WELCOME TOPARK VIEW MIDDLE SCHOOL

NECAP REPORT NIGHT

PRESENTATION OVERVIEW

•WHAT IS NECAP?

•WHAT DOES IT MEASURE?

•WHEN IS IT GIVEN?

•WHAT TYPES OF QUESTIONS?

• HOW ARE THE SCORES REPORTED?

•WHERE DO WE GO FROM HERE?

WHAT IS NECAP?

New

England

Common

Assessment

Program

WHAT IS NECAP? NECAP is the result of a

collaboration among RI, NH and VT to build a set of assessments for grades 3-8 in order to meet the requirements of No Child Left Behind.

WHAT IS NECAP?

NECAP assesses Reading and Math in grades 3-8, Writing (5,8,11) and Science (4,8,11)

WHAT DOES IT MEASURE? NECAP test items are aligned to the RI Grade Level

Expectations (GLE’s) and are designed to measure student performance in the following strands:

• Reading (grades 3-8)• Word ID/Vocabulary• Level of Reading

Comprehension: Initial Understanding and Analysis and Interpretation

• Type of text: Literary and Informational

•Writing (grades 5 and 8)

• Structure of Language and

Writing Conventions

• Short Responses

• Extended Response

WHAT DOES IT MEASURE? NECAP test items are aligned to the RI Grade Level

Expectations (GLE’s) and are designed to measure student performance in the following strands:

•Math (grades 3-8)

• Number and Operations

• Geometry and Measurement

• Functions and Algebra

• Data, Statistics and Probability

•Science (grades 4, 8, & 11)

• Life Science

• Physical Science

• Earth & Space Science

• Inquiry Skills

WHEN IS IT GIVEN?• Reading, Mathematics, & Writing

– Three weeks in October– Grades 3-8 (Approximately 6 hours):

• Three reading sections (approx. 1 hr. each)• Three math sections (approx. 1 hr. each)

– Grades 5 and 8 (an approximate additional 2 hours)• An additional two writing sections (approx. 1 hr. each)

• Science – Three days in May– Two days content based questions – One day Inquiry Skills (Lab)

WHAT TYPES OF QUESTIONS?• Multiple choice:

– Multiple-choice items are efficient for testing a broad array of content in a relatively short time span. (1 point)

• Short answer: – These open-ended items ask students to generate a short response to a question. (1 or 2

points)• Constructed response:

– This is a more complex item type that requires students to give a longer response to items related to a reading passage or solve multi-step mathematics problems. (4 points)

• Extended-response writing prompts: – These are topics or questions designed to prompt students to respond in writing.

Students compose a response to the writing prompt. (12 points)

• Inquiry skills (science only)– Students carry out a lab activity or data analysis task testing a variety of scientific

skills (measurement, graphing, etc.)

HOW ARE THE SCORES REPORTED TO SCHOOLS?

• Achievement Levels: – Level 4 = Proficiency with Distinction– Level 3 = Proficiency– Level 2 = Partially Proficient– Level 1 = Substantially Below Proficiency

• All scores are based on an 80 point scale (Mean Scaled Score) – 40 points is the cut score for Proficiency

• Achievement level percentages are reported for: – Individual Students -Content & Sub-category -Grade

Level– School -District -State– Cumulative Totals per Grade and per Content area over a 3 year spans)

HOW ARE THE SCORES BEING REPORTED TONIGHT?

• Because our goal is for all children to achieve AT or ABOVE PROFICIENCY all Level 3&4 Percentages have been Combined

• Due to time constraints the following graphs are samples of some of the data analysis done at the school level to monitor progress

• The most important thing to remember is that this data will be used to help guide and improve instruction

Summary Reports

Summary Reports

Summary Reports

Park View Cranston Rhode Island0

10

20

30

40

50

60

70

80

2008-092009-102010-11

School/City/State Proficiency Comparisons in Reading

55%

65%

74%78%

71%77%

79%74%

66%

Park View Cranston Rhode Island0

10

20

30

40

50

60

2008-092009-102010-11

School/City/State Proficiency Comparisons in Mathematics

41%45%

51%

59%

51%53%

55% 54%

47%

Park View Cranston Rhode Island0

10

20

30

40

50

60

70

2008-092010-11

School/City/State Proficiency Comparisons in Writing

37%

48%51%

65% 67%61%

Park View Cranston Rhode Island0

5

10

15

20

25

30

2007-082008-092009-10

School/City/State Proficiency Comparisons in Science

17% 17%17% 17%16%

18%

27% 26%

22%

Proficient & Proficient w/ Distinction Partially Proficient Substantially Below Proficient0

10

20

30

40

50

60

70

80

School Average Reading Scores2010-2011

19%

4%

77%

Proficient & Proficient w/ Distinction Partially Proficient Substantially Below Proficient0

5

10

15

20

25

30

35

40

45

School Average Mathematics Scores2010-2011

45%

30%

25%

Proficient & Proficient w/ Distinction Partially Proficient Substantially Below Proficient0

10

20

30

40

50

60

70

Grade 8 Writing Scores2010-2011

65%

33%

2%

WHERE DO WE GO FROM HERE?

• Data analysis of individual student results by current teachers and teachers who taught the students the previous year. (Parents will receive their child’s individual report with 3rd quarter report cards in April.)

• Looking at school-wide disaggregated data: such as gender, free and reduced lunch and students with disabilities.

• Looking at students who fell into each proficiency level and determining whether these are students who are currently on some type of plan such as an IEP, 504, PLP or other intervention plans.

• Working as curriculum teams in examining how our students performed on individual content strands

• Pinpointing “gaps” in learning from last year’s GLE’s and targeting the content areas through instruction based on NECAP released items.

• Begin to assess student learning in current GLE’s based on NECAP released items.

WHERE DO WE GO FROM HERE?

• Examine instruction in Mathematics– Does Investigations address all the GLE’s assessed on NECAP?– If not, what instructional strategies must we use school-wide to

supplement our curriculum?• Examine instruction in Writing

– Does Reading Street address all the GLE’s assessed on NECAP?– If not, then is there a program that we could implement school-wide

to improve writing instruction: therefore; improving student performance

• Examine instruction in Reading– Are we making the best use of our time and resources in this area?

• Literacy Coach• Specialist Teachers (Teacher Assistants & Resource Teachers)• Reading blocks of time in the schedule• What are teachers doing while students are reading?

• Are we clear with how we want parents to support us in these endeavors?

WHERE DO WE GO FROM HERE?

• School Improvement Team (SIT)–Tackle these questions, develop and

implement a progress plan that is communicated to all stakeholders.