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Measuring

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Measuring

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  1. Measuring Student Progress

  2. Triangulation Classroom Performance NECAP Standardized Measures

  3. New England Common Assessment Program NECAP

  4. Introduction • New England Common Assessment Program • New Hampshire, Rhode Island and Vermont • Grade Level Expectations (GLE’s) for grades 3 – 8

  5. Administered October 3 – 25, 2006 • Mathematics • Grades 3, 4, 5, 6, 7, & 8 • Reading • Grades 3, 4, 5, 6, 7, & 8 • Writing • Grades 5 & 8 • Format • Multiple-choice • Short answer • Constructed-response, • Writing prompts

  6. Level 1 = Novice Level 2 = Low Basic Level 3 = High Basic & Proficient Level 4 = Advanced Proficiency Levels • Level 1: Substantially Below Proficient • Level 2: Partially Proficient • Level 3: Proficient • Level 4: Proficient with Distinction

  7. Reading • Proficient with Distinction • Reads challenging material with accuracy and fluency • Independently self-monitors and self-corrects • Demonstrates significant conceptual understanding and higher-order thinking in analysis of text • Makes insightful inferences within and across texts

  8. Reading • Proficient • Reads a variety of grade level material, both literary and informational, with a fluency rate consistent with purpose for reading • Reads orally with fluency and expression appropriate for grade level • Able to choose appropriate independent reading material • Able to self-monitor and self-correct • Uses a variety of grade appropriate strategies to decode and/or derive meaning from the text • Able to identify key story elements and cite evidence appropriate for grade level • Makes reasonable predictions and makes appropriate inferences

  9. Reading • Partially Proficient • Fluency rate on grade level material does not always match purpose for reading • Uses limited strategies to decode and/or derive meaning from text • Can identify basic story elements and text features • Often chooses independent reading material that is too difficult • Oral reading may indicate an inattention to meaning • Applies limited self-monitoring and self-correcting • Demonstrates skills that are underdeveloped or applied inconsistently

  10. Reading • Substantially Below Proficient • Demonstrates an inability to use resources and strategies independently to derive meaning from context • Underdeveloped vocabulary which impairs ability to comprehend • Has difficulty identifying main ideas and basic text features • Not likely to choose independent reading material • Reads significantly below grade level

  11. Mathematics • Proficient with Distinction • Demonstrates logical reasoning with strong explanation that include words and proper mathematical notation. • Exhibits high level of accuracy, effective use of a variety of strategies and an understanding of math concepts within and across grade level expectations. • Moves from concrete to abstract representations.

  12. Mathematics • Proficient • Demonstrates logical reasoning with appropriate explanations that include words and proper mathematical notation. • Uses variety of strategies that are often systematic. • Computational errors that do not interfere with communicating and understanding. • Demonstrates conceptual understanding of most aspects of grade level expectations.

  13. Mathematics • Partially Proficient • Demonstrates logical reasoning and conceptual understanding in some, but not all, aspects of grade level expectations. • Starts problems correctly, but computational errors may get in the way of completing some aspects of the problem. • Uses some effective strategies. • Demonstrates generally stronger with concrete than abstract situations.

  14. Mathematics • Substantially Below Proficient • Problem solving is often incomplete, lacks logical reasoning and accuracy, and shows little conceptual understanding in most aspects of grade level expectations. • Starts some problems but computational errors and lack of conceptual understanding interfere with solving problems successfully.

  15. Writing • Proficient • Recognizes what the prompt is asking for and produces a response that is appropriate for grade level • Develops controlling idea and focus that is appropriate to the prompt • Makes appropriate transitions between paragraphs • Uses effective topic sentences and sufficient elaboration and support within paragraphs • Uses some sentence variety and appropriate word choice/vocabulary • Demonstrates sufficient command of task structures and conventions • Response has an opening and closing

  16. Scaled Scores • Three-digit number • Range 00-80 • First digit = grade • Grade 3: 300-380 • Grade 4: 400-480 • X40 is cut point for Proficient • Grade 3 = 340 • Grade 4 = 440

  17. Range of Proficient Levels Achievement Level Cut Scores Grade Subject SP PP P PD 3 Reading 300-330 331-339 340-356 357-380 3 Mathematics 300-331 332-339 340-352 353-380 4 Reading 400-430 431-439 440-455 456-480 4 Mathematics 400-430 431-439 440-454 455-480 5 Reading 500-529 530-539 540-555 556-580 5 Mathematics 500-532 533-539 540-553 554-580 5 Writing 500-526 527-538 539-553 554-580 6 Reading 600-628 629-639 640- 658 659-680 6 Mathematics 600-632 633-639 640-652 653-680 *SP = Substantially Below Proficient, PP = Partially Proficient, P = Proficient, PD = Proficient with Distinction

  18. NECAP Student Report – Fall 2005 • Individual Results • Achievement Level Compared to Other Students by School, District and State • Student’s Performance in Content Area Subcategories

  19. S T U D E N T R E P O R T Student Performance Relative to Proficiency Levels and Scaled Scores (graphic includes SS +/- 1 SEM) Student Performance Relative to Grade Level Peers (School, District, and State) Student Performance Relative to Content Area Subcategories Student Performance Relative to Proficiency Levels (with scaled scores and confidence intervals) Student Performance Relative to Content Area Subcategories

  20. Student Performance Relative to Proficiency Levels and Scaled Scores

  21. Student Performance Relative to Grade Level Peers

  22. Student Performance Relative to Content Area Subcategories

  23. Example -- Crescent Lake School • Testing Year • Grade 4 October 2005 • Teaching Year • Grade 3, 2004-2005 • Grade 4 AYP reported to Carpenter School

  24. READING Testing Year

  25. MATHEMATICS Testing Year

  26. WRITING Testing Year

  27. Released Items 2005 • Grades 3-6 • Math • Reading • Writing