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NECAP Results2006
Chichester Central School
Never Enough Children At Proficient!
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Introduction and Summary
• The following is a summary of the NECAP test results for grades 3-8, taken in October, 2006.
• Chichester’s NECAP test scores have shown growth in reading, mathematics, and writing.
• Our school is solidly above the state average in students scoring above the ‘Substantially Below Proficient’ level in both reading and math.
• Our school has made similar gains in the percentage of students scoring n the upper Proficient and Proficient with Distinction levels.
• AYP will be determined later in the Spring, 2007; comprised of scoring by both the entire school as well as each “sub-group” (special education, socio-economically disadvantaged).
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School Overview2005, 2006
Prof. W/Distinc. Proficient Partially Prof. Sub. Below Prof.
Reading 2005 6 56 28 112006 14 61 18 7 State 2006 14 57 20 9Mathematics2005 12 55 22 112006 26 49 20 5 State 2006 18 47 19 16Writing2005 3 36 41 202006 11 38 34 11 State 2006 10 36 34 20
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Grade 3 CCS/State Comparison2005, 2006
Math Grade 3 Reading Grade 3District State District StateProficiency
Levels Year N % % N % %2005 3 16 19 4 21 18Advanced2006 8 31 20 5 19 182005 13 68 49 14 74 53Proficient2006 9 35 49 14 54 572005 3 16 20 1 5 18Partially
Proficient 2006 8 31 20 5 19 152005 0 0 12 0 0 11Substantially
Below Prof. 2006 1 4 10 2 8 10
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Grade 3
Proficient54% Proficient with Distinction
21%
Partially Proficient18%
Substantially Below Proficient
7%
Proficient with Distinction
Proficient
Partially Proficient
Substantially BelowProficient
Proficient35%
Proficient with Distinction
32%
Partially Proficient29%
Substantially Below Proficient
4%
Reading
Mathematics
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Grade 4 CCS/State Comparison2005, 2006
Math Grade 4 Reading Grade 4
District State District StateProficiencyLevels Year N % % N % %
2005 4 13 16 3 10 13Advanced2006 3 16 15 5 26 172005 17 57 49 17 57 56Proficient2006 11 58 51 9 47 552005 9 30 21 7 23 20Partially
Proficient 2006 5 26 21 5 26 192005 0 0 14 3 10 11Substantially
Below Prof. 2006 0 0 13 0 0 13
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Grade 4
Proficient52%
Proficient with Distinction24%
Partially Proficient24%
Substantially Below Proficient
0%
Proficient with Distinction
Proficient
Partially Proficient
Substantially BelowProficient
Proficient62%
Proficient with Distinction
14%
Partially Proficient24%
Substantially Below Proficient
0%
Reading
Mathematics
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Grade 5 CCS/State Comparison2005, 2006
Math Grade 5 Reading Grade 5District State District StateProficiency
Levels Year N % % N % %2005 4 11 17 1 3 15Advanced2006 7 24 18 7 24 162005 15 43 46 19 54 52Proficient2006 16 55 49 17 59 562005 5 14 19 9 26 22Partially
Proficient 2006 5 17 18 2 7 182005 10 31 18 6 17 11Substantially
Below Prof. 2006 1 3 15 3 10 10
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Grade 5
Proficient55%
Proficient with Distinction29%
Partially Proficient6%
Substantially Below Proficient
10%
Proficient with Distinction
Proficient
Partially Proficient
Substantially BelowProficient
Proficient52% Proficient with
Distinction26%
Partially Proficient16%
Substantially Below Proficient
6%
Reading
Mathematics
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Grade 6 CCS/State Comparison2005, 2006
Math Grade 6 Reading Grade 6District State District StateProficiency
Levels Year N % % N % %2005 4 14 15 2 7 12Advanced2006 8 24 21 2 6 142005 22 79 46 15 54 53Proficient2006 18 53 46 23 68 582005 2 7 20 8 29 24Partially
Proficient 2006 5 15 16 5 15 192005 0 0 19 3 11 11Substantially
Below Prof. 2006 3 9 16 4 12 9
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Grade 6
Proficient70%
Proficient with Distinction6%
Partially Proficient12% Substantially Below
Proficient12%
Proficient with Distinction
Proficient
Partially Proficient
Substantially BelowProficient
Proficient55%
Proficient with Distinction
24%
Partially Proficient12%
Substantially Below Proficient
9%
Reading
Mathematics
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Grade 7 CCS/State Comparison2005, 2006
Math Grade 7 Reading Grade 7District State District StateProficiency
Levels Year N % % N % %2005 7 18 15 1 3 11Advanced2006 6 22 17 3 11 92005 16 42 44 19 50 55Proficient2006 17 63 45 17 63 582005 11 29 20 14 37 23Partially
Proficient 2006 3 11 18 5 19 252005 4 11 21 4 11 11Substantially
Below Prof. 2006 1 4 20 2 7 8
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Grade 7
Proficient61%
Proficient with Distinction11%
Partially Proficient21%
Substantially Below Proficient
7%
Proficient with Distinction
Proficient
Partially Proficient
Substantially BelowProficient
Proficient64%
Proficient with Distinction
18%
Partially Proficient11%
Substantially Below Proficient
7%
Reading
Mathematics
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Grade 8 CCS/State Comparison2005, 2006
Math Grade 8 Reading Grade 8District State District StateProficiency
Levels Year N % % N % %2005 3 8 13 1 3 11Advanced2006 12 34 14 2 6 102005 21 53 43 16 40 51Proficient2006 13 37 43 23 66 562005 11 28 22 20 50 26Partially
Proficient 2006 8 23 19 9 26 242005 5 13 22 3 8 12Substantially
Below Prof. 2006 3 8 1 3 10
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Grade 8
Proficient65%
Proficient with Distinction5%
Partially Proficient27%
Substantially Below Proficient
3%
Proficient with Distinction
Proficient
Partially Proficient
Substantially BelowProficient
Proficient36%
Proficient with Distinction
32%
Partially Proficient24%
Substantially Below Proficient
8%
Reading
Mathematics
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Proficient with Distinction
0
5
10
15
20
25
30
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
CCSState
Reading
0
5
10
15
20
25
30
35
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
CCSState
Mathematics
Our goal is to maximize the number of students in the ‘Proficient with
Distinction’ category. The results of the 2006 testing shows that CCS had a larger percentage of students in all but three grades/subjects compared to the
state average.
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Substantially Below Proficient
0
2
4
6
8
10
12
14
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
CCSState
Reading
0
5
10
15
20
25
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
CCSState
Mathematics
Our goal is to minimize the number of students in the
‘Substantially Below Proficient’ category. The results of the 2006
testing shows that CCS had a smaller percentage of students in
all but one grade/subject compared to the state average.
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Areas of StrengthReading Word ID Literary Informational Init.
Under.A/I
Grade 3 XXX X X X XGrade 4 X X X XXXGrade 5 XXX X XXX XGrade 6 XXX X X X XGrade 7 XXX X X X XGrade 8 Strength,
but did notsurpassstate %
X X XXX X
‘X’ indicates the areas in which
CCS met or surpassed the state average.
Mathematics Numbers andOperations
Geometry/Measurement
Functions andOperations
Data,Probability,
StatisticsGrade 3 X X XXX XGrade 4 XXX X X XGrade 5 X X XXX XGrade 6 X X XXX XGrade 7 XXX X X XGrade 8 X X XXX X
‘XXX’ indicates the
strongest strand for our
students.
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Growth/Regression2005 to 2006
INDIVIDUAL STUDENT GROWTH CHARTNECAP 2005 RESULTS COMPARED TO NECAP 2006 RESULTS
MATHEMATICS READINGSame Growth Regression Same Growth Regression
Grade 4 12 67% 2 11% 4 22% 12 67% 2 11% 4 22%
Grade 5 17 63% 7 26% 3 11% 13 48% 11 41% 3 11%
Grade 6 19 58% 14 42% 0 23 70% 9 27% 1 3%
Grade 7 18 67% 4 15% 5 19% 17 63% 8 30% 2 7%
Grade 8 17 50% 15 44% 2 5% 21 62% 12 35% 1 3%
This chart shows the analysis of individual student growth. For example, 63% of the 5th graders scored at their same level in 4rd grade. 26% improved in achievement level; 11% had some regression. Unlike graphs that compare one class to another, the above listed data shows how individual students progressed from 2005 to 2006.
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Examples of Improvement we love to see!
• Grade 8 Reading– Fewer
Substantially below
– More Proficient and Proficient with Distinction
– Moving students up
35
40
65
50
27
83
0
10
20
30
40
50
60
70
P w
/D
Pro
f
Part
. P
ro
Su
b B
elow
20052006
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Another great example
11
26
43
52
1416
31
60
10
20
30
40
50
60P
r w
/Dis
t
Pro
f
Par
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Su
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elow
20052006
• Grade 5 math– Fewer student in
Substantially Below
– 78% of children in Proficient or above compared to 54% the previous year
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And yet another…..
• Grade 7 Reading– Fewer in lower
half-- 28% compared with 48% the previous year
– More students in the top half--72% compared with 53% the previous year
– Moving students up
311
50
61
37
21
117
0
10
20
30
40
50
60
70
P w
/D
Pro
f
Par
t. P
ro
Su
b B
elow
20052006
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And another
38
30
4643
32
25
14
05
101520253035404550
Pr
w/D
ist
Pro
f
Par
t P
rof
Sub.
Bel
ow20052006
• Grade 8 Writing– Fewer student in
Substantially Below and Partial Proficiency
– Larger number of children in Proficient or above.
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Analysis of Interventions
• Use of preparation materials• Emphasis on reading for
understanding• Scholar Breakfast--encouraging
students to use full allotment of time
• Better use of data