2010 NECAP Data
The following information outlines RSU 26 student achievement data from Fall 2010 state-wide assessments. You will find Maine AYP targets and Achievement Cut Scores for the NECAP; Teaching Year Proficiency rates for students broken out by state, school, and RSU; SAT data for Orono High School (2008-2010); RSU26 AYP ; and a chart of “AYP Accountability Status” showing 2010-2011 AYP status of area schools .
This past fall all students in grades 3 through 8 participated in the New England Common Assessment Program (NECAPs). The NECAPs are used to assess student achievement of grade level standards in Math and Reading each year in grades 3 through 8. Students take the NECAP assessments during the month of October and are assessed on their knowledge of the previous year's curriculum standards. So, even though students in grades 3-8 participate in the assessment, the questions on the assessments measure achievement on curriculum in grades 2 through 7. Students in grades 5 and 8 also participate in a writing test as part of the NECAP. In May, students in grades 5 and 8 also participate in a science assessment through the Maine Educational Assessment (MEA).
Adequately Yearly Progress (AYP) targets for 2010-2011 were 70% proficient for Math and 75% for Reading. In order to make AYP, each grade level and reportable subgroup within each school must either make the target proficiency or show improvement from the previous year. “Proficiency” is determined by adding together the percentage of students performing at levels 4 (Proficient w/ Distinction) and 3 (Proficient). Annual AYP targets are provided on the page titled “Maine AYP Targets.” The bottom part of that page also shows the breakdown of scores for each test and each grade level. The only consistent cut score is the cut between level 3 “Proficient-P” and level 2 “Partially Proficient-PP” which is set at a score ending in 40. (In any grade or subject a score of X40 demonstrates proficiency “P.”) It is interesting to note the very narrow band of scores which represent “Partially Proficient-PP.” Scores at this level can range from as few as a six point spread to as much as a 10 point spread, depending on the subject and grade level. Compared to the other proficiency bands, this is a very narrow range.
On the “Teaching Yr Proficiency” pages the grade level indicated on the left reflects the grade that the students were in when they took the test (2010-11). The number of students shown at each level of proficiency are the number of students who were IN THAT SCHOOL during the previous year - even if they have moved out of the district or changed schools within the district. Because adequate yearly progress (AYP) is determined based on the achievement of students educated in each school, students are 'credited back' to the school which was responsible for providing their education during the previous teaching year.
Maine's High School Assessment (MHSA) is the SAT which is taken during the 3rd year of high school (junior year). The SAT is taken during May each year. The results of May 2011 testing have not been released by the state at this time. As such, data from 2008 through 2010 have been provided.
A major focus of the No Child Left Behind Act is the goal of 100% proficiency by the year 2014 (as measured by AYP data). As 2014 approaches and the percentage of students needing to make proficiency increase, more and more schools will fail to meet the targets. The page titled “RSU 26 Adequate Yearly Progress ” shows the reportable subgroups down the left-hand column. Each school is judged for AYP based upon achievement of each subgroup shown. In order to count, the subgroup must consist of more than 10 students, thus many of the lines are left blank or contain an asterisk. From the table you can see that Veazie did not make AYP in Reading for the subgroup “Students with Disabilities” and Glenburn did not make AYP in Mathematics for the same group. When one subgroup does not make AYP, the whole school does not make AYP. You will see the terms “Safe Harbor” and “Yes (CI)” used on the chart. “Safe Harbor” indicates that the group has shown improvement from the previous year, even though the straight percentage may not meet the AYP target. “Yes (CI)” is a statistical designation indicating that the percentage of students making AYP is below the target but if the “Confidence Interval” is factored in, the group could statistically be determined to be above the target.
As a basis for comparison, the page titled “AYP Accountability Status 2010-2011 School Year ” shows AYP status for several area schools. Status for schools serving students in grades K-8 was determined by Fall 2009 NECAP. High School status was based on May 2010 SATs. The state DOE releases this information in the fall. “Monitor” refers to schools which did not make AYP goals for the first time. “CIPS” refers to Continuous Improvement Priority School and the number following the CIPS designation indicates the number of years the school has been identified as CIPS.
Applying the information from “RSU 26 Adequate Yearly Progress” to the “2010-2011 School Year” status, we know that Veazie Community School will be in Monitor status during the coming year for Reading and Glenburn School will be in Monitor for Math.
Efforts to improve student achievement have focused mainly on improving instructional strategies and intervention methods. In August 2010 eighteen teachers and ed techs in the RSU attended Everyday Math training. Interest was so high that the training is being repeated this summer for an additional 20 staff members. When each school met to review their assessment data, we looked at specific released items and followed each question back to the standard which was being assessed. (Examples of student test questions in gr4 math and gr7 reading are attached.) Through special education, Key Math has been purchased as an intervention program to help accelerate students' math skills beyond basic concepts. To address literacy issues, we offered an on-site graduate course at Asa during the '10-11 school year. A similar course will be offered at Glenburn during the '11-12 year. Additional time will also be available for targeted interventions through the increased time on the student day.
As we move forward we continue to rely on student achievement data to inform decisions on curriculum and instruction. The reality of 100% proficiency by 2014 leads many to a feeling of despair. Until that goal is revised, we will continue to review progress toward that goal, but we will consult multiple measures along the way in an effort to keep sight of progress.
NECAP released items for each grade level and subject can be found on the Maine DOE website.
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