PARCC RESULTS: SPRING 2018 ADMINISTRATION Measuring College and - - PowerPoint PPT Presentation

Measuring College and Career Readiness

PARCC RESULTS: SPRING 2018 ADMINISTRATION

FAIR HAVEN OCTOBER 17, 2018

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◼ 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.

NEW JERSEY’S STATEWIDE ASSESSMENT PROGRAM

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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.

Key Information in Score Report

◼ 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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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

• f the full score report.

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Score Reports

ELA

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Cut Scores

◼ Grades 3-8: Approaching 725-749 ◼ Grade 3: Meet 750-809; Exceed 810-850 ◼ Grades 4 & 6: Meet 750-789; Exceed 790-850 ◼ Grade 5: Meet 750-798; Exceed 799-850 ◼ Grade 7: Meet 750-784; Exceed 785-850 ◼ Grade 8: Meet 750-793; Exceed 794-850

Math

◼ Grades 3-8 and Algebra 1: Approaching 725-749 ◼ Grades 3 & 5: Meet 750-789; Exceed 790-850 ◼ Grade 4: Meet 750-795; Exceed 796-850 ◼ Grade 6: Meet 750-787; Exceed 788-850 ◼ Grade 7: Meet 750-785; Exceed 786-850 ◼ Grade 8: Meet 750-800; Exceed 801-850 ◼ Algebra 1: Meet 750-804; Exceed 805-850

Score of a 3 - Approaching Score of a 4 - Meeting Score of a 5 - Exceeding

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PARCC Fair Haven Analysis Spring 2018

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2016 v. 2017 v. 2018 FH Proficiency (4’s & 5’s) ELA Grades 3-8 (Cohort Analysis)

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2016 v. 2017 v. 2018 FH Proficiency (4’s & 5’s) Math Grades 3-8 (Cohort Analysis)

Grade 3 % >= Level 4 Grade 4 % >= Level 4 Grade 5 % >= Level 4 Grade 6 % >= Level 4 Grade 7 % >= Level 4 Grade 8 % >= Level 4

District 2018 82% 77% 83% 90% 95% 90% District 2017 70% 79% 81% 84% 83% 88% District 2016 69% 63% 65% 61% 78% 71% Change +12%

• 2%

+2% +6% +12% +2% FAIR HAVEN’S 2018 SPRING PARCC SCHOOL & GRADE-LEVEL OUTCOMES PERCENT OF STUDENTS PROFICIENT (4’s & 5’s): ENGLISH LANGUAGE ARTS/LITERACY

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Grade 3 % >= Level 4 Grade 4 % >= Level 4 Grade 5 % >= Level 4 Grade 6 % >= Level 4 Grade 7 % >= Level 4 Grade 8 % >= Level 4 Algebra I % >= Level 4

District 2018 90% 80% 84% 91% 77% 35% 95% District 2017 69% 80% 67% 75% 65% N/A 85% District 2016 73% 67% 62% 50% 68% N/A 74% Change +21% 0% +17% +16% +12% N/A +10% FAIR HAVEN’S 2018 SPRING PARCC SCHOOL & GRADE-LEVEL OUTCOMES PERCENT OF STUDENTS PROFICIENT (4’s & 5’s): MATHEMATICS

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Fair Haven Proficiency(4’s & 5’s)

2016 v. 2017 v. 2018

ELA Grades 3-8 (Non-Cohort)

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Fair Haven Proficiency(4’s & 5’s)

2016 v. 2017 v. 2018

Math Grades 3-8 (Non-Cohort)

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Past Peninsula Comparison Data (4’s & 5’s) ELA Grades 3-8 (2016)

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Past Peninsula Comparison Data (4’s & 5’s) ELA Grades 3-8 (2017)

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2018 Peninsula Comparison Data (4’s & 5’s) ELA Grades 3-8

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2018 Peninsula Comparison ELA Distribution of 4’s and 5’s

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Past Peninsula Comparison Data (4’s & 5’s) Math Grades 3-8 (2016)

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Last Year’s Peninsula Comparison Data (4’s & 5’s) Math Grades 3-8 (2017)

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2018 Peninsula Comparison Data (4’s & 5’s) Math Grades 3-8

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2018 Peninsula Comparison Math Distribution of 4’s and 5’s

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

• f all our students?

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Study Evidence Statement Analysis

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Evidence Statement Analysis Continued

◼ 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...

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Key Takeaways

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)

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Next Steps Based on Assessment Data

◼ 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 102 - scientific notation)

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Next Steps Based on Assessment Data (continued)

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Moving Forward

• 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)

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New for 2018-2019 Instructional Experience

• 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 ○ Develop Vocabulary (Tier 1, Tier 2, Tier 3)

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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)

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Continuing the Work

The NJDOE released a broadcast on October 5, 2018 with changes to the 2019 PARCC administration. Here are some of the highlights: ◼ No longer called PARCC - NJ is no longer a “PARCC state”

▪ New Jersey Student Learning Assessments - ELA ▪ New Jersey Student Learning Assessments - Math

◼ Reduced testing times for all grades

▪ Units were cut due to a reduction of items or units remained the same, but the number of items were reduced ▪ ELA - Reduction of 75 minutes of testing time for grade 3; reduction of 90 minutes of testing time for grades 4-high school ▪ Math - Reduction of 60 minutes of testing time for grades 3-8; reduction of 90 minutes of testing time for Algebra 1

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The PARCC Assessments Moving Forward - Spring 2019

Spring 2019 Testing Schedule

NJSLA - ELA and Math Assessment Dates: ◼ Math: May 7, 8, 9, 10 (6th-8th have 3 days; 3rd - 5th have 4 days) ◼ ELA: May 14, 15, 16 ◼ Makeups: Week of May 20th NJSLA - Science Testing (for 5th & 8th grade students only): ◼ May 29th ◼ Makeup: May 30th

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NJSLA - ELA, Math & Science Schedule

Fair Haven’s Response to Intervention (RtI) Model

Tier 1:

• Differentiated instruction within

the Classroom

• Meets the needs of approx. 80%
• f students

Tier 2:

• Supplemental instruction provided by

an Academic Interventionist

• Provided in addition to Reading and

Math classroom instruction

• Provided to approx. 15% of students

Tier 3:

• Intensive, individualized support by an

Academic Interventionist

• Provided to approx. 5% of students

The Process...

Students are identified utilizing the following data points:

• PARCC Scores (4th grade and above)
• iReady Scores
• F & P Reading Level Benchmarks
• DIBELS (Grade 1); students new to

grades 2-3)

• Teacher Input
• Spelling Inventories
• Classroom Observations/Performance

Multiple data points are utilized to determine if a student qualifies for the instructional

• intervention. Should they qualify, they may

receive the following supports, which include but are not limited to:

• Small group explicit instruction (goal
• riented)
• Explicit modeling in instructional skills
• Multi-sensory activities
• Hands-on methodologies
• Progress monitoring

Supports provided through the Interventionist will be reinforced in the classroom, as they are in addition to a student’s core instructional curriculum.

RESOURCES FOR PARENTS

◼ Information on the 2018 PARCC & Future of NJ Assessment:

https://www.state.nj.us/education/assessment/ ◼ Understanding the student score reports (with translations): understandthescore.org/

Sample report

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Thank you! Questions?