PARCC RESULTS: SPRING 2018 ADMINISTRATION Measuring College and Career Readiness FAIR HAVEN OCTOBER 17, 2018 1
NEW JERSEY’S STATEWIDE ASSESSMENT PROGRAM ◼ 2018 marks the 4th administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) and the opportunity to compare year-to-year results as the following slides will show. ◼ 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. 2
Key Information in Score Report Overall Student Performance: This section shows your child’s overall numerical score and the performance level achieved based on that score. Level 1 indicates that a student is not yet meeting grade level expectations and Level 5 indicates the student has a strong understanding of grade level material. Score Graph: The colored graph shows the score ranges for each performance level and where your child’s score falls within that range. This can give you an indication of how close your child is to achieving the next level. Score Comparison: PARCC score reports show how your child is performing compared to students in the same grade, state, and across the states. 3
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 4
Sample of PARCC score report Overall Score Your student’s overall score (out of a possible 850) and performance level (1-5) gives a quick glimpse of whether he or she is on-track with grade-level expectations. Level 1 indicates the greatest need for improvement and Level 5 indicates the strongest performance Click here to view a sample of the full score report. 5
Score Reports 6
Cut Scores ELA Math Score of a 3 - Approaching Score of a 4 - Meeting Score of a 5 - Exceeding ◼ ◼ Grades 3-8 and Algebra 1: Grades 3-8: Approaching 725-749 ◼ Approaching 725-749 Grade 3: Meet 750-809; Exceed ◼ Grades 3 & 5: Meet 750-789; Exceed 810-850 790-850 ◼ Grades 4 & 6: Meet 750-789; Exceed ◼ Grade 4: Meet 750-795; Exceed 790-850 796-850 ◼ Grade 5: Meet 750-798; Exceed ◼ Grade 6: Meet 750-787; Exceed 799-850 788-850 ◼ Grade 7: Meet 750-784; Exceed ◼ Grade 7: Meet 750-785; Exceed 785-850 786-850 ◼ Grade 8: Meet 750-793; Exceed ◼ Grade 8: Meet 750-800; Exceed 794-850 801-850 ◼ Algebra 1: Meet 750-804; Exceed 805-850 7
PARCC Fair Haven Analysis Spring 2018 8
2016 v. 2017 v. 2018 FH Proficiency (4’s & 5’s) ELA Grades 3-8 (Cohort Analysis) 9
2016 v. 2017 v. 2018 FH Proficiency (4’s & 5’s) Math Grades 3-8 (Cohort Analysis) 10
FAIR HAVEN’S 2018 SPRING PARCC SCHOOL & GRADE-LEVEL OUTCOMES PERCENT OF STUDENTS PROFICIENT (4’s & 5’s): ENGLISH LANGUAGE ARTS/LITERACY Grade 3 % Grade 4 % Grade 5 % Grade 6 % Grade 7 % >= Grade 8 % >= >= Level 4 >= Level 4 >= Level 4 >= Level 4 Level 4 Level 4 District 82% 77% 83% 90% 95% 90% 2018 District 70% 79% 81% 84% 83% 88% 2017 District 69% 63% 65% 61% 78% 71% 2016 Change +12% -2% +2% +6% +12% +2% 11
FAIR HAVEN’S 2018 SPRING PARCC SCHOOL & GRADE-LEVEL OUTCOMES PERCENT OF STUDENTS PROFICIENT (4’s & 5’s): MATHEMATICS Grade 3 % Grade 4 % Grade 5 % Grade 6 % >= Grade 7 % >= Grade 8 Algebra I % >= Level 4 >= Level 4 >= Level 4 Level 4 Level 4 % >= >= Level 4 Level 4 District 90% 80% 84% 91% 77% 35% 95% 2018 District 69% 80% 67% 75% 65% N/A 85% 2017 District 73% 67% 62% 50% 68% N/A 74% 2016 Change +21% 0% +17% +16% +12% N/A +10% 12
Fair Haven Proficiency (4’s & 5’s) 2016 v. 2017 v. 2018 ELA Grades 3-8 (Non-Cohort) 13
Fair Haven Proficiency (4’s & 5’s) 2016 v. 2017 v. 2018 Math Grades 3-8 (Non-Cohort) 14
Past Peninsula Comparison Data (4’s & 5’s) ELA Grades 3-8 (2016) 15
Past Peninsula Comparison Data (4’s & 5’s) ELA Grades 3-8 (2017) 16
2018 Peninsula Comparison Data (4’s & 5’s) ELA Grades 3-8 17
2018 Peninsula Comparison ELA Distribution of 4’s and 5’s 18
Past Peninsula Comparison Data (4’s & 5’s) Math Grades 3-8 (2016) 19
Last Year’s Peninsula Comparison Data (4’s & 5’s) Math Grades 3-8 (2017) 20
2018 Peninsula Comparison Data (4’s & 5’s) Math Grades 3-8 21
2018 Peninsula Comparison Math Distribution of 4’s and 5’s 22
QUESTIONS TO GUIDE PARCC DATA REFLECTION ◼ How will we use PARCC data to identify strengths and gaps that exist in our curriculum and instruction? ◼ How will we use PARCC data as a tool to address areas in need of improvement or enhancement? ◼ How can we provide additional resources and support for our educators to meet the learning needs of all our students? 23
Study Evidence Statement Analysis 24
Evidence Statement Analysis Continued 25
Key Takeaways ◼ We are on the right path ◼ The curriculum redesign has been a resounding success ◼ The committee process by which the redesign has been completed was extremely valuable ◼ A multi disciplinary approach has been successful ▪ Well rounded approach (Workshop model, close reading, etc.) ◼ Introduction of new resources has been beneficial ▪ Fundations ▪ Math programs ▪ Sadlier ▪ iReady ▪ IXL ▪ F&P ▪ LLI ▪ etc ◼ Investing in our staff has been invaluable - professional development ◼ Much work still to be done... 26
Next Steps Based on Assessment Data Based on the Evidence Statement Analysis documents released to the district, Fair Haven outperforms the state, and even cross-state, percentages on specific standards tested. For those indicators that the district is in line with the state/cross-state cohort, here are the concepts we will focus on to move us forward: ◼ EBRS - Evidence-Based Selected Response (two part questions, usually a recall response with a second part involving citing textual evidence) 27
Next Steps Based on Assessment Data (continued) ◼ ELA ▪ Reading Literature: ▪ Comparing and contrasting patterns from multiple texts/cultures ▪ Reading Information: ▪ Relationships of 2 or more individuals/ideas in a nonfiction text ▪ Analyzing key details ▪ Reading of Science & Technology Subjects and Reading History ▪ Understanding multi step, procedural writing (how a bill becomes a law) ◼ Mathematics ▪ Measurements using the metric system (grams, kilometers, liters)/converting metric units ▪ Addition/subtraction of fractions ▪ Scientific notation (700 - number = 7 x 10 2 - scientific notation) 28
Moving Forward 29
New for 2018-2019 Instructional Experience ● Interventionists to support both Sickles and Knollwood (grades 4 and 5) students ○ New Math Interventionist on board for grades 3-5 ● Additional resources to support book clubs and strategy groups in grades 4 and 5 ● Implementation of Fundations in grade 2 ● Lesson reflections occurring regularly based on classroom execution of essential questions ● Innovation in grades 4 and 5 focused on problem solving in teams in an engaging format ● Adopting a new administrator evaluation tool recommended by the NJDOE (NJPEPL) 30
Continuing the Work... ● Curriculum Updating all curriculum documents to include state compliance pieces ○ and more day-by-day planning ○ Student choice in elective selection (grades 6-8) ○ Increased use of the Z Spaces and DBQs for Knollwood students Adopt more comprehensive Co-Teaching Model for both general ○ education and special education settings ○ Implement iReady and Fountas & Pinnell for grades K-5 & LLI for K-3 ○ Implement Fundations for all students in grades K & 1 (& now grade 2) Continue the formal RTI Program at Sickles (& now at Knollwood) ○ Continue the Summer Learning Academy ○ ● Instruction ○ F&P Records and Close Reading Activities ○ iReady Data/Support Interventionists ○ 31 Develop Vocabulary (Tier 1, Tier 2, Tier 3) ○
Continuing the Work ● Assessment ○ PARCC (NJSLA - ELA and Math) Continue with one test per day ■ ■ One week focus on math and one week focus on ELA ○ Continuing the new Danielson teacher evaluation model for all district staff that began in the 2017-18 school year ● Collaboration with Surrounding Districts Peninsula Curriculum Committees ○ Tri-District Articulation Meetings ○ ○ Monmouth County Curriculum Consortium (MC3) 32
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