Measuring

Student

Progress

Triangulation

Classroom Performance

NECAP Standardized Measures

New England Common Assessment Program

NECAP

Introduction

New England Common Assessment Program New Hampshire, Rhode Island and Vermont Grade Level Expectations (GLE’s) for grades

3 – 8

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

Proficiency Levels

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

Level 1 = Novice

Level 2 = Low Basic

Level 3 = High Basic & Proficient

Level 4 = Advanced

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

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

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

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

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.

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.

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.

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.

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

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

Range of Proficient Levels

Achievement Level Cut ScoresGrade 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

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

Student Performance Relative to Proficiency

Levels (with scaled scores and confidence

intervals)

Student Performance Relative to Content Area

Subcategories

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 and Scaled Scores

Student Performance Relative to Grade Level Peers

Student Performance Relative to Content Area Subcategories

Example -- Crescent Lake School

Testing Year– Grade 4 October 2005

Teaching Year– Grade 3, 2004-2005

Grade 4 AYP reported to Carpenter School

READING

Testing Year

0%

10%20%

30%40%

50%60%

70%80%

90%100%

Gr. 3

CarpenterReading

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 3

NHReading

Level 4

Level 3

Level 2

Level 1

0%

20%

40%

60%

80%

100%

Gr. 3

GWRSDReading

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%

70%80%90%

100%

Gr. 4 Gr. 5 Gr. 6

Crescent Lake

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 4 Gr. 5 Gr. 6

NH

Level 4

Level 3

Level 2

Level 1

0%

10%

20%

30%

40%

50%60%

70%

80%

90%

100%

Gr. 4 Gr. 5 Gr. 6

GWRSD

Level 4

Level 3

Level 2

Level 1

MATHEMATICS

Testing Year

0%

10%

20%30%

40%

50%60%

70%

80%90%

100%

Gr. 3

CarpenterMath

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 3

NHMath

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 3

GWRSDMath

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 4 Gr. 5 Gr. 6

Crescent LakeMath

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 4 Gr. 5 Gr. 6

NHMath

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 4 Gr. 5 Gr. 6

GWRSDMath

Level 4

Level 3

Level 2

Level 1

WRITING

Testing Year

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 5

Crescent LakeWriting

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 5

GWRSD

Level 4

Level 3

Level 2

Level 1

0%10%20%30%40%50%60%70%80%90%

100%

Gr. 5

NH

Level 4

Level 3

Level 2

Level 1

Released Items 2005

Grades 3-6– Math – Reading– Writing