PARCC: Real Teachers,
Real Data
January 19, 2016
NJPSA/FEA and NJASCD Data Series
Tonya Breland, Carla Bittner
Presenters
Opening Activity:
Needs Assessment Continuum
What is your comfort level with
analyzing and using PARCC data?
What is your
comfort level?
Today’s Expectations
What’s different with PARCC?
A Look at NJ’s Results
PARCC Score Reports
Introduction to CAR (Connected Action Roadmap) Framework
PLCs focused on Data Conversations
Protocol for Data Conversations
A Look at Real Data
District Teams Work Session
How Are These Tests Different?
✓ They are taken on a computer.
✓ They allow students to show their work.
✓ They are more than multiple choice tests.
✓ The tests do not lend themselves to “teaching to the test”.
The Rules: Setting a New Baseline
● New Tests…New Scores…New Rules
● PARCC tests were administered for the first time in Spring 2015 and were
designed to measure the new state standards that are guiding instruction in
Math and English Language Arts
● Cannot compare data from past years…or past NJ State Assessments (NJASK,
HSPA)
● Cannot use words like “progressing”, “improving”, “comparing”, etc.
The Rules: Setting a New Baseline
● The new, more rigorous expectations focus on the skills students need in
today’s world, including critical thinking, problem solving, and reasoning.
● It is expected that scores on the PARCC test will look lower.
● It will take time…Student scores will improve – system of continuous
improvement as students and teachers gain skills and knowledge needed to
meet the higher standards.
● Opportunity to make sure that students are ready for the next step… better
prepared for success from grade to grade and beyond high school.
What Do We Know About
the NJ State Data?
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, making New Jersey schools among the nation’s leaders 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.
Five Performance Levels
PARCC uses five performance levels that delineate
knowledge,
Place athe
purple
frame aroundskills, and
practices students are able toimages
demonstrate:
Level 1:
Did Not Yet
Meet
Expectations
(Min. 650)
Level 2:
Partially Met
Expectations
Level 3:
Approached
Expectations
Level 4:
Met
Expectations
Level 5:
Exceeded
Expectations
(Max. 850)
New Jersey’s Minimum
Scores for Each
Performance Level
Grade 8 ELA
PARCC uses five performance levels that delineate
knowledge,
Place athe
purple
frame aroundskills, and
practices students are able toimages
demonstrate:
Level 1:
Did Not Yet
Meet
Expectations
Level 2:
Partially Met
Expectations
700-724
Level 3:
Approached
Expectations
725-749
Level 4:
Met
Expectations
750-793
Level 5:
Exceeded
Expectations
794-850
650-699
Source: http://www.state.nj.us/education/assessment/parcc/scores/Fall14Spring15SRIG.pdf
Areas for Attention
● It should not be surprising that the results demonstrate that on average our
youngest students meet or exceed expectations at higher levels than our
high school students.
● After all, third grade students in 2015 began their schooling as
kindergarten students in the 2011-2012 school year and have been
continuously educated in our new standards.
● Yet, the results in high school – particularly in mathematics – demonstrate
that there is significant work ahead to align curriculum and instructional
practices to the standards and better scaffold student learning throughout
a student’s career.
PARCC
Score Reports
https://nj.pearsonaccessnext.com
https://nj.pearsonaccessnext.com
District Summary of Schools
Student Roster
Parent Score Report
●
Parent reports were provided to school districts in
early December.
●
Each student’s score report indicates which
performance level he or she falls into based on the
score received.
●
The report is intended to help parents work with their
child’s teachers and school officials to decide how
best to support their child’s needs.
●
In future years, it is expected that parents will receive
score reports by the end of the school year in which
testing took place.
Sample English Language Arts/Literacy Report
2
1
3
1
Overall Student Performance – This section of the report shows your student’s overall numerical score and the performance level achieved based
on that score. Level 1 indicates a student is not yet meeting grade level expectations and Level 5 indicates the student has a strong
understanding of grade level material. Level 4 and above indicates that a student meets or exceeds grade level expectations and is well
prepared for the next grade level.
2
Score Graph – The colored graph shows the score ranges for each performance level and where your student’s score falls within that range. This
gives you an indication of how close your student is to achieving the next level.
3
Score Comparisons – Unlike many previous state test score reports, PARCC score reports show how your student is performing compared to
students in the same grade at the same school, across the school district, around the state, and across the states administering the PARCC test.
Sample English Language Arts/Literacy Report
4
4
Reading and Writing Performance – The report for the English language arts test will show your student’s
overall performance in two main subcategories: reading and writing.
It will show your child’s numerical score for a sub-set of questions in those categories.
This section includes the average reading and writing scores of students who achieved an overall
performance of Level 4 on the test, as well as average scores for the school, district, and state.
Sample English Language Arts/Literacy Report
5
6
5
Detailed Breakdowns – The score report also provides information about your student’s performance on specific skills within English
language arts, so you can see where your student is excelling or needs additional support. Each area includes a description of the skills
needed to demonstrate a clear understanding of grade-level standards.
6
Explanatory Icons – This is a guide to the icons used above, so you can quickly see how your child’s performance in each area of the test
compares with that of students who met grade level expectations.
Sample Math Report
2
1
3
1
Overall Student Performance – This section of the report shows your student’s overall numerical score and the performance level
achieved based on that score. Level 1 indicates a student is not yet meeting grade level expectations and Level 5 indicates the
student has a strong understanding of grade level material. Level 4 and above indicates that a student meets or exceeds grade
level expectations and is well prepared – “College and Career Ready” levels.
2
Score Graph – The colored graph shows the score ranges for each performance level and where your child’s score falls within that
range. This gives you an indication of how close your child is to achieving the next level.
3
Score Comparisons – Unlike many previous state test score reports, PARCC score reports show how your student is performing
compared to students in the same grade at the same school, across the school district, around the state, and across the states
administering the PARCC test.
Sample Math Report
4
5
4
Detailed Breakdowns – The score report also provides information about your child’s performance on specific skills within
Math, so you can see where your student is excelling or needs additional support. Each area includes a description of the skills
needed to demonstrate a clear understanding of grade-level standards.
5
Explanatory Icons – This is a guide to the icons used.
Learning is at the heart of what we do.
PARCC measures student learning
against the state standards.
We need a process
that will allow us to
be more effective as
schools. We need
something that
connects student
learning to:
Curriculum
Student Learning
Objectives
Effective Instruction
Assessments
Professional Learning
Communities
Overall School Culture
CONNECTED ACTION
ROADMAP (CAR)
Provides a framework for schools that promotes
collaboration around student learning in a systemic,
cohesive way.
https://youtu.be/smUErjZWgOM
A Key Component to CAR:
Professional Learning Communities (PLCs)
PROFESSIONAL
LEARNING
COMMUNITIES
What Are They?
“...educators committed to working
collaboratively in ongoing processes
of collective inquiry and action
research to achieve better results for
the students they serve. Professional
Learning Communities operate under
the assumption that the key to
improved learning for students is
continuous, job-embedded learning
for educators.” (DuFour, DuFour, Eaker,
& Many, 2006)
Source: Educational Leadership (ASCD, Nov. 2015, p. 23-26)
http://www.educationalleadership-digital.com/educationalleadership/201511?pg=26#pg26
PLCs will meet to engage in
conversations about
PARCC Results
Conversations lead to improved student learning
Instructional Planning
Highly Effective
PLCs will look at
PARCC data
and its
implications
with the
following:
Student Learning Objectives
Learning Activities/Experiences
Vertical & Horizontal Curriculum
Standards
Formative Assessments
Summative Assessments
Overall School Culture
THE CAR FRAMEWORK WILL HELP
SCHOOLS IMPROVE STUDENT
LEARNING
Data-Using PLCs Ask Four Questions
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 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?
What do we need to learn as a team to teach this skill or concept more
effectively?
Source: Educational Leadership (ASCD, Nov. 2015, p. 23-26)
http://www.educationalleadership-digital.com/educationalleadership/201511?pg=26#pg26
PLC Conversations
1. What do the color codes on the District Summary Report tell us?
2. What subcategories have the greatest number of students not meeting
expectations, nearly meeting expectations and/or meeting/exceeding
expectations?
3. What standards are being measured? How are these standards being
addressed in the curriculum and student learning objectives?
4. What changes need to be made to instruction?
5. What strategies, activities, resources and assessments need to remain in
our instruction? What needs to change?
6. What professional resources do we need to assist us in meeting the
needs of these students??
Source: Adapted/Modified from CAR - PLC Conversation #8 - Analyze Summative
Assessment Data
National Park School District
Data Analysis
Protocol
Establish Group Norms
So what? Now what?
No blame, no judgement!
One piece of the puzzle...
Data Analysis Protocol
Use the Student Roster to...
Compare the PARCC, State, District and School Averages
Compare subcategories (Ex. literary vs. informational vs.
vocabulary)
Compare students within a subcategory (vertical results)
Highlight above and below Just Proficient Mean
Compare individual student subcategories (horizontal results)
Data Analysis Protocol- Things to Consider...
Note that the cut off scores differ based on grade and /or
subject
Individual Student Report- Probable Range
Create comparison graphs
Compare grade levels
Compare subject areas
Compare subcategories within each grade level
DISTRICT TEAMS WORK SESSION
Now What?
Review, study, reflect on…
Released Sample Test Items
Guide to... Understanding the Score
Reading Evidence Tables
Writing Evidence Tables
Math Evidence Tables
Math Major/Supporting Content Documents
How will your school use PARCC data to identify strengths
and gaps that exist in curriculum and instruction?
●
Does your school allocate common planning time for administrators to
collaboratively reflect on professional practice as it relates to curriculum and
instruction?
●
Which members of your administrative team will be collaborate on the
analysis of PARCC data?
●
How can administrators disaggregate PARCC data to make decisions related
to curricular content and instructional practices (ex., standards, subgroups,
etc.)?
●
How can administrators use PARCC data to evaluate the alignment of your
school’s diagnostic and formative assessments?
Source: “Preparing for PARCC Results” (NJ Department of Education PowerPoint, November 2015)
How will your school use PARCC data to inform the
conversations of your PLCs?
●
●
●
●
How will your school structure which staff will participate in PLCs (ex., grade
level groups, subject matter, etc.)?
Does your school have data protocols to guide the analysis of PARCC data?
PARCC data will be accessed via an interactive web-based data management
and reporting system. Does your school staff have the technological skills and
capabilities to analyze your school’s data?
What other complementary data sources does your school possess that can be
triangulated with PARCC data?
Source: “Preparing for PARCC Results” (NJ Department of Education PowerPoint, November 2015)
How can your school invest in additional professional
resources to meet the learning needs of all students?
●
Has your school determined how PARCC data will be presented
and/or disseminated to appropriate stakeholders (ex., staff,
parents, etc.)?
●
Can your school use PARCC administration and performance data
to guide the allocation and alignment of resources (ex., facilities,
technology, human resources, scheduling, professional
development, etc.)?
Source: “Preparing for PARCC Results” (NJ Department of Education PowerPoint, November 2015)
PARCC Resources
●www.parcconline.org
●prc.parcconline.org (NJ's code- NJ1787)
●understandthescore.org
●bealearninghero.org
●www.teachingchannel.org
●http://www.state.nj.us/education/assessment/parcc/infor
ming.pdf
●Online-plc.org
“Strong academic focus is not about excessive emphasis
on test results or pressure on teachers and/or students to
raise scores unaided. It is much more about in-depth,
collaborative analysis of the relationship between how
teachers teach and what students learn.”
(Robinson, Hohepa & Lloyd, 2009)
Tonya Breland
t.breland@tesoconsulting.com
Carla Bittner
cbittner@npelem.com