PARCC RESULTS YEAR ONE River Edge School District

PARCC RESULTS: YEAR ONE River Edge School District December 16, 2015 Measuring College and Career Readiness

VISION FOR PUBLIC EDUCATION IN NEW JERSEY “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 21 st century. ”

College and Career Ready Standards “Align New Jersey high school standards and graduation requirements to college and workforce entry requirements. ” – NJ High School Redesign Steering Committee (HSRSC - 2008) New Jersey has adopted standards that “are widely recognized as appropriate standards for college and career readiness. ” - College and Career Ready Taskforce (CCRT 2012) RAISING STANDARDS 2009 : Ne w Je r sey adop t e d highe r cour se t aking re quire men t s for all st ude nt s. 2010 : Ne w Je r sey adop t e d th e Common Core St ate St andards in English Languag e Ar t s and Mathe mat ic s.

NEW JERSEY’S STATEWIDE ASSESSMENT PROGRAM �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 middle school in language arts and mathematics. �Students took PARCC English Language Arts and Literacy Assessments (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.

PARCC PERFORMANCE LEVELS � 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

NEW JERSEY’S 2015 PARCC OUTCOMES ENGLISH LANGUAGE ARTS/LITERACY Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (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% Note: Numbers may not sum to 100% due to rounding.

RIVER EDGE SCHOOL DISTRICT 2015 PARCC GRADE-LEVEL PARTICIPATION RATES ENGLISH LANGUAGE ARTS/LITERACY # OF STUDENTS ENROLLED # OF STUDENTS WITH PARCC SCORES Grade 3 141 136 96% Grade 4 172 168 98% Grade 5 170 164 96% Grade 6 177 174 98% PARCC TEST PARTICIPATION RATE

RIVER EDGE SCHOOL DISTRICT’S 2015 PARCC GRADE-LEVEL OUTCOMES ENGLISH LANGUAGE ARTS/LITERACY Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (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%

100 PERCENTAGE OF STUDENTS THAT MET OR EXCEEDED EXPECTATIONS LANGUAGE ARTS GRADES 3 - 6 Language Arts 90 84 76 80 76 70 62 60 51 50 40 44 38 42 51 40 49 State 39 River Edge 30 20 10 0 Grade 3 Grade 4 Grade 5 PARCC Grade 6

NEW JERSEY’S 2015 PARCC OUTCOMES MATHEMATICS Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (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% 4% 37% Grade 8* 22% 26% 28% 23% 1% 24% Algebra I 14% 25% 33% 3% 36% Geometry 12% 36% 30% 20% 3% 22% Algebra II 32% 25% 20% 22% 2% 24% * 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.

RIVER EDGE SCHOOL DISTRICT 2015 PARCC GRADE-LEVEL PARTICIPATION RATES MATHEMATICS # OF STUDENTS ENROLLED # OF STUDENTS WITH PARCC SCORES Grade 3 143 138 97% Grade 4 175 171 98% Grade 5 172 166 97% Grade 6 178 175 98% PARCC TEST PARTICIPATION RATE

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 Expectations (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 Math 100 90 80 76 73 75 70 70 60 PARCC 45 50 40 41 40 38 32 32 41 32 30 20 10 0 Grade 3 Grade 4 Grade 5 Grade 6 State River Edge

CHERRY HILL SCHOOL’S 2015 PARCC GRADE-LEVEL OUTCOMES ENGLISH LANGUAGE ARTS/LITERACY Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (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’S 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 Expectations (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’S 2015 PARCC GRADE-LEVEL OUTCOMES ENGLISH LANGUAGE ARTS/LITERACY Count of Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (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’S 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 Expectations (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

YEAR ONE DATA ANALYSIS PLAN: DRILLING DOWN 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

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 6 th graders and 4 th 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 6 th grade was Vocabulary Interpretation and Use while for the 4 th graders it was Reading Informational Text.

LANGUAGE ARTS PARCC TRENDS § District wide, 5 th grade has the highest percentage (82%) of students who met or exceeded expectations in ELA. § In the categories of Reading and Writing, the 5 th 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 5 th 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 3 rd graders fared better on the Writing portion of the test with 78% meeting or exceeding expectations. In Reading, 61% of the 3 rd Grade students met or exceeded expectations. § The area most in need of targeted instruction for the 3 rd 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. § 4 th grade has the highest percentage (76%) of students who met or exceeded overall expectations in Math § District wide, 4 th 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, 5 th 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/