parcc data is here! now what? grades 3-6 school mathematics 2-hour workshop presented by judith t....
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Year One Data Analysis Plan: DRILLING DOWNTRANSCRIPT
PARCC DATA is HERE! Now what?Grades 3-6 SCHOOL MATHEMATICS
2-hour workshop
Presented by Judith T. Brendel Ed.M.
winter/spring 2016
AGENDADATA … RESOURCES … SUCCESSFUL STRATEGIES
• What Do We Know About the NJ State Data?• What are parents told? What can they access?• What PARCC data resources can teachers access? • PLDs: What are they; access for your class(es)• Analyze data; estimate new year results• Find RESOURCES to use with your students• Experience DIFFERENTIATED ACTIVITIES to improve
student engagement and understanding.
Year One Data Analysis Plan: DRILLING DOWN
Moving Forward with PARCC Data Teachers can use spring 2015 data to
• Analyze– their whole class– each students’ performance by level– each students’ performance by specific questions and standards from
their test. (available March 2016)
• find released test questions that match last spring’s test
• evaluate the instructional tools, strategies, methods and interventions they are implementing in the classroom and adjust, as needed.
• Teachers can access and use online content resources, activities, games, strategies.
HOW do you MAKE SENSE of the DATA?
STATE-WIDE RESULTS
PARCC Statewide Results
• In the 2014-15 school year, approximately 850,000 students across New
Jersey took the PARCC assessments.
• … nearly 99% of New Jersey’s students took the PARCC test on
computer platforms, a percentage that led states in the PARCC
consortium and positions New Jersey schools to be a national leader in
integrating educational technology in classroom instruction and
preparing students for the technology expectations in college and
careers.
• This in itself is a great success story in terms of improving educational
outcomes.
Source: “The PARCC Assessments: Informing Teaching and Learning” (NJDOE October 20, 2015, page 5) http://www.state.nj.us/education/assessment/parcc/informing.pdf
Before seeing any scores,
what would you have estimated ?
Write down
% of your students’ with scores that would:
MEET expectations (level-4)ALMOST meet expectations (level-3)EXCEED EXPECTATIONS (level-5)
NJ’s 2015 PARCC SCORES: MATH
0% 20% 40% 60% 80% 100%
source: http://www.nj.com/education/2015/11/student_parcc_scores_are_coming.html
Grade 3
NJ’s 2015 PARCC outcomes Mathematics
Note: numbers may not sum to 100% due to rounding.not representative of grade 8 performance as a whole.
What are SPRING 2015 results ?
YOUR SCHOOL?
YOUR GRADE LEVEL?
CANNOT COMPARE We cannot compare PARCC results to previous
tests (NJASK, HSPA)
NJASK 3-8HSPA - 11 PARCC
before
SPRING
2015
WHAT CAN YOU COMPARE?
End-of-Course Math Outcomes (MS HS)NJ % Meeting/Exceeding Expectations
ADP = Algebra Diploma Project 2009-11
Algebra I PARCC Outcomes vs CLASS Grades
Source: PARCC: NEXT STEPS “Measuring College and Career Readiness” (NJ State Board of Education, November 4, 20
* FORM: EOY Paper Pencil Test ex. …. *FORM: student class avg. vs EOY test score
What you can do NOW!(*Activity #1)
FORM: PLD Major claim A, Supporting claim BFORM: EOY Examples chosen (MC, MMC, CR, Part A,B, …O
http://parcc.pearson.com/practice-tests/math/
1) Select PARCC content you have already taught this year (from 2014 EOY paper/pencil practice test). No/Calculator & Calculator sections
2) Use Answer Key to assist in your selections (hardcopy)
2) Create a 1-period test with those examples.
Include VARIETY question formats
MC (select A, B, C or D)MMC (select ALL that are correct)
__ SCR (fill-in bubbles with answer)• Parts A, B, ….• Compare Data given data in different forms (equation,
table, graph, scenario)
• Calculator and non-calculator section• Reference sheet
Focus: Major and supporting content
What you can do NOW!(*Activity #1)
ONLINE: http://parcc.pearson.com/practice-tests/math/
3) Give your students this 1-period EOY test.
4) Note individual strong/weak areas now. See CCSS (standards) and Evidence Statements on answer key.
5) Compare to their class grades (quizzes/tests)
LATER ONCreate other tasks, worksheets and assessments; focus on extended response (PBA) questions and
online practice.
http://blog.measuredprogress.org/blog/parcc-scores-are-in-whats-next
When you create an assessment:
• “Scaffold items in increasing difficulty to help students incrementally apply mathematical concepts and skills for solving multi-step word problems.”
• “Use extended-response (ER) items to collect evidence of students’ ability to reason mathematically. Student responses serve as classroom examples of meeting expectations.”
… MORE DATA
MATH: NJ vs PARCC averageA comparison of the percentage of students who scored
on grade level on PARCC math exams.
%40
30
20
10
Source: Accessed on December 2, 2015
http://www.nj.com/education/2015/12/nj_students_beat_the_parcc_average_on_most_exams.html#incart_river_home
Comparison of the percentage of students who scored on-grade-level on PARCC’s math exams.
PARCC: Areas of Attention
Source: PARCC Assessments: Informing Teaching and Learning (NJDOE October 20, 2015, page 8)
http://www.state.nj.us/education/assessment/parcc/informing.pdf
What Parents are Told about PARCC and PARCC DATA:
What Parents are Told:This test is just one measure of how well your child is performing academically.
Other information, such as grades, teacher feedback and scores on other tests will help determine your child’s academic strengths and needs.
What Parents are Told
How do the test scores this year compare to those in past years?
The knowledge and skills tested this year are different - and in some cases more rigorous - than in the past. If your child’s score is different than you expected, meet with your child’s teacher to understand what that means and how you can help your child improve his or her performance.
meet with your child’s teacher
How will my child’s school use the test results?
Results from the test give your child’s teacher information about his/her academic performance.
The results also give your school and school district important information to make improvements to the education program and to teaching.
HOW can I use the Math Scores?
• The best way to make sense of these • scores is to compare them to the average for
students who met the expectations and the average for students in your child’s school, district, and state.
• Also, look at the information below the scores. How
is your child doing in each area of mathematics? Ask your child’s teacher how you can give your child more opportunities to be challenged and how you can support his/her academic needs.
WATCH VIDEO
“Understanding the SCORE REPORT”
Activity #2 - Watch the “New Video: Understanding the Score Report” Use form; write thoughts and questions. http://understandthescore.org/help-your-child/resources-for-parents/ Teachers walk through the score report step-by-step. They let parents know what to expect and provide tips on how they can support their child (handout for notes Activity #2 right side folder; link is on slide 36)
What Parents Can Access(links on slide 37)
Information and resources including sample PARCC test questions and the PTA’s Guide to Student Success. Visit How Can I learn more? Go to the PARCC website http://www.parcconline.org
When will I receive my child’s score report?During the first year of PARCC administration (2014-2015 school year), score reports will be released in the fall of 2015. In future years they will come much sooner.
http://www.understandthescore.org
Parent Score Report (handout)ONE STUDENT’S DATA
Showing a moc STUDENT: score … levels … and this student’s score compares to
SCHOOLaverage
DISTRICTaverage
STATEaverage
PARCCaverage
Algebra-II (grade 10/11 Sample)
ONE STUDENT
Parents see a Sample Algebra II Assessment Report,
2014-2015Source: PARCC “Mock Parent Score Report – Algebra 2” (2015)
http://parcconline.org/resources/educator- resources
Next slides show data available about one particular Algebra-II student. (hardcopy)
FIRST NAME 8 M. LAST NAME 8 Date of Birth: 05/15/2000
ID: 99999999 Grade: 9
SAMPLE DISTRICT NAME SAMPLE SCHOOL ONE NAME ILLINOIS
OVERALL PERFORMANCE (level w/graph)OVERALL PERFORMANCE (level w/graph)
OVERALL PERFORMANCE (level w/graph)
Next, EACH LEVEL is explained for that particular grade level or high school course.
MATHEMATICS PERFORMANCE
LEVEL 5Your child performed at Level 5
and earned a score of 839
Students performing at levels 4 and 5 met or exceeded expectations.
ALGEBRA-II SAMPLE
LEGEND
Below expectations (Levels 1 or 2)
Nearly Meets expectations (Level 3)
Meets or Exceeds expectations (Levels 4 or 5)
(To see selected questions from the test, visit understandthescore.org )
MAJOR CONTENT(sub claim A)
In this area, your child did as well as or better than students who met the expectations.
(Algebra-II)Students meet expectations by solving problems involving rational exponents, writing and interpreting algebraic expressions, rational and radical equations, graphs of functions, creating linear, quadratic, and exponential functions, and making inferences and justifying conclusions from data.
ADDITIONAL & SUPPORTING CONTENT(sub claim B)
In this area, your child did almost as well as students who met the expectations. (Algebra-II)Students meet expectations by solving problems involving the complex number system, rational expressions and functions, systems of equations, trigonometric functions, interpreting data, and probability.
Expressing Mathematical Reasoning(sub claim C)
In this area, your child did as well as or better than students who met the expectations. (Algebra-II)Students meet expectations by creating and justifying logical mathematical solutions and analyzing and correcting the reasoning of others. (generic)
MODELING & APPLICATION (sub claim D)
In this area, your child did as well as or better than students who met the expectations. (Algebra-II)Students meet expectations by solving real-world problems, representing and solving problems with symbols, reasoning quantitatively and strategically using appropriate tools. (generic)
Use LEVEL chart -- YOUR students
1. Find your students’ data2. Select 1 student at each level: Level 2, 3, 4 and 53. Think about these students as we continue.
LEVELS?
What do they all mean? What are they?
PLDs: Performance Level Descriptors Grades 3-11
Reminder: PARCC reports results according to five performance levels that delineate the knowledge, skills, and practices students are able to demonstrate. These levels are:
Level 1: Did not yet meet expectationsLevel 2: Partially met expectationsLevel 3: Approached expectations------------------------------------------------------------------Level 4: Met expectationsLevel 5: Exceeded expectations
SUB CLAIMS ?What do they all mean? What are they?
What are they for MY class?
See the PERFORMANCE-LEVEL DESCRIPTORS
EXPECTATIONS per PERFORMANCE LEVEL per GRADE LEVEL
Sample PLD Grade 7 math partial What you can see: sample Sub-Claim A
What are specifics for your grade/course? (next slides) HANDOUT right side folder
This grade-7 PLD has been updated since this slide was created.NOW, Level 2 says only to “recognize” not use proportional relationships.
*ACTIVITY #3: PLDs for your grade level Major . Supporting . Reasoning .
Modeling/Applying http://parcconline.org/assessments/test-design/mathematics/math-performance-level-
descriptors (link on slide 55) 1) Performance-Level Descriptors by Grade Band– PARCC Mathematics Performance Level Descriptors: Grades 3-5– PARCC Mathematics Performance Level Descriptors: Grades 6-8, Algebra I – PARCC Mathematics Performance Level Descriptors: High School (Algebra
I, Geometry, Algebra II) (hardcopies PLDs right side of your folder OR separate packet)
2) Find your grade level3) Take notes each category: Major ….
4) Use PLD CHART to compare 2015 results w/estimates for 2016 (next slide)
*Activity #3 w/PLDs (claims A-D)Compare grade X 2015 with grade X expected 2016
WHOLE CLASS1. Pick one of your math sections for this activity (one class of
students you have this year).
2. Find your grade-level (3-8) (*hard copies Alg. Geom. Alg.II)
3. Spring 2016 PLDs: For each standard √ check the level you think is the level that will be reached by the highest % of your students.
4. Spring 2015 PLDs: * the actual level most ….
MAJOR CONTENT (SUB CLAIM A)Standard Level 5 Level 4 Level 3 Level 2 Level 16.xxx √ *7.yyy √ *8.aaa √
Resolution: ELA and MathMinimum Scores for Each Performance Level
Partially meeting (Level 2)
Approaching Expectations
(Level 3)
Meeting Expectations
(Level 4)
ExceedingExpectations
(Level 5)Grade 3 ELA & MATH 700 725 750 790
Grade 4 ELA & MATH 700 725 750 790
Grade 5 ELA & MATH 700 725 750 790
Grade 6 ELA & MATH 700 725 750 790
Grade 7 ELA & MATH 700 725 750 790
Grade 8 ELA & MATH 700 725 750 790
Grade 9 ELA/Algebra I 700 725 750 790
Grade 10 ELA/Geometry 700 725 750 790
Grade 11 ELA/Algebra II 700 725 750 790
Source: “PARCC RESULTS: YEAR ONE - Measuring College and Career Readiness” (NJ State Board of Education, November 4, 2015)
HOW do you FIND RESOURCES?
for your general informationRESOURCES grades 3-8
Understandthescore.org (gr.3-8)(link on slide 60)
Scroll down- Select STATE- Select GRADE …. - Then [submit]
- Select MATH …. - Then [Major Content]
RESOURCES grades 3-8
Understandthescore.org/help-your-child/resources-for-parents … scroll down to Great!KIDS1) Select [state] [grade] … [math] 2) See Labels: Major.Supporting.Reasoning.Modeling FORM
WHAT IS HERE? WHAT WILL YOU USE? HOW?3) Click on [Major] see
4) If your child didn’t meet the Major Content standards…5)
What it means. How to help your …Want to know more (watch video “What math concepts should ___ graders know before _____ next year.)
Sample Problems
Individual Student Scores 2015LEVEL Analysis (sub claims)
Last year grade 4? (your class last year?) Last year grade 3? (your students now)
Grade 4
Planning w/ Resources for HS coursesFORM SAMPLE: Algebra I
Interpreting functions (Major content Claim A)
Planning w/ Resources for Elem. classes
*ACTIVITY . BLANK FORM: teachers to use- Select area in need of work (use PLDs for
expectations; use level-4 as a guide)
- Go to websites listed; search for your topic
- Copy & paste specific links w/your notes about use
See Sample sites and tasks on next slides first!
Form to be distributed; not in folders
engageny.orgNYS COMMON CORE MATHEMATICS CURRICULUM
• Select GRADE or HS COURSE• Select a module (on left)• Scroll and click on different resources:
– Teacher Resources– Student Resources (examples/ videos / ….)– Mid module assessments– End module assessments
SEE samples next slides
PARCC Grade 3 EOY item #1sample 2014 STUDENT MATERIALS
PARCC Grade 4 EOY item #3 sample 2014 STUDENT MATERIALS
PARCC Grade 5 item #1sample PBA 2014 STUDENT MATERIALS
PARCC Grade 6 item #4sample PBA 2014 STUDENT MATERIALS
engageNY Grade 3 sample Aug. 2014 STUDENT state test
engageNY Grade 4 sample Aug. 2014 STUDENT state test
engageNY Grade 5 sample Aug. 2013 STUDENT state test
engageNY Grade 6 sample Aug. 2013 STUDENT state test
engageNYhttps://www.engageny.org/resource/regents-exams-mathematics-webcasts
(Link on slide 74)
engageNYhttps://www.engageny.org/resource/regents-exams-mathematics-webcasts
(links on slide 75)• PARCC Model Content Frameworks - Assessment
Limits and Clarificationshttp://www.parcconline.org/parcc-model-content-frameworks • Illustrative Mathematics - Examples by Standardhttp://www.illustrativemathematics.org/ • Standards for Mathematical Practicehttp://www.corestandards.org/Math/Practice
CORE STANDARDS for matha reminder (links on slide 76)
Standards for Mathematical Contenthttp://www.corestandards.org/Math/Content/HSA/CED/
Standards for Mathematical Practicehttp://www.corestandards.org/Math/Practice
(sample examples imbedded throughout)
engageny.orgNYS COMMON CORE MATHEMATICS REGENTS
EXAM sample items with annotated rubrics
https://www.engageny.org/resource/regents-exams-mathematics
ARIZONA EDU (links on slide 78) (progression of content across grades)
Resources: Progressions Documents
http://ime.math.arizona.edu/progressions/
ILLUSTRATIVE MATHEMATICShttp://www.illustrativemathematics.org/
GRADE 3 (links on slide 79)
http://www.illustrativemathematics.org/
http://www.illustrativemathematics.org/
GRADE 6
https://www.ixl.com/standards/louisiana/math/
LOUISIANA (iXL interactive online) link slide 82
screenshot
Alignment Document spring 2015
• Student’s EOY Exam (task #, type I II III, calculator or not, which ‘form’ of test/online or paper) item analysis not available until March 2016
• EOY Exam Released Items (match task #)
• EOY Answer Keys (match task #)
Individual Student Scores 2015 ITEM Analysis
NOT YET AVAILABLE to DISTRICTS 1/29/2016 (late March?)
Scroll down to bottomSelect page for your gradehttps://prc.parcconline.org/assessments/parcc-released-items (spring 2015) Grade 3 page- 1-2 (link on slide 88)
Grade 4 page-2Grade 5 page-3Grade 6 page-4
Grade 7 page-5Grade 8 page-6HS Algebra I (grade 8/9) page-8HS Algebra II (grade 10/11) page-8, 9HS Geometry (grade 9/10) page-9
1 2 3 4 5 Next > Last >>
TEST ITEMS spring 2015
PARCC Released Item-Bank
RESOURCES for EOY and PBA ASSESSMENT Grade XX Math EOY and PBA Alignment Documents
– Item Set (examples w/task code #)– Answer Key– Sample Student Responses with rubrics
FORM: Selected Ex. from PARCC 2015 EOY # your students correct
Sample Algebra II item #1EOY spring operational 2015
M40479
http://www.regentsprep.org/Regents/math/algtrig/ATO6/ImagineLes.htm (link slide 95)
This could be a question on the ‘NEW’ SAT, too.
Sample HS Geometry item #4EOY spring operational 2015
M42029
Complete the square (in Algebra II Review section)http://www.regentsprep.org/Regents/math/algtrig/ATE12/completesqlesson.htm
Graphs of Circleshttp://www.regentsprep.org/Regents/math/geometry/GCG6/LCir.htm (link slide 97)
TEST ITEMS spring 2015
Which ITEM #s Will You Use
EOY and PBA ASSESSMENT items?– EOY or PBA Item Set (examples w/task code #)– EOY or PBA Answer Key– EOY or PBA Sample Student Responses with rubrics
What STRATEGIES and ACTIVITIES will make a difference?
Lucy Ethel VIDEO
“In the Chocolate Factory” assembly line
https://www.youtube.com/watch?v=8NPzLBSBzPI(link on slide 94)
See Lucy and Ethel as the students.See their supervisor as their teacher.What’s wrong?
We learn and remember more when we have fun!
21st Century Assembly Line
*ACTIVITYDo one step and move to the right (Shhhh! No hints or questions permitted!)
21st Century Assembly Line
DO ONE STEP … and …. PASS IT ON
WORK TOGETHER*
CREATE YOUR OWN
MATCH your PARTNER’S ANSWER
• Set A & B • Set C & D
• Worksheet form (blanks = last sheets right side folder) WORK TOGETHER
*CREATE
YOUR OWN
See your CLASS data (PBA exam)
• Roster of your students• Student score (task #, level of score: 2,3,4 or 5)• Locate matching task by #; see exact task• See answer key• Link to Parent (teacher) Resources:
– Attitude– Sprinkle math into everyday activities– Kahn Academy (examples, answer, show me how/hint,
stuck? Watch video)
1. Which students were unable to demonstrate proficiency on this assessment?
2. Which students are highly proficient and would benefit from extended or accelerated learning?
3. Did one or more of my colleagues have excellent results in an area where my students struggled? What can I learn from my colleagues to improve my individual practice?
4. Is there an area in which none of us achieved the results we expected and do we need to learn as a team to teach this skill or concept more effectively?
Source: Educational Leadership (ASCD, Nov. 2015, p. 23-28)http://www.educationalleadership-digital.com/educationalleadership/201511?pg=26#pg26
Data – Using PLCS Ask Four QuestionsREAD article “How PLCs Do Data Right”
Online Resources (links on slide 100)
Inside Mathematics Leveled a-e; K-HS and aligned to CCSSMhttp://www.insidemathematics.org/problems-of-the-month/download-problems-of-the-month
Achieve the Core http://achievethecore.org/dashboard/300/search/1/2/0/1/2/3/4/5/6/7/8/9/10/11/12
PARCC Released Items https://prc.parcconline.org/assessments/parcc-released-items
Online Resources continued (links on slide 101)
LOUISIANAhttp://www.louisianabelieves.com/resources/library/teacher-support-toolbox-library/6-8-grade-math-teachers
NEW YORK STATEhttps://www.engageny.org/resource/new-york-state-common-core-sample-questions (2013 and 2014 )
https://www.engageny.org/resource/released-2015-3-8-ela-and-mathematics-state-test-questions (2015 released items)
MAP MATH SHELL http://map.mathshell.org/index.php (Grade 6-HS)
www.NCTM.ORG Classroom Resources (links on slide 102)
http://www.nctm.org/Classroom-Resources/Browse-All/?cp=1&tx=6805%7C6806
(activity, instructions, explorations)member log-in NOT required to access resources
NCTM and NAEP Resources (links on slide 103)
Member log-in may be needed to access many NCTM links.
http://www.nctm.org/Classroom-Resources/Browse-All/?ps=20&cp=2&tx=2681 • Movie Lines: Apply knowledge of linear equations and graphs in an authentic situation.
• Sample Interactive Tasks (from NAEP) Scroll to select grade 4. http://www.nationsreportcard.gov/science_2009/ict_tasks.asp
http://www.nationsreportcard.gov/science_2009/ict_tasks.asp
More Resources continued: (links slide 105)
Illuminations from NCTM website (member sign-in) http://www.nctm.org
Dana Center Toolbox http://www.ccsstoolbox.org- Resources for Implementation- PARCC Prototype Project
EngageNY http://www.engageny.org/subject/math
PARCC http://parcc.pearson.com/practice-tests/math/
Achieve the Core http://achievethecore.org
Hotmath (free videos) www.Hotmath.com (free videos)
ixl (K-12) www.ixl.com
http://ocas.pearsonschool.com/sf/0-328-08612-6/iText/products/0-328-08612-6/ch02/081.html
(PEARSON grade-3 sample (FREE) link slide 106)
http://ocas.pearsonschool.com/sf/0-328-09329-7/iText/products/0-328-09329-7/games.html
Scott Foresman: Tools, videos, practice, examples test prep, …. (links slide 107)
Thoughts and PlansDATA I can access- PARCC . NJ . District . School . Class . Student- Levels . PLDs (Sub Claims) . Test Items (2014.15) - EOY and/or PBA tests; engageNY, Louisiana, …. RESOURCES I can access- tutorials, practice, assessments- Activities: 21st.Century Assembly Line- Activities: Match Your Partner’s Answer
What will you use? Share with a colleague?Use at a PLC?
“You Arx a Kxy Pxrson”
Xyxn though my computxr is an oldxr modxl. It works vxry wxll - - xxcxpt for onx kxy. You would think that with all thx othxr kxys functioning propxrly, onx kxy not working would hardly bx noticxd; but just onx kxy out of whack sxxms to ruin thx wholx xffort.
You may say to yoursxlf – Wxll I’m only onx pxrson. No onx will noticx if I don’t do my bxst. But it doxs makx a diffxrxncx bxcausx to bx xffxctivx a class nxxds activx participation by xvxry onx to thx bxst of his or hxr ability.
So, thx nxxt time you think you arx not important, rxmxmbxr my old computxr. You arx a kxy pxrson.
Take a Teacher Survey(link on slide 110)
https://www.surveymonkey.com/r/72S5JWM
