Presentation on theme: "Narragansett Elementary School Report Night Gail Dandurand, Principal Lisa Monahan, Assistant Principal."— Presentation transcript:
Narragansett Elementary School Report Night Gail Dandurand, Principal Lisa Monahan, Assistant Principal
The Purpose of this Report Night To inform you about the NECAP Results To share information about our School Improvement Plan To answer any questions you may have about programs in our school
What is The New England Common Assessment Program? The New England Common Assessment Program (NECAP) is the result of collaboration among New Hampshire, Rhode Island, and Vermont to build a set of assessments for grades 3-8 to meet the requirements of the No Child Left Behind Act (NCLB).
4 Fall test – previous year’s GLEs Reading and Mathematics – grades 3-8, 11 Writing – grades 5, 8, and 11 Variety of Item Types Reading: multiple choice and constructed response Mathematics: multiple choice, short answer (one point), short answer (two points), and constructed response Writing: multiple choice, constructed response, and extended response Basics of NECAP Test Design
6 Student Report Two copies mailed to the school: one copy for parents/guardians, one copy for local use Parents/guardians have or will receive their copy. The school copy is filed in the students’ records. Principals must plan a School Report Night using NECAP results. However, this usually follows the index proficiency score reports, which are being created now by RIDE.
How is the NECAP Interpreted? Achievement Level: This column shows the achievement level into which the student’s scores fall: 4=Proficient with Distinction, 3=Proficient, 2=Partially Proficient, and 1=Substantially Below Proficient
Description of Levels in Reading Proficient with Distinction (level 4)-Student’s performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student offers insightful observations/assertions that are well supported by references to the text. Student uses range of vocabulary strategies and breadth of vocabulary knowledge to read and comprehend a wide variety of texts.
Proficient (Level 3)- Student’s performance demonstrates an ability to read and comprehend grade-appropriate text. Student is able to analyze and interpret literary and informational text. Student makes and supports relevant assertions by referencing text. Student uses vocabulary strategies and breadth of vocabulary knowledge to read and comprehend text.
Partially Proficient (Level 2)-Student’s performance demonstrates an inconsistent ability to read and comprehend grade- appropriate text. Student attempts to analyze and interpret literary and informational text. Student may make and/or support assertions by referencing text. Student’s vocabulary knowledge and use of strategies may be limited and may impact the ability to read and comprehend text.
Substantially Below Proficient (Level 1)- Student’s performance demonstrates minimal ability to derive/construct meaning from grade-appropriate text. Student may be able to recognize story elements and text features. Student's limited vocabulary knowledge and use of strategies impacts the ability to read and comprehend text.
How did we do in Reading? (These results are from TEACHING Year) Beginning of grade % 3 62% 2 11% 1 6% Beginning of grade 4 32% 55% 11% 2% Beginning of grade 5 26% 54% 15% 5%
Descriptions of Levels in Math Proficient with Distinction (Level 4)-Student’s problem solving demonstrates logical reasoning with strong explanations that include both words and proper mathematical notation. Student’s work exhibits a high level of accuracy, effective use of a variety of strategies, and an understanding of mathematical concepts within and across grade level expectations. Student demonstrates the ability to move from concrete to abstract representations.
Proficient (Level 3)-Student’s problem solving demonstrates logical reasoning with appropriate explanations that include both words and proper mathematical notation. Student uses a variety of strategies that are often systematic. Computational errors do not interfere with communicating understanding. Student demonstrates conceptual understanding of most aspects of the grade level expectations.
Partially Proficient (Level 2)-Student’s problem solving demonstrates logical reasoning and conceptual understanding in some, but not all, aspects of the grade level expectations. Many problems are started correctly, but computational errors may get in the way of completing some aspects of the problem. Student’s work demonstrates that he or she is generally stronger with concrete than abstract situations.
Substantially Below Proficient (level 1)- Student’s problem solving is often incomplete, lacks logical reasoning and accuracy, and shows little conceptual understanding in most aspects of the grade level expectations. Student is able to start some problems but computational errors and lack of conceptual understanding interfere with solving problems successfully.
How did we do in Math? (These results are from TEACHING Year) Beginning of grade % 3 49% 2 22% 1 13% Beginning of grade 4 33% 50% 10% 7% Beginning of grade 5 22% 51% 19% 8%
How did we do in Writing? Writing is assessed at Grade 5 (Teaching Year) 72% Above Proficient or Proficient! Level 4Level 3Level 2Level 1 36% 15% 12%
What are we doing with these results? Item analysis to determine areas of weakness Comparing results from last year with this year Professional development opportunities for staff Planning how we can review with students with released items
Our School Improvement Plan Designed by the School Improvement Team which consists of administrators, teachers, and parents Reflects the Narragansett School District Goals Areas include: Math, Writing, Language Arts, Home/School Connection, Behavior/Violence Prevention
Narragansett Elementary School Mission Narragansett Elementary School, in partnership with parents and the community, prepares students for the future by: Setting high standards Focusing on rigorous learning for all students challenging students to become self- directed learners Fostering creative and critical thinking Providing a safe, healthy, nurturing environment Celebrating diversity