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Joyce Zurkowski, Executive Director of Assessment
Alyssa Pearson, Interim Associate Commissioner
Colorado Measures of
Academic Success:PARCC English Language Arts and Math
2015 State-level Results
Nov. 12, 2015
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Agenda
2
Background
Performance Levels
Participation and Achievement Results
Accountability
Release Schedule
Sample Score Reports
Resources
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Why do we have new tests and
what makes them different?
Background
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Track record:
34% of graduates from the class of 2013 who went to public
colleges in Colorado needed remediation in at least one class
Colorado is only producing 22 college graduates to every 100students who enter a Colorado high school
Why did we transition
to new tests?
4
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Colorado Academic Standards were fully implemented
in 2013-14.
These new and more challenging standards will better prepare our
students for college and career. CMAS tests in science, social studies, English language arts and
math are aligned to the standards.
Science and social studies developed in Colorado
English language arts and math developed in collaboration with aconsortium of states known as PARCC, or the Partnership for
Assessment of Readiness for College and Career.
Why did we transition
to new tests?
5
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CMAS tests, including PARCC, are aligned to the Colorado
Academic Standards
Designed to be administered online
Feature more interactive, engaging questions
Assess concepts and real world skills included in the standards
What makes these tests
different?
7
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TCAP vs. CMAS
8
Middle School CMAS: You
have read a passage from The
Count of Monte Cristoand a
scene from Blessings. Think
about the similarities and
differences in how the two
authors develop the themes in
each text. Write an essay in
which you identify a theme
from each text and analyzehow each theme is developed.
Be sure to include specific
details from both selections.
Middle School TCAP
I am most proud of the fact
that this school year, I________________.
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What are the purposes of state
assessments?
9
Serve as one indicator of student mastery of the grade-
level standards by the end of the year
Provide information on how students are performing
compared to their school, district and state peers. For
ELA and math, they will also provide information on how
they compare to students in other states
Track yearly student growth
Allow teachers to see how their students are performing
against the standard and identify areas they may need to
adjust in their practice in the future
Provide school and district comparisons and
accountability information for parents, students and the
community
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English language arts administered in grades 3
through 11
Math administered in grades 3 through thecompletion of Algebra II or Integrated Math III
2015 Administration
10
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Accessibility
Accommodations
2015 Administration
11
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These are new tests. Teachers and students need time to get
used to them.
Initially, scores may be lower, but we expect scores to rise over
time. Scores from these tests cannot be compared to Colorados
previous test scores.
These tests are aligned to the Colorado Academic Standards and
are testing different things than past tests.
This years scores will serve as a baseline to measure future
student growth.
New Test, New Baseline
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Performance Levels
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For purposes of PARCC reporting, performance level cut scores
were set this past summer/early fall.
Approximately 200 educators from across the consortium
participated in developing recommendations
The PARCC governing board adopted cut scores for purposes of
PARCC reports
Note: Each state will make its own accountability decisions.
Performance Level Setting
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Set by teachers, higher education professionals and content
experts
What are the
performance levels?
15
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Performance Level Crosswalk
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English Language Arts and Math Science and Social Studies
Exceeded Expectations* Distinguished Command*
Met Expectations* Strong Command*
Approached Expectations Moderate Command
Partially Met ExpectationsLimited Command
Did not yet meet expectations
*On track for next grade level or college and career ready in content area
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Participation and
Achievement Results
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Participation by Grade Level
Grade English Language Arts Math3 95.0% 95.2%
4 94.8% 94.8%
5 94.6% 94.6%
6 92.4% 92.3%
7 88.7% 88.5%
8 85.0% 84.9%
9 70.5% 69.8%10 61.7% 60.3%
11 50.4% *
*Not all 11thgraders were required to take a math exam.
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Who Participated?
Grades 3-5 ELA
19
Expected Actual
Female 48.9 48.8Male 51.1 51.2
Asian 3.1 3.2
Black 4.6 4.6
Hispanic 33.1 33.8
White 54.3 53.6Two or more races 3.8 3.7
Free/Reduced Lunch Eligible 43.6 44.2
Not Eligible 56.4 55.8
Individualized Education Plan (IEP) 10.6 10.3
Not on IEP 89.4 89.7
Native English Speakers 79.9 79.3
Not English Proficient 1.8 1.8
Limited English Proficient 12.5 12.9
Fluent English Proficient 5.3 5.5
Former English Learner 0.4 0.4
Primary Home Language Other than English 0.1 0.1
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Who Participated?
Grades 6-8 ELA
20
Expected Actual
Female 49 48.7Male 51 51.3
Asian 3.2 3.4
Black 4.6 4.8
Hispanic 32.9 34.4
White 54.4 52.6Two or more races 3.5 3.5
Free/Reduced Lunch Eligible 41.7 43
Not Eligible 58.3 57
Individualized Education Plan (IEP) 89.7 89.8
Not on IEP 10.3 10.2
Native English Speakers 80.4 78.8
Not English Proficient 1.5 1.5
Limited English Proficient 9.2 10
Fluent English Proficient 8.4 9.1
Former English Learner 0.4 0.4
Primary Home Language Other than English 0.2 0.2
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Who Participated?
High School ELA
21
Expected Actual
Female 49 47.8Male 51 52.2
Asian 3.2 3.3
Black 5 5.4
Hispanic 31.3 36.5
White 55.5 50Two or more races 3.2 3
Free/Reduced Lunch Eligible 35.7 40.8
Not Eligible 64.2 59.2
Individualized Education Plan (IEP) 91.2 90.9
Not on IEP 8.8 9.1
Native English Speakers 82.6 78.2
Not English Proficient 1.2 1.5
Limited English Proficient 5.8 7.5
Fluent English Proficient 9.6 12
Former English Learner 0.5 0.5
Primary Home Language Other than English 0.2 0.2
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Who Participated?
Grades 3-5 Math
22
Expected Actual
Female 48.9 48.8Male 51.1 51.2
Asian 3.1 3.2
Black 4.5 4.6
Hispanic 33.5 34.2
White 54 53.2Two or more races 3.7 3.7
Free/Reduced Lunch Eligible 43.9 44.5
Not Eligible 56.1 55.5
Individualized Education Plan (IEP) 89.4 89.6
Not on IEP 10.6 10.4Native English Speakers 79.5 78.8
Not English Proficient 1.9 1.9
Limited English Proficient 12.9 13.4
Fluent English Proficient 5.2 5.5
Former English Learner 0.4 0.4
Primary Home Language Other than English 0.1 0.1
?
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Who Participated?
Grades 6-8 Math
23
Expected Actual
Female 49.0 48.7Male 51.0 51.3
Asian 3.2 3.4
Black 4.6 4.8
Hispanic 32.9 34.5
White 54.4 52.5Two or more races 3.5 3.5
Free/Reduced Lunch Eligible 41.7 43.1
Not Eligible 58.3 56.9
Individualized Education Plan (IEP) 89.7 89.8
Not on IEP 10.3 10.2
Native English Speakers 80.4 78.8
Not English Proficient 1.5 1.5
Limited English Proficient 9.2 10
Fluent English Proficient 8.4 9.1
Former English Learner 0.4 0.4
Primary Home Language Other than English 0.2 0.2
Wh P i i d?
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Who Participated?
High School Math
24
Expected Actual
Female 48.7 47.6Male 51.3 52.4
Asian 3.0 3.2
Black 5.2 5.6
Hispanic 33 37.9
White 53.7 48.6Two or more races 3.1 2.9
Free/Reduced Lunch Eligible 37.5 42.3
Not Eligible 62.5 57.6
Individualized Education Plan (IEP) 90.6 90.4
Not on IEP 9.4 9.6Native English Speakers 81.7 77.4
Not English Proficient 1.3 1.6
Limited English Proficient 6.4 8.1
Fluent English Proficient 9.9 12.1
Former English Learner 0.5 0.5
Primary Home Language Other than English 0.2 0.2
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PARCC Results Overall - ELA
25
2011 11 12 15 15 16
2317
19
19 20 19
19 19 2118
19
2328 28 30 25 25
25 21 24
3534
37 3329 34
30 27 29
4 8 3 6 12 7 7 10 11
0
1020
30
40
50
60
70
80
90
100
3 4 5 6 7 8 9 10 11
Level 5
Level 4
Level 3
Level 2
Level 1
PARCC Results Overall By Test
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PARCC Results Overall By Test -
Math
26
14 13 14 13 10
26
15 10
27 23
19
3622 27 27 26 29
30
29 34
24 27 36
232730 30 29 34
25
26
32 21 2425 19
3128 26 28 25
1829
22 26 24 17 21
6 2 4 4 2 1 2 2 2 2 3 1
0
10
20
30
40
50
60
70
80
90
100
Level 5
Level 4
Level 3
Level 2
Level 1
Percent Met or Exceeded
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Percent Met or Exceeded
Expectations by Gender - ELA
27
0
10
20
30
40
50
60
70
3 4 5 6 7 8 9 10 11
Female
Male
P t M t E d d
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28
Percent Met or Exceeded
Expectations by Gender - Math
0
10
20
30
40
50
60
70
Female
Male
Percent Met or Exceeded
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29
Percent Met or Exceeded
Expectations by Race - ELA
0
10
20
30
40
50
60
70
3 4 5 6 7 8 9 10 11
Asian
Black
Hispanic
White
Two or More
P t M t E d d
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30
Percent Met or Exceeded
Expectations by Race - Math
0
10
20
30
40
50
60
70
Asian
Black
Hispanic
White
Two or More
P t M t E d d E t ti b
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Percent Met or Exceeded Expectations by
Economic Disadvantaged Status - ELA
0
10
20
30
40
50
60
70
3 4 5 6 7 8 9 10 11
Free/Reduced LunchEligible
Not Eligible
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Percent Met or Exceeded Expectations by
Economic Disadvantaged Status - Math
0
10
20
30
40
50
60
70
Free/Reduced Lunch
Eligible
Not Eligible
Percent Met or Exceeded
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Percent Met or Exceeded
Expectations by IEP Status - ELA
0
10
20
30
40
50
60
70
3 4 5 6 7 8 9 10 11
IEP
Not IEP
Percent Met or Exceeded
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Percent Met or Exceeded
Expectations by IEP Status - Math
0
10
20
30
40
50
60
70
IEP
Not IEP
P M E d d E i b
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Percent Met or Exceeded Expectations by
Language Proficiency- ELA
0
10
20
30
40
50
60
70
3 4 5 6 7 8 9 10 11
Not English ProficientLimited English Proficient
Fluent English Proficent
FELL/PHLOTE/NA
*
* Data suppressed to protect
student privacy
Percent Met or Exceeded Expectations by
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36
Percent Met or Exceeded Expectations by
Language Proficiency- Math
0
10
20
30
40
50
60
70
Not English
Proficient
Limited EnglishProficient
Fluent English
Proficent
FELL/PHLOTE/NA
** *
* Data suppressed to
protect student privacy
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Accountability
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H.B. 15-1323 created a one-year pause in accountability
No 2015 school or district performance frameworks
Accountability set to resume in 2016, but CDE is required to present
to the Joint Education Committees about whether or not the
assessment results are ready to be used
Impact of participation/parent refusals
Districts cannot be held liable for parent refusals, per State Board
of Education motion from February 2015
Federal requirement of 95 percent participation remains
Accountability Implications
38
Participation Rates and Parent
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Participation Rates and Parent
Refusals English Language Arts
39
Test Grade
Total
Records
Participation
Rate
Number ofParent
Refusals
Rate ofParent
Refusals
English
Language
Arts
3 65,951 95.0% 1,617 2.5%
4 65,718 94.8% 1,992 3.0%5 65,476 94.6% 2,146 3.3%
6 65,821 92.4% 2,996 4.6%
7 64,631 88.7% 4,846 7.5%
8 64,146 85.0% 6,452 10.1%
9 65,116 70.5% 12,077 18.5%
10 62,190 61.7% 15,286 24.6%
11 58,991 50.4% 18,446 31.3%
Participation Rates and Parent
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Participation Rates and Parent
Refusals - Math
40
Test Grade
Total
Records
Participation
Rate
Number ofParent
Refusals
Rate ofParent
Refusals
Math 3 66,974 95.2% 1,648 2.5%
4 65,763 94.8% 1,979 3.0%
5 65,457 94.6% 2,169 3.3%
6 65,829 92.3% 3,031 4.6%
7 64,625 88.5% 4,887 7.6%
8 64,109 84.9% 6,393 10.0%
9 65,122 69.8% 12,195 18.7%
10 62,183 60.3% 15,550 25.0%
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SBE sets state level performance expectations for the
frameworks
Achievement expectations on CMAS assessments
Anticipating conversations in February
Accountability Next Steps
41
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Release dates for state-level and subsequent school-
and district level results
Release Schedule
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Achievement by performance level for each test
Overall
By subgroup
Gender
Race/ethnicity
Economic status (free and reduced lunch)
English Learner status
IEP (disability) status
Participation information
Number of participants
Number of non-participants; including parent refusals (in data file)
Overall and by subgroups
Released
State Data
43
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School- and District-level results
Nov. 30: Districts receive their embargoed district and school results
Dec. 4:
Districts receive access to all embargoed files
Media receive access to all embargoed files
Dec. 11: Embargo lifts
Release Schedule (expected)
44
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Sample Score Reports
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Sample Score Reports
46
Sample score reports available to help educators and parents
know what to expect
Algebra II
http://www.cde.state.co.us/communications/parcc-
mockscorecardmath
English language arts, grade 6
http://www.cde.state.co.us/communications/parcc-
mockscorecardenglish
http://www.cde.state.co.us/communications/parcc-mockscorecardmathhttp://www.cde.state.co.us/communications/parcc-mockscorecardmathhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardenglishhttp://www.cde.state.co.us/communications/parcc-mockscorecardmathhttp://www.cde.state.co.us/communications/parcc-mockscorecardmath7/24/2019 CMAS PARCC Score Release 2015 Board Presentation
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47
Draft Student Performance Report
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Draft Student Performance Report
PARCC Math
48
Draft Student Performance Report
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Draft Student Performance Report
Sub Claim Performance -PARCC Math
49
Draft Student Performance Report Subscale
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Draft Student Performance Report Subscale
and Subclaim Performance PARCC ELA
50
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Parent Resources and Tools for Districts
Resources
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Resources to help parents understand their students scores:
http://www.cde.state.co.us/communications/resourcesforparents
Parents Guide to Understanding the new Score Reports
English and Spanish
How to Use the Test Results to Support your Student
English and Spanish
Parent Resources
52
http://www.cde.state.co.us/communications/resourcesforparentshttp://www.cde.state.co.us/communications/resourcesforparents7/24/2019 CMAS PARCC Score Release 2015 Board Presentation
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Additional Resources to help districts communicate with
parents:http://www.cde.state.co.us/communications/tools
Understanding the New Score Reports (Prezi)
Key Messages
Drop-in articles
Communications Tools
http://www.cde.state.co.us/communications/toolshttp://www.cde.state.co.us/communications/toolsTop Related