PARCC DATA is HERE! Now what? Grades 3-6 SCHOOL MATHEMATICS 2-hour workshop Presented by Judith T. Brendel Ed.M. winter/spring 2016 AGENDA • • • • • • • DATA … 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 Grade 3 0% 20% 40% 60% 80% 100% source: http://www.nj.com/education/2015/11/student_parcc_scores_are_coming.html NJ’s 2015 PARCC outcomes Mathematics What are SPRING 2015 results ? YOUR SCHOOL? YOUR GRADE LEVEL? not representative of grade 8 performance as a whole. Note: numbers may not sum to 100% due to rounding. CANNOT COMPARE We cannot compare PARCC results to previous tests (NJASK, HSPA) 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 B FORM: 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 1) 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. 3) Note individual strong/weak areas now. See CCSS (standards) and Evidence Statements on answer key. 5) Compare to their class grades (quizzes/tests) LATER ON Create other tasks, worksheets and assessments; focus on extended response (PBA) questions and online practice. http://blog.measuredprogress.org/blo g/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 average A comparison of the percentage of students who scored on grade level on PARCC math exams. Comparison of the percentage of students who scored on-grade-level on PARCC’s 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 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. 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-forparents/ 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 SCHOOL DISTRICT STATE average average average PARCC average Algebra-II (grade 10/11 Sample) ONE STUDENT Parents see a Sample Algebra II Assessment Report, 2014-2015 Source: 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) Next, EACH LEVEL is explained for that particular grade level or high school course. MATHEMATICS PERFORMANCE LEVEL 5 Your 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 realworld problems, representing and solving problems with symbols, reasoning quantitatively and strategically using appropriate tools. (generic) Use LEVEL chart -- YOUR students 1. Find your students’ data 2. Select 1 student at each level: Level 2, 3, 4 and 5 3. 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 expectations Level 2: Partially met expectations Level 3: Approached expectations -----------------------------------------------------------------Level 4: Met expectations Level 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 This grade-7 PLD has been updated since this slide was created. NOW, Level 2 says only to “recognize” not use proportional relationships. What are specifics for your grade/course? (next slides) HANDOUT right side folder *ACTIVITY #3: PLDs for your grade level Major . Supporting . Reasoning . Modeling/Applying http://parcconline.org/assessments/test-design/mathematics/mathperformance-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 level 3) 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 CLASS 1. Pick one of your math sections for this activity (one class of students you have this year). 1. Find your grade-level (3-8) (*hard copies Alg. Geom. Alg.II) 1. Spring 2016 PLDs: For each standard √ check the level you think is the level that will be reached by the highest % of your students. 2. Spring 2015 PLDs: * the actual level most …. Standard 6.xxx 7.yyy 8.aaa Level 5 MAJOR CONTENT (SUB CLAIM A) Level 4 Level 3 Level 2 √ * √ * √ Level 1 Resolution: ELA and Math Minimum Scores for Each Performance Level Partially meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (Level 4) Exceeding Expectations (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 information RESOURCES 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-forparents … scroll down to Great!KIDS 1) 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 What it means. How to help your … Want to know more (watch video “What math concepts should ___ graders know before _____ next year.) 4) If your child didn’t meet the Major Content standards… 5) Sample Problems Individual Student Scores 2015 LEVEL Analysis (sub claims) Grade 4 Last year grade 4? (your class last year?) Last year grade 3? (your students now) Planning w/ Resources for HS courses FORM 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.org NYS 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 #1 sample 2014 STUDENT MATERIALS PARCC Grade 4 EOY item #3 sample 2014 STUDENT MATERIALS PARCC Grade 5 item #1 sample PBA 2014 STUDENT MATERIALS PARCC Grade 6 item #4 sample 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/rege nts-exams-mathematics-webcasts (Link on slide 74) engageNYhttps://www.engageny.org/resource/rege nts-exams-mathematics-webcasts (links on slide 75) • PARCC Model Content Frameworks - Assessment Limits and Clarifications http://www.parcconline.org/parcc-model-contentframeworks • Illustrative Mathematics - Examples by Standard http://www.illustrativemathematics.org/ • Standards for Mathematical Practice http://www.corestandards.org/Math/Practice CORE STANDARDS for math a reminder (links on slide 76) Standards for Mathematical Content http://www.corestandards.org/Math/Content/H SA/CED/ Standards for Mathematical Practice http://www.corestandards.org/Math/Practice (sample examples imbedded throughout) engageny.org NYS COMMON CORE MATHEMATICS REGENTS EXAM sample items with annotated rubrics https://www.engageny.org/resource/regen ts-exams-mathematics ARIZONA EDU (links on slide 78) (progression of content across grades) Resources: Progressions Documents http://ime.math.arizona.edu/progressions/ ILLUSTRATIVE MATHEMATICS http://www.illustrativemathematics.org/ GRADE 3 (links on slide 79) http://www.illustrativemathematics.org/ http://www.illustrativemathematics.org/ GRADE 6 LOUISIANA (iXL interactive online) link slide 82 https://www.ixl.com/standards/louisiana/math/ 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 bottom Select page for your grade 1 2 3 4 5 Next > Last >> https://prc.parcconline.org/assessments/parccreleased-items (spring 2015) Grade 3 page- 1-2 (link on slide 88) Grade 4 page-2 Grade 5 page-3 Grade 6 page-4 Grade 7 page-5 Grade 8 page-6 HS Algebra I (grade 8/9) page-8 HS Algebra II (grade 10/11) page-8, 9 HS Geometry (grade 9/10) page-9 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 #1 EOY spring operational 2015 http://www.regentsprep.org/Reg ents/math/algtrig/ATO6/ImagineL es.htm (link slide 95) This could be a question on the ‘NEW’ SAT, too. M40479 Sample HS Geometry item #4 EOY spring operational 2015 Graphs of Circles M42029 http://www.regentsprep.org/Regen ts/math/geometry/GCG6/LCir.htm (link slide 97) Complete the square (in Algebra II Review section) http://www.regentsprep.org/Regents/math/algtrig/ATE12/complet esqlesson.htm 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 *ACTIVITY Do 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) Data – Using PLCS Ask Four Questions READ article “How PLCs Do Data Right” 1. Which students were unable to demonstrate proficiency on this assessment? 1. Which students are highly proficient and would benefit from extended or accelerated learning? 1. 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? 1. 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 Online Resources (links on slide 100) Inside Mathematics Leveled a-e; K-HS and aligned to CCSSM http://www.insidemathematics.org/problems-of-themonth/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) LOUISIANA http://www.louisianabelieves.com/resources/library/teachersupport-toolbox-library/6-8-grade-math-teachers NEW YORK STATE https://www.engageny.org/resource/new-york-state-commoncore-sample-questions (2013 and 2014 ) https://www.engageny.org/resource/released-2015-3-8-ela-andmathematics-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/BrowseAll/?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/BrowseAll/?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/sci ence_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/0-328-086126/iText/products/0-328-08612-6/ch02/081.html (PEARSON grade-3 sample (FREE) link slide 106) http://ocas.pearsonschool.com/sf/0-328-093297/iText/products/0-328-09329-7/games.html Scott Foresman: Tools, videos, practice, examples test prep, …. (links slide 107) Thoughts and Plans DATA 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 JUDITH T. BRENDEL, ED.M. • edleaderk12@hushmail.com • jbrendel2112@gmail.com KEEP IN TOUCH