measuring college and career readiness parcc results: year one river edge school district december...
TRANSCRIPT
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Measuring College and CareerReadiness
PARCC RESULTS:
YEAR ONERiver Edge School
District December 16, 2015
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“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
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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)
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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
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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
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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%
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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%
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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%
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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
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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%
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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%
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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%
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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
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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
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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
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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
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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
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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
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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?
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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
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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?
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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.
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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.
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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.***
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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.***
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PARENT GUIDE TO THE SCORE REPORTS
http://www.parcconline.org/resources/educator-resources
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HOW TO HELP YOUR CHILD
http://understandt hescore.org/