Measuring College and CareerReadiness

PARCC RESULTS:

YEAR ONERiver Edge School

District December 16, 2015

“New Jersey will educate all students to prepare them to lead productive, fulfilling lives. Through a public education system that is seamlessly aligned from pre-school to college, students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21st

century.”

VISION FORPUBLIC EDUCATIONIN NEW JERSEY

2009 : NewJersey adopted higher coursetakingrequirements for all students.2010 : NewJersey adoptedthe CommonCore StateStandards in EnglishLanguage Ar ts andMathematics.

RAISINGSTANDARDS

College and Career Ready Standards“Align New Jersey high school standards and graduation requirements to college andworkforce entry requirements.” – NJ High School Redesign SteeringCommittee (HSRSC - 2008)New Jersey has adopted standards that “are widely recognized as appropriate standards for collegeand career readiness.” - College and Career Ready Taskforce (CCRT -2012)

In 2015, New Jersey adopted the Partnership for Assessment of Readiness for College and Careers (PARCC) to replace HSPA and previous assessments in the elementary and middleschool in language arts and mathematics.

Students took PARCC English Language Arts and LiteracyAssessments (ELA/L) in grades 3 – 11 .

Students took PARCC Mathematics Assessments in grades 3 – 8 and End of Course Assessments in Algebra I, Geometry, and Algebra II.

NEW JERSEY’S STATEWIDEASSESSMENT PROGRAM

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

NEW JERSEY’S 2015 PARCC OUTCOMESENGLISH LANGUAGE ARTS/LITERACY

Note: Numbers may not sum to 100% due to rounding.

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

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%

Grade 7 11% 15% 23% 34% 18% 52%

Grade 8 12% 15% 22% 39% 13% 52%

Grade 9 18% 19% 24% 30% 10% 40%

Grade 10 25% 18% 20% 26% 11% 37%

Grade 11 17% 19% 24% 30% 11% 41%

RIVER EDGE SCHOOL DISTRICT 2015 PARCC GRADE-LEVEL PARTICIPATION

RATESENGLISH LANGUAGE ARTS/LITERACY

PARCC TEST # OF STUDENTS ENROLLED

# OF STUDENTS

WITH PARCC

SCORES

PARTICIPATION RATE

Grade 3 141 136 96%

Grade 4 172 168 98%

Grade 5 170 164 96%

Grade 6 177 174 98%

RIVER EDGE SCHOOL DISTRICT’S2015 PARCC GRADE-LEVEL

OUTCOMES ENGLISH LANGUAGE ARTS/LITERACYCount

of Valid Test

Scores

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

ons (Level 4)

Exceeding

Expectation

(Level 5)

District% >=

Level 4

NJ % >=Level 4

Grade 3 136 4% 8% 26% 58% 4% 62% 44%

Grade 4 168 1% 4% 19% 55% 21% 76% 51%

Grade 5 164 1% 4% 11% 69% 15% 84% 52%

Grade 6 174 1% 8% 15% 60% 16% 76% 49%

Grade 7 52%

Grade 8 52%

Grade 9 40%

Grade 10 37%

Grade 11 41%

PERCENTAGE OF STUDENTS THAT MET OR EXCEEDED EXPECTATIONS

LANGUAGE ARTS GRADES 3 - 6

Grade 3 Grade 4 Grade 5 Grade 60

10

20

30

40

50

60

70

80

90

100

3842 40 39

44

51 51 49

62

76

84

76

Language Arts

PARCC State

River Edge

NEW JERSEY’S 2015 PARCC OUTCOMES

MATHEMATICS

* Note: Approximately 30,000 New Jersey students participated in the PARCC Algebra I assessment while in middle school. Thus, PARCC Math 8 outcomes are not representative of grade 8 performance as a whole.Note: Numbers may not sum to 100% due to rounding.

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

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%

Grade 7 8% 22% 33% 33% 4% 37%

Grade 8* 22% 26% 28% 23% 1% 24%

Algebra I 14% 25% 25% 33% 3% 36%

Geometry 12% 36% 30% 20% 3% 22%

Algebra II 32% 25% 20% 22% 2% 24%

RIVER EDGE SCHOOL DISTRICT 2015 PARCC GRADE-LEVEL PARTICIPATION

RATESMATHEMATICS

PARCC TEST # OF STUDENTS ENROLLED

# OF STUDENTS

WITH PARCC

SCORES

PARTICIPATION RATE

Grade 3 143 138 97%

Grade 4 175 171 98%

Grade 5 172 166 97%

Grade 6 178 175 98%

RIVER EDGE SCHOOL DISTRICT 2015 PARCC GRADE-LEVEL OUTCOMES MATHEMATICS

Count of

Valid Test

Scores

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

ons (Level 4)

Exceeding

Expectation

(Level 5)

District% >=

Level 4

NJ % >=Level 4

Grade 3 138 3% 2% 22% 57% 16% 73% 45%Grade 4 171 0% 2% 23% 63% 13% 76% 41%Grade 5 166 0% 6% 19% 57% 18% 75% 41%Grade 6 175 1% 9% 21% 51% 19% 70% 41%Grade 7 37%Grade 8* 24%Algebra I 36%Geometry 22%Algebra II 24%

PERCENTAGE OF STUDENTS THAT MET OR EXCEEDED EXPECTATIONS

MATH GRADES 3 - 6

Grade 3 Grade 4 Grade 5 Grade 60

10

20

30

40

50

60

70

80

90

100

3832 32 32

4540 41 41

7376 75

70

Math

PARCCStateRiver Edge

CHERRY HILL SCHOOL’S2015 PARCC GRADE-LEVEL

OUTCOMES ENGLISH LANGUAGE ARTS/LITERACYCount

of Valid Test

Scores

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

ons (Level 4)

Exceeding

Expectation

(Level 5)

School% >=

Level 4

District% >=

Level 4

Grade 3 75 5% 8% 17% 65% 4% 69% 62%

Grade 4 99 2% 3% 17% 52% 26% 78% 76%

Grade 5 90 1% 3% 7% 78% 11% 89% 84%

Grade 6 92 0% 8% 21% 59% 13% 72% 76%

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

CHERRY HILL SCHOOL’S2015 PARCC GRADE-LEVEL

OUTCOMES MATHEMATICSCount

of Valid Test

Scores

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

ons (Level 4)

Exceeding

Expectation

(Level 5)

School% >=

Level 4

District% >=

Level 4

Grade 3 76 1% 1% 17% 63% 17% 80% 73%

Grade 4 100 0% 0% 23% 62% 15% 77% 76%

Grade 5 91 0% 7% 18% 55% 21% 76% 75%

Grade 6 93 0% 11% 30% 43% 16% 59% 70%

Grade 7

Grade 8*

Algebra I

Geometry

Algebra II

ROOSEVELT SCHOOL’S2015 PARCC GRADE-LEVEL

OUTCOMES ENGLISH LANGUAGE ARTS/LITERACYCount

of Valid Test

Scores

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

ons (Level 4)

Exceeding

Expectation

(Level 5)

School% >=

Level 4

District% >=

Level 4

Grade 3 61 3% 8% 36% 49% 3% 52% 62%

Grade 4 69 0% 4% 22% 61% 13% 74% 76%

Grade 5 74 1% 5% 16% 58% 19% 77% 84%

Grade 6 82 1% 9% 9% 62% 20% 82% 76%

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

ROOSEVELT SCHOOL’S2015 PARCC GRADE-LEVEL

OUTCOMES MATHEMATICSCount

of Valid Test

Scores

Not Yet Meeting (Level 1)

Partially Meeting (Level 2)

Approaching

Expectations

(Level 3)

Meeting Expectati

ons (Level 4)

Exceeding

Expectation

(Level 5)

School% >=

Level 4

District% >=

Level 4

Grade 3 62 5% 3% 29% 48% 15% 63% 73%

Grade 4 71 0% 4% 23% 63% 10% 73% 76%

Grade 5 75 0% 5% 21% 59% 15% 74% 75%

Grade 6 82 1% 6% 10% 60% 23% 83% 70%

Grade 7

Grade 8*

Algebra I

Geometry

Algebra II

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 analysis

Student-level

analysis

YEAR ONE DATA ANALYSIS PLAN:DRILLING DOWN

How will we use PARCC data to identify strengths and gaps that

exist in curriculum and instruction?

Look at performance on categories of skills and content

Reflect on our units of study in Math and ELA- scope and sequence of unit topics

Were all skills taught in a timely manner? – Look at pacing guides

Reflect on standards being taught using new online lesson planner

Are all standards being taught?

How will we use PARCC data to inform the

conversations of our educators? Look at trends in scores based on skills and

content

Build conversations for Common Planning around trends

Instructional Supervisors will create PD with trends in mind

Offer Parent Academy that highlights trends and offers strategies to support students

What can we learn about where additional professional resources are needed to meet the learning

needs of all students? Create ‘Resources Inventory’ to identify areas of

strength and areas that need additional support

Reach out to neighboring districts to discuss curriculum, resources, etc.

What PD do teachers need to help support instruction?

LANGUAGE ARTS PARCC TRENDS

In ELA, district wide, 76% of 6th graders and 4th graders met or exceeded expectations on the PARCC.

In the 2 main categories of Reading and Writing, both grades showed stronger performance on the Writing section than the Reading (80% and 89% in writing and 67% and 68% in Reading respectively).

The area most in need of targeted instruction within the Reading categories for 6th grade was Vocabulary Interpretation and Use while for the 4th graders it was Reading Informational Text.

LANGUAGE ARTS PARCC TRENDS

District wide, 5th grade has the highest percentage (82%) of students who met or exceeded expectations in ELA.

In the categories of Reading and Writing, the 5th grade scored higher on the Writing portion with an average of 90% meeting or exceeding expectations. An average of 73% of students met or exceeded expectations on the Reading portion of the PARCC.

In Reading, the area most in need of targeted instruction in 5th grade is Vocabulary Interpretation and Use, with 70% of the students meeting or exceeding expectations.

LANGUAGE ARTS PARCC TRENDS

Grade 3 has the lowest average of students meeting or exceeding expectations in ELA at 62%.

Like the other tested grades, the 3rd graders fared better on the Writing portion of the test with 78% meeting or exceeding expectations. In Reading, 61% of the 3rd Grade students met or exceeded expectations.

The area most in need of targeted instruction for the 3rd graders in Reading is Vocabulary Interpretation and Use.

***The common trend in ELA district wide is the need for more targeted instruction in Vocabulary Interpretation and Use.***

MATH PARCC TRENDS

District wide, students in grade 3-6 performed higher in the areas of Major Content and Additional & Supporting Content than in the areas of Expressing Mathematical Reasoning and Modeling & Application.

4th grade has the highest percentage (76%) of students who met or exceeded overall expectations in Math

District wide, 4th grade has the highest percentage of students who met or exceeded expectations in the areas of Major Content (77%) and Expressing Mathematical Reasoning (77%).

District wide, 5th grade has the highest percentage of students who met or exceeded expectations in the areas of Additional & Supporting Content (84%) and Modeling & Application (70%).

***The area most in need of targeted instruction in grades 3-6 is Modeling & Application.***

PARENT GUIDE TO THE SCORE REPORTS

http://www.parcconline.org/resources/educator-resources

HOW TO HELP YOUR CHILD

http://understandt hescore.org/