about the new england common assessment program · pdf fileassessment program (necap) tests...

This report highlights results from the Fall 2010 Beginning of Grade New England Common Assessment Program (NECAP) tests. The NECAP tests are administered to students in Maine, New Hampshire, Rhode Island, and Vermont as part of each state’s statewide assessment program. NECAP test results are used primarily for school improvement and accountability. Achievement level results are used in the state accountability system required under No Child Left Behind (NCLB). More detailed school and district results are used by schools to help improve curriculum and instruction. Individual student results are used to support information gathered through classroom instruction and assessments.

NECAP tests in reading and mathematics are administered to students in grades 3 through 8 and writing tests are administered to students in grades 5 and 8. The NECAP tests are designed to measure student performance on grade level expectations (GLE) developed and adopted by the four states. Specifi cally, the tests are designed to measure the content and skills that students are expected to have as they begin the school year in their current grade—in other words, the content and skills that students have learned through the end of the previous grade.

Each test contains a mix of multiple-choice and constructed-response questions. Constructed-response questions require students to develop their own answers to

questions. On the mathematics test, students may be required

to provide the correct answer to a computation

or word problem, draw or interpret a chart or graph, or explain how they solved a problem. On the reading test, students may be

required to make a list or write a few paragraphs to

answer a question related to a literary or informational

passage. On the writing test, students are required to provide

a single extended response of 1–3 pages and three shorter responses to questions measuring different types of writing.

This report contains a variety of school- and/or district-, and state-level assessment results for the NECAP tests administered at a grade level. Achievement level distributions and mean scaled scores are provided for all students tested as well as for subgroups of students classifi ed by demographics or program participation. The report also contains comparative information on school and district performance on subtopics within each content area tested.

In addition to this report of grade level results, schools and districts will also receive Summary Reports, Item Analysis Reports, Released Item support materials, and student-level data fi les containing NECAP results. Together, these reports and data constitute a rich source of information to support local decisions in curriculum, instruction, assessment, and professional development. Over time, this information can also strengthen schools’ and districts’ evaluation of their ongoing improvement efforts.

About The New England Common Assessment Program

Fall 2010Beginning of Grade 6

NECAP Tests

Grade 6 Students in 2010-2011

School ResultsSchool: Hall-Dale Middle School

District: RSU 02

Code: 3156-1535

Grade Level Summary Report

Fall 2010 - Beginning of Grade 6 NECAP TestsGrade 6 Students in 2010-2011

School: Hall-Dale Middle SchoolDistrict: RSU 02State: MaineCode: 3156-1535

PARTICIPATION in NECAPNumber Percentage

School District State School District State

Students enrolled on or after October 1

62 162 14,037 100 100 100

Students testedWith an approved accommodation

Current LEP StudentsWith an approved accommodation

IEP StudentsWith an approved accommodation

Students not tested in NECAPState Approved

Alternate AssessmentFirst Year LEPWithdrew After October 1Enrolled After October 1Special Consideration

Other

Reading Math Writing Reading Math Writing Reading Math Writing Reading Math Writing Reading Math Writing Reading Math Writing

60 61 155 156 13,659 13,705 97 98 96 96 97 9811 12 22 23 2,325 2,367 18 20 14 15 17 17

0 1 0 1 316 361 0 2 0 1 2 30 1 0 1 123 170 100 100 39 47

11 11 24 24 2,173 2,184 18 18 15 15 16 1611 11 22 22 1,789 1,792 100 100 92 92 82 82

2 1 7 6 378 332 3 2 4 4 3 22 1 6 5 273 212 100 100 86 83 72 641 1 5 5 210 189 50 100 83 100 77 891 0 1 0 44 0 50 0 17 0 16 00 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 00 0 0 0 19 23 0 0 0 0 7 110 0 1 1 105 120 0 0 14 17 28 36

Level 4 = Profi cient with Distinction; Level 3 = Profi cient; Level 2 = Partially Profi cient; Level 1 = Substantially Below Profi cient Note: Throughout this report, percentages may not total 100 since each percentage is rounded to the nearest whole number.Note: Some numbers may have been left blank because fewer than ten (10) students were tested.

School District State

Enrolled NT

Approved NT

Other Tested Level 4 Level 3 Level 2 Level 1 Mean

ScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

N N N N N % N % N % N % N % % % % N % % % %

REA

DIN

G

62 2 0 60 12 20 32 53 10 17 6 10 647 155 12 54 27 7 644 13,659 14 58 20 8 646

MAT

H

62 1 0 61 23 38 18 30 12 20 8 13 647 156 20 31 28 21 642 13,705 21 42 19 18 643

WRI

TIN

G

NECAP RESULTS

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Reading Results

SubtopicTotal

Possible Points

Percent of Total Possible Points

● School

▲ District

◆ State

— Standard Error Bar

0 10 20 30 40 50 60 70 80 90 100

Word ID/Vocabulary 24

Type of Text

Literary 56

Informational 50

Level of Comprehension

Initial Understanding 43

Analysis & Interpretation 63

●▲◆

Profi cient 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.

Profi cient (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 Profi cient (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 Profi cient (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.

●▲◆

●▲

◆

●▲◆

●▲

◆



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Enrolled NT Approved NT Other Tested Level 4 Level 3 Level 2 Level 1 Mean Scaled ScoreN N N N N % N % N % N %

SCHOOL2008-092009-102010-11CumulativeTotal

7462

12

00

7360

1712

2320

3832

5253

1010

1417

86

1110

648647

DISTRICT2008-092009-102010-11CumulativeTotal

153162

36

01

150155

2718

1812

9284

6154

2342

1527

811

57

648644

STATE2008-092009-102010-11CumulativeTotal

14,26414,037

205273

113105

13,94613,659

1,6471,870

1214

7,8997,912

5758

3,2682,799

2320

1,1321,078

88

645646

Disaggregated Reading Results

REPORTING CATEGORIES


EnrolledNT

ApprovedNT

OtherTested Level 4 Level 3 Level 2 Level 1 Mean

ScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

N N N N N % N % N % N % N % % % % N % % % %

All Students

GenderMaleFemaleNot Reported

Race/EthnicityHispanic or LatinoNot Hispanic or Latino

American Indian or Alaskan NativeAsianBlack or African AmericanNative Hawaiian or Pacifi c Islander WhiteTwo or more races

No Race/Ethnicity Reported

LEP StatusCurrent LEP studentFormer LEP student - monitoring year 1Former LEP student - monitoring year 2All Other Students

IEPStudents with an IEPAll Other Students

SESEconomically Disadvantaged StudentsAll Other Students

MigrantMigrant StudentsAll Other Students

Title IStudents Receiving Title I ServicesAll Other Students

504 PlanStudents with a 504 PlanAll Other Students

62

32300

0

0300

5900

100

61

1250

2339

062

656

161

2

020

0

0000200

1001

11

11

02

02

02

0

000

0

0000000

0000

00

00

00

00

00

60

32280

0

03005700

00060

1149

2238

060

654

159

12

210

11

12

012

39

12

12

12

20

636

19

20

024

1424

20

22

20

32

1913

30

32

131

1022

32

31

32

53

5946

53

53

963

4558

53

57

54

10

73

10

10

55

55

10

7

9

17

2211

18

17

4510

2313

17

13

15

6

42

6

6

51

42

6

4

6

10

137

11

10

452

185

10

7

10

647

643652

647

647

630651

640651

647

649

647

155

75800

0

1310

14910

000

155

24131

6689

0155

23132

3152

12

518

11

12

014

815

12

014

12

54

5653

55

54

1362

4760

54

3058

54

27

3124

26

27

5023

3322

27

4823

27

7

86

7

7

382

123

7

225

7

644

642646

644

644

632646

640647

644

634646

644

13,659

7,0496,609

1

177

14617236611

12,666120

1

3162311

13,309

2,17311,486

6,1247,535

413,655

1,93211,727

27413,385

14

918

10

1219318148

4352714

116

620

14

316

814

58

5857

57

524749645858

35656458

2764

5362

58

4660

6258

20

2318

24

27232792028

340920

4017

2814

20

3818

2320

8

96

9

81122978

26007

323

134

8

147

78

646

644648

644

645646639648646644

637658653646

634648

642649

646

639647

644646

of 6



Level 4 = Profi cient with Distinction; Level 3 = Profi cient; Level 2 = Partially Profi cient; Level 1 = Substantially Below Profi cient

Note: Some numbers may have been left blank because fewer than ten (10) students were tested.

Mathematics Results

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SubtopicTotal

Possible Points

Percent of Total Possible Points

● School

▲ District

◆ State

— Standard Error Bar

0 10 20 30 40 50 60 70 80 90 100

Numbers & Operations 64

Geometry & Measurement 41

Functions & Algebra 32

Data, Statistics, & Probability 25

●▲

◆

●▲

◆

●▲◆

●▲

◆

Profi cient 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.

Profi cient (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 Profi cient (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 uses some effective strategies. Student’s work demonstrates that he or she is generally stronger with concrete than abstract situations.

Substantially Below Profi cient (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.


Enrolled NT Approved NT Other Tested Level 4 Level 3 Level 2 Level 1 Mean Scaled ScoreN N N N N % N % N % N %

SCHOOL2008-092009-102010-11CumulativeTotal

7462

11

00

7361

2423

3338

2618

3630

1412

1920

98

1213

647647

DISTRICT2008-092009-102010-11CumulativeTotal

153162

35

01

150156

3431

2320

6549

4331

3344

2228

1832

1221

645642

STATE2008-092009-102010-11CumulativeTotal

14,26414,037

190212

110120

13,96413,705

2,7822,893

2021

5,9915,811

4342

2,7372,600

2019

2,4542,401

1818

643643

Disaggregated Mathematics Results

REPORTING CATEGORIES


EnrolledNT

ApprovedNT

OtherTested Level 4 Level 3 Level 2 Level 1 Mean

ScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

TestedLevel

4Level

3Level

2Level

1MeanScaledScore

N N N N N % N % N % N % N % % % % N % % % %

All Students

GenderMaleFemaleNot Reported

Race/EthnicityHispanic or LatinoNot Hispanic or Latino

American Indian or Alaskan NativeAsianBlack or African AmericanNative Hawaiian or Pacifi c Islander WhiteTwo or more races

No Race/Ethnicity Reported

LEP StatusCurrent LEP studentFormer LEP student - monitoring year 1Former LEP student - monitoring year 2All Other Students

IEPStudents with an IEPAll Other Students

SESEconomically Disadvantaged StudentsAll Other Students

MigrantMigrant StudentsAll Other Students

Title IStudents Receiving Title I ServicesAll Other Students

504 PlanStudents with a 504 PlanAll Other Students

62

32300

0

0300

5900

100

61

1250

2339

062

656

161

1

010

0

0000100

0001

10

10

01

01

01

0

000

0

0000000

0000

00

00

00

00

00

61

32290

0

03005800

10060

1150

2239

061

655

160

23

1310

21

23

122

320

23

23

23

38

4134

36

38

944

1451

38

42

38

18

612

17

17

216

810

18

18

18

30

1941

29

28

1832

3626

30

33

30

12

66

12

12

111

75

12

9

11

20

1921

21

20

922

3213

20

16

18

8

71

8

8

71

44

8

5

8

13

223

14

13

642

1810

13

9

13

647

645649

646

647

633650

642650

647

649

647

156

75810

0

1310

15010

100

155

24132

6690

0156

23133

3153

20

2119

19

20

423

829

20

023

20

31

3330

32

31

1335

3231

31

037

31

28

2432

28

28

2529

3324

28

3926

28

21

2120

21

21

5814

2716

21

6114

20

642

642642

642

642

632644

638645

642

629644

642

13,705

7,0696,635

1

180

14918039111

12,673120

1

3612311

13,310

2,18411,521

6,1637,542

413,701

1,94811,757

27313,432

21

2220

13

16318452213

8653621

424

1130

21

424

1621

42

4243

43

433428364343

26304543

2146

3945

42

3144

3743

19

1919

25

21191891924

184919

2218

2315

19

3217

2519

18

1718

18

20174691720

480917

5311

2710

18

3315

2217

643

644643

640

642645634650644641

634655648644

632646

639647

643

637645

641643

of 6



Level 4 = Profi cient with Distinction; Level 3 = Profi cient; Level 2 = Partially Profi cient; Level 1 = Substantially Below Profi cient

Note: Some numbers may have been left blank because fewer than ten (10) students were tested.

about the new england common assessment program · pdf fileassessment program (necap) tests...

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