WAYNE TOWNSHIP PUBLIC SCHOOLS...ALG01 GEO01 ALG02 HIGH SCHOOL PARCC SCORE DISTRIBUTIONS. What if all of the 11th graders took the test and tried? 446 “valid attempts” out of the

WAYNE TOWNSHIP PUBLIC SCHOOLS!

PARCC RESULTS !

2015 ADMINISTRATION !

PRESENTED TO BOE: FEBRUARY 4, 2016 !

THIS PRESENTATION CONTAINS: !

GOOD NEWS !

MORE GOOD NEWS

AND… !SOME THINGS TO WORK ON AND THINK ABOUT

OUR FIRST DOSE OF GOOD NEWS… !

PARCC WILL HAVE LESS OF AN IMPACT ON THE SCHOOL YEAR.

RELIEF IS IN SIGHT!SINGLE TESTING WINDOW !!!

NO END OF YEAR (EOY) ASSESSMENT

2016 GRADES 3-8 TESTING WINDOW: APRIL 4th-MAY 13th

2016 HIGH SCHOOL TESTING WINDOW: APRIL 11th-MAY 20th

2015 2016 REDUCTION

ES 26 14 12

MS 30 18 12

HS 15 15 0

PARCC IMPACTED INSTRUCTIONAL DAYS PROJECTED BASED ON PRELIMINARY SCHEDULE

MORE GOOD NEWS!

Grades 3-8 ELA !

!

!

NotYetMee(ng(Level1)

Par(allyMee(ng(Level2)

ApproachingExpecta(ons(Level3)

Mee(ngExpecta(ons(Level4)

ExceedingExpecta(on(Level5)

District%>+4

NJ%>=Level4

DistrictAverage

StateAverage

PARCCAverage

Grade3 8% 14% 26% 47% 5% 52% 44% 751 743 736

Grade4 3% 8% 25% 51% 12% 63% 51% 758 750 742

Grade5 4% 10% 25% 57% 5% 62% 52% 756 750 741

Grade6 2% 9% 23% 50% 16% 66% 49% 761 747 740

Grade7 4% 11% 15% 42% 28% 70% 52% 763 749 741

Grade8 7% 10% 19% 42% 22% 64% 52% 761 749 741

Grades 3-8 Math!

!

!






District%>+4

NJ%>=Level4

DistrictAverage

StateAverage

PARCCAverage

Grade3 5% 10% 25% 49% 11% 60% 45% 755 745 738

Grade4 2% 11% 28% 52% 7% 59% 41% 756 743 736

Grade5 3% 14% 32% 45% 7% 52% 41% 751 743 736

Grade6 2% 16% 34% 41% 8% 49% 41% 749 742 735

Grade7 4% 13% 29% 44% 9% 53% 37% 750 739 734

Grade8 11% 21% 29% 37% 1% 38% 24% 738 725 728

Grades 9-11 ELA!

!

!






District%>+4

NJ%>=Level4

DistrictAverage

StateAverage

PARCCAverage

Grade9 19% 20% 23% 30% 8% 38% 40% 736 738 739

Grade10 29% 22% 20% 21% 9% 30% 37% 725 733 735

Grade11 38% 22% 15% 17% 7% 24% 41% 720 740 739

Grades 9-11Math!

!

!






District%>+4

NJ%>=Level4

DistrictAverage

StateAverage

PARCCAverage

AlgebraI 11% 19% 25% 37% 8% 45% 36% 747 737 734

Geometry 8% 31% 33% 24% 4% 28% 22% 733 729 732

AlgebraII 37% 21% 14% 25% 3% 28% 24% 721 721 719

NOTE ABOUT MATH: The success of eighth grade students in Algebra I has an impact on eighth grade scores.

How did our MS Algebra I students do on PARCC?

!

MiddleSchool!

%>=4or5AnthonyWayne 96%

GeorgeWashington 98%

SchuylerColfax 98%

Why the difference in results from Grades 3-8 when compared to Grades 9-11?

348 Cases of High School Test Refusal

Approximately 170 Cases of High School Students Making a Minimal Effort on the PARCC

Over 500 Student Tests With Scores Reported at Level 1.

500/1900 eligible test takers performed at Level 1.

What do we know about our test refusal cases?

Test refusal cases included students from all different levels of ability and backgrounds in every grade level.

33 high school seniors did not meet HS graduation requirements due to failure to take the PARCC or perform on other standardized tests.

11th grade test refusal really skewed our results.

ELA09 ELA10 ELA11

ALG01 GEO01 ALG02

HIGH SCHOOL PARCC SCORE DISTRIBUTIONS

What if all of the 11th graders took the test and tried?

446 “valid attempts” out of the 702 students who were juniors last year (current seniors)

Of those students, only 39% (173) met or exceeded graduation requirement based on PARCC testing.

If we use GPA and NJASK 8 results for this exact group of students to complete a double regression analysis, we project that 349 students (as opposed to 173) would have otherwise met or exceeded expectations based on PARCC testing.

WHAT ABOUT OUR SUBGROUPS?

Subgroup Performance ELA

NotYetMee3ng(Level1)

Par3allyMee3ng(Level2)

ApproachingExpecta3ons(Level3)

Mee3ngExpecta3ons(Level4)

ExceedingExpecta3on(Level5)

District%>+4

HispanicOrLa3noEthnicity 16% 22% 25% 30% 7% 37%

AmericanIndianOrAlaskaNa3ve 0% 0% 33% 66% 0% 66%

Asian 6% 7% 13% 47% 27% 74%BlackorAfrican

American 19% 14% 17% 43% 6% 49%Na3veHawaiianOr

OtherPacificIslander 13% 38% 13% 25% 13% 38%White 12% 14% 22% 41% 12% 53%

TwoorMoreRaces 3% 10% 17% 47% 23% 70%ELL 34% 30% 23% 11% 3% 14%

EconomicDisadvantage 25% 24% 25% 23% 3% 26%Studentswith

Disabili3es 28% 28% 25% 17% 2% 19%

Subgroup Performance Math

NotYetMee3ng(Level1)

Par3allyMee3ng(Level2)

ApproachingExpecta3ons(Level3)

Mee3ngExpecta3ons(Level4)

ExceedingExpecta3on(Level5)

District%>+4

HispanicOrLa3noEthnicity 26% 30% 27% 3% 30% 26%

AmericanIndianOrAlaskaNa3ve 0% 0% 100% 0% 100% 0%

Asian 8% 17% 54% 20% 74% 8%BlackorAfrican

American 27% 26% 31% 4% 35% 27%Na3veHawaiianOr

OtherPacificIslander 8% 54% 8% 8% 16% 8%White 17% 29% 40% 5% 45% 17%

TwoorMoreRaces 13% 7% 63% 13% 76% 13%ELL 24% 29% 16% 4% 20% 24%

EconomicDisadvantage 30% 31% 20% 2% 22% 30%Studentswith

Disabili3es 35% 22% 18% 2% 20% 35%

Ten important things we learned from PARCC that we all need to know and think about….

PARCC FACT #1: Every school has a unique set of PARCC results. Although the PARCC is a new test, it does provide lots of information to sort through and the results are valuable. !IMPLICATIONS FOR PRACTICE: This presentation should be a starting point for discussions about PARCC results and how those results can improve instruction.


PARCC FACT #2: Our special needs population across the district struggled with the PARCC. While this does not come as a surprise to many, it is important to know that in the past, about half of our special needs students were proficient based on the NJASK and HSPA. With the PARCC, only 19% of the students met or exceeded expectations in ELA and only 20% met or exceeded expectations in math. !IMPLICATIONS FOR PRACTICE: The issue of rigor will continue to be a stressor for those students who were already struggling. The testing format was very new and this added to the challenges. A continued effort to prepare students for the PARCC by using questioning techniques (more than one correct answer, OK to wait for answers) and emphasizing higher order thinking skills is warranted. Students making connections on their own is essential for student success on PARCC.


PARCC FACT #3: An analysis of our test results, when compared to high school grades, shows that 27% of our students who have an “A” average in mathematics performed below expectations on the PARCC. !

IMPLICATIONS FOR PRACTICE: PARCC FACT #3 is partially accounted for by the number of test refusers and minimal effort test takers. It also suggests there may be a lag in adopting a PARCC level of rigor in some classrooms and/or on assessments.


PARCC FACT #4: The PARCC correlates in varying degrees with our other measures of student achievement and with prior measures of student achievement. When you analyze PARCC with NJASK by grade level, the following correlations were identified: !! Grade ELA Math

4 0.69 0.78

5 0.58 0.81

6 0.76 0.81

7 0.74 0.86

8 0.79 0.73


PARCC FACT#4 CONTINUED…. !A comparison of SAT Math scores with PARCC Math scores yielded a correlation of 0.58. !

A comparison of SAT Verbal scores with PARCC ELA scores yielded a correlation of 0.65. !


!

PARCC FACT#4 CONTINUED…. !

IMPLICATIONS FOR PRACTICE: At the middle school and elementary school levels, The PARCC and the NJASK have a strong or a very strong correlation, especially when it comes to math. The strongest correlations exist at the middle school level. This being the case, the PARCC is not a bad tool for making placement decisions about students. The test refusal/lack of effort issue makes the SAT correlation meaningless.


PARCC FACT #5: When analyzing math results, we found that across the district, only 37.8% of our students met the standards for both modeling and reasoning (combined). !

IMPLICATIONS FOR PRACTICE: These are areas of weakness. The good news is that we know about it and we can improve. The new textbooks are part of the answer. Building level discussions about modeling and reasoning standards are another part of the answer.


PARCC FACT #6: When evaluating ELA results, we learned that overall, only 39.6% of students met expectations in both reading fiction and nonfiction/using literary and informational text. !

IMPLICATIONS FOR PRACTICE: These are areas of weakness. Like the areas of weakness in math, it is something we are aware of and something we can address in the coming months.


PARCC FACT #7: When analyzing math results for 3rd graders, we learned that one classroom in Randall Carter had the highest average math score in the district, and when comparing against other 3rd graders, RC finished second in the district overall. !IMPLICATIONS FOR PRACTICE: Fact #7 is very impressive when you also consider that Randall Carter had tremendous turnover in third grade with one class having three LTRs and one permanent teacher. RC 3rd grade ran a Envision pilot last year. This may be a great example to show the benefits that exist with a textbook series when it comes to creating stability for students when there is turnover. It also shows the potential for the program to aid us with improving student performance in math.


PARCC FACT #8: !

REG ED STUDENT MATH AVERAGE SCORE =749 REG ED STUDENT ELA AVERAGE SCORE= 753 !

G&T/HONORS AVERAGE MATH SCORE=789 G&T/HONORS ELA SCORE=791 !

IMPLICATIONS FOR PRACTICE: The PARCC differentiates student performance in a way that may be helpful for grouping and scheduling. PARCC is not a game changer for placement.


PARCC FACT #9: In addition to having areas where we can improve, we have areas where we did well…. !58.7% of students met or exceeded expectations with WRITING EXPRESSION 63.4% of students met or exceeded expectations with WRITING CONVENTIONS !MATH MODELING was our strongest area of performance with 53% meeting or exceeding expectations. !IMPLICATIONS FOR PRACTICE: This still means that a significant percentage of students did not meet expectations so we still have work to do.


PARCC FACT #10: While there is work to do, our first step into the world of PARCC went well. As a school district, we probably performed better than many would have expected. Working together, we overcame a number of obstacles. !

IMPLICATIONS FOR PRACTICE: One common problem is that schools have not adjusted to the rigor of the Common Core and assessments are not aligned. The Wayne Township Public Schools underwent a successful transition to the Common Core and the PARCC. The need for PD and continued effort to adjust to the Common Core and PARCC must continue.

CONGRATULATIONS TO ALL!

WAYNE TOWNSHIP PUBLIC SCHOOLS...ALG01 GEO01 ALG02 HIGH SCHOOL PARCC SCORE DISTRIBUTIONS. What if all of the 11th graders took the test and tried? 446 “valid attempts” out of the

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