Measuring

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 (GLEs) 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

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Proficiency Levels

• Level 1 Substantially Below Proficient
• Level 2 Partially Proficient
• Level 3 Proficient
• Level 4 Proficient with Distinction

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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

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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

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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
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NECAP Student Report Fall 2005

• Individual Results
• Achievement Level Compared to Other Students by
  School, District and State
• Students Performance in Content Area
  Subcategories

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S T U D E N T R E P O R T
Student Performance Relative to Proficiency
Levels (with scaled scores and confidence
intervals)
Student Performance Relative to Content Area
Subcategories
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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
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Example -- Crescent Lake School

• Testing Year
• Grade 4 October 2005
• Teaching Year
• Grade 3, 2004-2005
• Grade 4 AYP reported to Carpenter School

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READING
Testing Year
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MATHEMATICS
Testing Year
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WRITING
Testing Year
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Released Items 2005

• Grades 3-6
• Math
• Reading
• Writing