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

2. “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.” VISIONFORPUBLICEDUCATIONINNEWJERSEY

3. 2009 : New Jersey adopted higher course taking requirements for all students. 2010 : New Jersey adopted the Common Core State Standards in English Language Ar ts and Mathematics. RAISING STANDARDS 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)

4.  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. NEW JERSEY’S STATEWIDE ASSESSMENT PROGRAM

5.  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

6. NEW JERSEY’S 2015 PARCC OUTCOMES ENGLISH 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 Expectations (Level 4) Exceeding Expectations (Level 5) % >= Level 4 Grade 315%18%24%39%5%44% Grade 48%15%27%39%12%51%51% Grade 57%15%26%45%6%52% Grade 68%16%28%40%9%49% Grade 711%15%23%34%18%52% Grade 812%15%22%39%13%52% Grade 918%19%24%30%10%40% Grade 1025%18%20%26%11%37%37% Grade 1117%19%24%30%11%41%41%

7. RIVER EDGE SCHOOL DISTRICT 2015 PARCC GRADE-LEVEL PARTICIPATION RATES ENGLISH LANGUAGE ARTS/LITERACY PARCC TEST # OF STUDENTS ENROLLED # OF STUDENTS WITH PARCC SCORES PARTICIPATION RATE Grade 314113696% Grade 4 17216898% Grade 5 17016496% Grade 6 17717498%

8. 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 31364%8%26%58%4%62% 44% Grade 41681%4%19%55%21%76% 51%51% Grade 51641%4%11%69%15%84% 52% Grade 61741%8%15%60%16%76% 49% Grade 7 52% Grade 8 52% Grade 9 40% Grade 10 37%37% Grade 11 41%41%

9. PERCENTAGE OF STUDENTS THAT MET OR EXCEEDED EXPECTATIONS LANGUAGE ARTS GRADES 3 - 6

10. 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 Expectations (Level 4) Exceeding Expectations (Level 5) % >= Level 4 Grade 38%19%28%37%8%45% Grade 47%22%30%36%4%41%41% Grade 56%21%32%35%6%41%41% Grade 68%21%30%35%6%41%41% Grade 78%22%33% 4%37%37% Grade 8*22%26%28%23%1%24%24% Algebra I14%25% 33%3%36% Geometry12%36%30%20%3%22% Algebra II32%25%20%22%2%24%24%

11. RIVER EDGE SCHOOL DISTRICT 2015 PARCC GRADE-LEVEL PARTICIPATION RATES MATHEMATICS PARCC TEST # OF STUDENTS ENROLLED # OF STUDENTS WITH PARCC SCORES PARTICIPATION RATE Grade 314313897% Grade 4 17517198% Grade 5 17216697% Grade 6 17817598%

12. 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 31383%2%22%57%16%73% 45% Grade 41710%2%23%63%13%76% 41%41% Grade 51660%6%19%57%18%75% 41%41% Grade 61751%9%21%51%19%70% 41%41% Grade 7 37%37% Grade 8* 24%24% Algebra I 36% Geometry 22% Algebra II 24%24%

13. PERCENTAGE OF STUDENTS THAT MET OR EXCEEDED EXPECTATIONS MATH GRADES 3 - 6

14. 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 3755%8%17%65%4%69%62% Grade 4992%3%17%52%26%78%76% Grade 5901%3%7%78%11%89%84% Grade 6920%8%21%59%13%72%76% Grade 7 Grade 8 Grade 9 Grade 10 Grade 11

15. 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 3761% 17%63%17%80%73% Grade 41000% 23%62%15%77%76% Grade 5910%7%18%55%21%76%75% Grade 6930%11%30%43%16%59%70% Grade 7 Grade 8* Algebra I Geometry Algebra II

16. 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 3613%8%36%49%3%52%62% Grade 4690%4%22%61%13%74%76% Grade 5741%5%16%58%19%77%84% Grade 6821%9% 62%20%82%76% Grade 7 Grade 8 Grade 9 Grade 10 Grade 11

17. 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 3625%3%29%48%15%63%73% Grade 4710%4%23%63%10%73%76% Grade 5750%5%21%59%15%74%75% Grade 6821%6%10%60%23%83%70% Grade 7 Grade 8* Algebra I Geometry Algebra II

18. 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

19. 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?

20. 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

21. 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?

22. 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.

23. 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.

24. 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.***

25. 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.***

26. PARENT GUIDE TO THE SCORE REPORTS http://www.parcconline.org/resources/educator-resources

27. HOW TO HELP YOUR CHILD http://understandt http://understandt hescore.org/