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- Title I Parent School Compacts
- NAEP In a Nutshell





Title I School Family Compacts

No more Title I School Parent Compacts for the sake of meeting regulations!

It’s time to develop meaningful compacts that develop partnerships between home and school. Partnerships with student’s families are an important part of student success. School family compacts should be a key part of building partnerships with families.

What do successful parent-school compacts look like? When developed properly compacts build partnerships and focus on building student achievement. The components of a compact clarify what schools and families will do to help children reach high academic achievement. In a compact, families and school staff agree how to work together.

Use the resource on the DOE website to assist in developing school compacts that meet the requirements of ESEA section 1118 and build meaningful relationships to boost academic achievement

www.ncpie.org/nclbaction/SchoolParent_Compact.pdf

Each Title I school must develop and disseminate Title I School Family compacts. Once the compact has been developed it is the schools responsibility to distribute the compact to families of children participating in Title I programs.

If you have questions regarding Title I Parent Involvement Compacts contact dawnl.smith@state.sd.us






NAEP in a Nutshell

What is NAEP?
The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment of what America’s students know and can do. NAEP was developed in 1969 to measure student achievement nationally. Teachers, principals, parents, policymakers, and researchers all use NAEP results to assess progress and develop ways to improve education in America.

What subjects does NAEP cover?
NAEP has two types of assessments, main NAEP and long-term trend NAEP. Main NAEP assessments are conducted in a range of subjects with fourth-, eighth-, and twelfth-graders across the country. Each state participates and is provided state-level data. Assessments are given most frequently in mathematics, reading, science, and writing. Other subjects, such as the arts, civics, economics, geography, and U.S. history, are assessed periodically at a national level.

Long-term trend NAEP occurs every four years and assesses nine-, thirteen-, and seventeen-year old students. Long-term trend is the foundation of the NAEP assessment and has been assessing a national sample of students since 1969.

There isn’t a South Dakota public school that has not been touched by NAEP since we began participating in state NAEP in 2003. State level NAEP occurs every other year and we have just finished the 2013 NAEP administration for grades 4, 8 and 12 in reading and mathematics. Results will be available fall of 2013.

How is NAEP different from other assessments?
NAEP serves a different role than state assessments. While each state has its own unique assessment designed to reflect its state content standards, NAEP administers the same assessment in every state. This allows each state and participating urban district to be compared to national results and to evaluate its progress over time. Samples of students in all states take NAEP and are measured in the same way, providing a common measure of achievement across states. For each subject and grade, there are approximately 3000 students in the sample. When three subjects are assessed, all schools for the given grade will be part of the South Dakota sample.

NAEP reports information on student performance for the nation, states, and selected large urban districts in a variety of subject areas. NAEP also presents results for different student groups including data by gender, socioeconomic status, and race/ethnicity. There are no results for individual students, classrooms, or schools.

Why is student participation valuable?
The participation of all selected students enables NAEP to provide the most accurate picture of student performance. NAEP uses a carefully designed sampling procedure to ensure that the results of the assessment are representative of students in the United States and the states. Each participating student represents hundreds of other similar students. These students characterize the geographic, racial, ethnic, and socioeconomic diversity that is America’s student body.

What happens when students take NAEP?
• NAEP is administered to students during regular school hours.
• Students are provided with all materials at the time the assessment is taken.
• Each student only takes a portion of the entire assessment.
• Students spend about 90 minutes taking the assessment, including answering a section on contextual information such as the amount of reading they do and what types of classes they take.
• Test accommodations are provided for students with disabilities and/or English language learners.

NAEP Items and NAEP Question Tool
The assessments include multiple-choice and constructed- response items balanced between the two types. When results are released, a portion of the items are released on the internet, NAEP Question Tool To access the NAEP Questions Tool (NQT), visit: nces/ed.gov/nationsreportcard/itmrls



How are the results of NAEP reported?
The results of NAEP are released as The Nation’s Report Card. The report cards provide national, state, and selected urban district results. Also included are trends for different student groups, results as scale scores and achievement levels, and sample questions. Full copies of all NAEP reports are available at http://nationsreportcard.gov.

NAEP, Common Core Standards, and Assessment Consortiums
NAEP is not designed to assess the Common Core standards but the NAEP Assessment Frameworks for Reading and Mathematics were part of the research used to develop the standards. Since not all states have adopted Common Core standards or are participating in one of the two assessment consortiums, there is still a need for the independent measure common across all states.





Student, Teacher and School Questionnaires
NAEP gathers data about schools, teaching practices, and student perceptions as part of the overall assessment. Below are percentages and scale scores for fourth graders regarding what they are doing in reading.



If you would like more information about NAEP and how NAEP data can be used to improve instruction, please feel free to contact Jan Martin, jan.martin@state.sd.us, (605) 773-3246.




Spring 2013
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