1. WELCOME TO PARK VIEW MIDDLE SCHOOL NECAP REPORT NIGHT

2. 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?

3. WHAT IS NECAP? N ew E ngland C ommon A ssessment P rogram

4. 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.

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

6. 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

7. 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

8. 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)

9. 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.)

10. 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)

11. 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

12. Summary Reports

15. School/City/State Proficiency Comparisons in Reading 55% 65% 74% 78% 71% 77% 79% 74% 66%

16. School/City/State Proficiency Comparisons in Mathematics 41% 45% 51% 59% 51% 53% 55% 54% 47%

17. School/City/State Proficiency Comparisons in Writing 37% 48% 51% 65% 67% 61%

18. School/City/State Proficiency Comparisons in Science 17% 16% 18% 27% 26% 22%

19. School Average Reading Scores 2010-2011 19% 4% 77%

20. School Average Mathematics Scores 2010-2011 45% 30% 25%

21. Grade 8 Writing Scores 2010-2011 65% 33% 2%

22. 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 3 rd 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.

23. 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?

24. 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.