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✓ Determine whether students are college- and career-ready or “on track” ✓ Provide tools to assess student learning and support instruction during the school year ✓ Report growth in performance as well as absolute achievement ✓ Report comparable results across schools, districts and member states ✓ Generate valid and reliable information to inform instruction and accountability decisions What are the primary objectives of the PARCC Assessment System? ✓ Use technology for a range of purposes including increasing student access, providing accommodations, engaging students, and creating efficiencies in administration, scoring and reporting 3
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Measuring College and Career Readiness
2015 PARCC RESULTS: YEAR ONE
EDGEWATER SCHOOL DISTRICTELEANOR VAN GELDER SCHOOL
UNDERSTANDING THE SCORE REPORT
✓Determine whether students are college- and career-ready or “on track”
✓Provide tools to assess student learning and support instruction during the school year
✓Report growth in performance as well as absolute achievement
✓Report comparable results across schools, districts and member states
✓Generate valid and reliable information to inform instruction and accountability decisions
What are the primary objectives of the PARCC Assessment System?
✓ Use technology for a range of purposes including increasing student access, providing accommodations, engaging students, and creating efficiencies in administration, scoring and reporting3
Test Administration in 2015
1.2 million students in one day
204,000 students in one hour
Peak: 1m testers per day x 5 days
Thousands of hours contributed by thousands of educators to develop
the test
Key Stats
Level 1: Not yet meeting grade-level expectations
Level 2: Partially meeting grade-level expectations
Level 3: Approaching grade-level expectations
Level 4: Meeting grade-level expectations
Level 5: Exceeding grade-level expectations
PARCC PERFORMANCE LEVELS
Not Yet Meeting(Level
1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectations
(Level 5)
% >= Level
4
Grade 3 15% 18% 24% 39% 5% 44%Grade 4 8% 15% 27% 39% 12% 51%Grade 5 7% 15% 26% 45% 6% 52%Grade 6 8% 16% 28% 40% 9% 49%
NEW JERSEY’S 2015 PARCC OUTCOMES
ENGLISH LANGUAGE ARTS/LITERACY
.
Not Yet Meeting(Level
1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectations
(Level 5)
% >= Level
4
Grade 3 8% 19% 28% 37% 8% 45%Grade 4 7% 22% 30% 36% 4% 41%Grade 5 6% 21% 32% 35% 6% 41%Grade 6 8% 21% 30% 35% 6% 41%
NEW JERSEY’S 2015 PARCC OUTCOMES
MATHEMATICS
.
Count of
Valid Test
Scores
Not Yet
Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectation
(Level 5)
District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
Grade 3
100 10 14 28 40 8 48%
44%
38%
Grade 4
90 6 16 20 42 17 59%
51%
42%
Grade 5
93 8 8 23 57 5 62%
52%
40%
Grade 6
75 1 7 21 56 15 71%
49%
39%
EDGEWATER’S 2015 PARCC GRADE-LEVEL
OUTCOMESENGLISH LANGUAGE ARTS/LITERACY
Count of
Valid Test
Scores
Not Yet Meetin
g(Level
1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectation
(Level 5)
District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
Grade 3
103 9 12 27 39 16 55%
45%
38%
Grade 4
95 5 17 24 41 13 54%
41%
32%
Grade 5
97 8 18 19 48 7 55%
41%
32%
Grade 6
76 1 8 38 36 17 53%
41%
32%
EDGEWATER’S 2015 PARCC GRADE-LEVEL
OUTCOMES MATHEMATICS
EDGEWATER’S 3RD GRADE2015 PARCC SUBGROUP OUTCOMESENGLISH LANGUAGE ARTS/LITERACY
Count of
Valid Test
Scores
Not Yet
Meeting
(Level 1)
Partially
Meeting
(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectatio
ns(Level 4)
Exceeding Expectation (Level 5)
District % >= Level
4
3rd General Education 94 8 13 27 38 8 49%3rd Economically Disadvantaged
19 5 6 5 3 0 16%
3rd Special Education 6 2 1 1 2 0 33%3rd English Language Learners
6 0 1 1 4 0 67%District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
48%
44%
38%
Count of
Valid Test
Scores
Not Yet Meeting(Level 1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectatio
ns(Level 4)
Exceeding Expectation (Level 5)
District % >=
Level 4
4th General Education 80 3 10 15 37 15 65%4th Economically Disadvantaged
13 2 2 3 6 0 46%
4th Special Education 10 2 4 3 1 0 10%4th English Language Learners
6 0 2 0 4 0 67%
EDGEWATER’S 4TH GRADE 2015 PARCC SUBGROUP OUTCOMESENGLISH LANGUAGE ARTS/LITERACY
District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
59%
51%
42%
EDGEWATER’S 5TH GRADE 2015 PARCC SUBGROUP OUTCOMESENGLISH LANGUAGE ARTS/LITERACY
Count of
Valid Test
Scores
Not Yet Meeting(Level 1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectation (Level
5)
District % >= Level
4
5th General Education 82 3 4 17 53 5 71%5th Economically Disadvantaged
22 4 3 8 5 2 32%
5th Special Education 11 4 3 4 0 0 0%5th English Language Learners
4 2 0 1 1 0 25%District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
62%
52%
40%
Count of
Valid Test
Scores
Not Yet Meeting(Level 1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectation (Level
5)
District % >= Level
4
6th General Education 68 0 3 15 40 10 74%6th Economically Disadvantaged
15 0 1 5 9 0 93%
6th Special Education 7 1 2 1 2 1 43%6th English Language Learners
1 1 0 0 0 0 0%
EDGEWATER’S 6TH GRADE 2015 PARCC SUBGROUP OUTCOMESENGLISH LANGUAGE ARTS/LITERACY
District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
71%
49%
39%
EDGEWATER’S 3RD GRADE 2015 PARCC SUBGROUP OUTCOMES
MATHEMATICS
Count of
Valid Test
Scores
Not Yet Meeting(Level 1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectatio
ns(Level 4)
Exceeding Expectation (Level 5)
District % >=
Level 4
3rd General Education 97 7 11 26 37 16 55%3rd Economically Disadvantaged
19 4 6 8 1 0 5%
3rd Special Education 6 2 1 1 2 0 33%3rd English Language Learners
7 0 0 3 2 2 57%District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
55%
45%
38%
Count of
Valid Test
Scores
Not Yet Meeting(Level 1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectation (Level
5)
District % >= Level
4
4th General Education 85 14 20 34 39 12 60%4th Economically Disadvantaged
13 1 4 3 5 0 38%
4th Special Education 10 2 3 5 0 0 0%4th English Language Learners
9 1 1 3 3 1 44%
EDGEWATER’S 4TH GRADE 2015 PARCC SUBGROUP
OUTCOMES MATHEMATICS
District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
54%
41%
32%
Count of
Valid Test
Scores
Not Yet Meeting(Level 1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectation (Level
5)
District % >= Level
4
5th General Education 86 2 14 16 47 7 63%5th Economically Disadvantaged
22 4 6 6 4 2 27%
5th Special Education 11 6 3 2 0 0 0%5th English Language Learners
7 1 4 1 1 0 14%
EDGEWATER’S 5TH GRADE 2015 PARCC SUBGROUP
OUTCOMES MATHEMATICS
District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
55%
41%
32%
Count of
Valid Test
Scores
Not Yet Meeting(Level 1)
PartiallyMeeting(Level 2)
Approaching
Expectations
(Level 3)
MeetingExpectati
ons(Level 4)
Exceeding
Expectation (Level
5)
District % >= Level
4
6th General Education 69 0 6 25 25 13 55%6th Economically Disadvantaged
15 0 2 8 5 0 33%
6th Special Education 7 1 0 4 2 0 29%6th English Language Learners
1 1 0 0 0 0 0%
EDGEWATER’S 6TH GRADE 2015 PARCC SUBGROUP
OUTCOMES MATHEMATICS
District % >=
Level 4
NJ % >=
Level 4
PARCC% >=
Level 4
53%
41%
32%
SUMMARY OF SCORE REPORT
ELA Average Edgewater
Score
Average
State
Average
PARCC3rd Grade
751 743 736
4th Grade
756 750 742
5th Grade
755 750 741
6th Grade
761 747 740
MATH
Average Edgewater
Score
Average
State
Average
PARCC3rd Grade
754 745 738
4th Grade
745 743 736
5th Grade
748 743 736
6th Grade
755 742 735
QUESTIONS TO GUIDE PARCC DATA REFLECTION
How will we use PARCC data to identify strengths and gaps that exist in curriculum and instruction?
How will we use PARCC data to inform the conversations of our educators?
What can we learn about where additional professional resources are needed to meet the learning needs of all students?
District and School Level Data: Math, ELA, reading and writing, and also by grade levels
Disaggregated data, by subgroups
Disaggregated data by categories, (i.e., standards
sub-claims)
Item analysisStudent-
level
analysis
YEAR ONE DATA ANALYSIS PLAN: DRILLING DOWN
tudent Roster Report (Sub-Scores)
10
What trends can be discerned from the data?
Draft of Student Roster Report (Item Scores)
11
What are student’s strengths and weaknesses?
SUMMARY PARCC 2016 wil l consist of one testing window instead of two, and the
amount of questions are reduced. The PARCC tests replace the old state tests. They measure how well
students are performing against the new state standards that guide math and English language arts instruction.
The PARCC tests are only one of several measures, including report card grades and in-class performance, that are used to determine a student's academic achievement. They do not impact a student’s GPA.
The score reports are a valuable tool for parents and teachers. The report provides a deeper level of information that can be used to better understand where students are doing well and where they need additional support.
The PARCC tests moves away from multiple choice questions to ones that allow students to demonstrate a real understanding of what they know and can do by writ ing essays, solving real world problems, and reading and analyzing complex text—all crit ical ski l ls in the real-world.
The students’ scores may look lower this year because the tests measured more complex ski l ls.
A low score does not mean students did not improve or learned less, but instead that the expectations have been raised for students.
The first year’s scores are a new baseline from which to progress from and measure against moving forward.
