you discussed the design **of the Keystone Exam with your students** - the two modules and breakdown of content within each module? Additionally, **have you explained how you & the students will use the CDTs in conjunction with Study Island to effectively monitor student progress in preparation for the Keystone Exam/PSSA?**

7. When examining the performance of individual students on the CDTs, have you used the **learning progression map** to view **sample items** the student answered incorrectly? Additionally, have you clicked on the **materials and resources link** to connect to the SAS portal for instructional/remediation resources? If yes, how have the sample items and materials/resources helped/not helped you?

8. Did you **share CDT student performance data with students** after the fall administration and again after the spring administration?

9. How have you explained to your students the **importance of the CDTs and how the data will be used**?

10. Do you have **suggestions on methods to increase student motivation to perform well on the CDTs** at the beginning and the end of the year.

11. Did the **students in your individual classes demonstrate growth** from the BOY administration to the EOY administration?


 * CDT Score Ranges**

**CDT One To One Conferencing Booklet** **Keystone Exam Assessment Anchors/Eligible Content** @http://www.pdesas.org/module/assessment/Keystone.aspx **Keystone Exam Item and Scoring Samplers** @http://www.pdesas.org/module/assessment/Keystone.aspx
 * Preparing for Effective CDT Conferencing**
 * How can the CDTs benefit students?**
 * CDTs provide specific and timely feedback designed to support student learning
 * CDTs build efficacy by bringing students into the process of their own learning
 * CDTs promote goal setting by involving students in the learning process
 * CDTs provide students with opportunities to demonstrate their knowledge and skills
 * CDTs promote partnering with teachers through one-to-one conferencing
 * CDTs ensure that follow up instruction is meaningful and aligns with student learning expectations


 * How can the CDTs benefit teachers?**
 * CDTs promote teaching and collaboration with students, parents/guardians, other school personnel
 * CDTs provide immediate access to diagnostic reports about students' strengths and areas of need
 * CDTs promote teacher understanding of student strengths and areas of need throughout the year
 * CDTs allow monitoring of student achievement to guide ongoing planning and instruction
 * CDTs guide individuals as well as flexible grouping of students to target instruction
 * CDTs provide immediate access to SAS resources to support whole group, small group, and individual instruction
 * CDTS provide opportunities for teachers to reflect, collaborate, and match instruction to student need