[Massachusetts Comprehensive Assessment System (MCAS) Logo] June 2006 Massachusetts Department of Education Guide to Interpreting the 2006 MEPA Reports for Schools and Districts Copyright [copyright symbol] 2006 Massachusetts Department of Education Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the "Massachusetts Department of Education." 350 Main Street Malden, Massachusetts 02148-5023 781-338-3000 www.doe.mass.edu Massachusetts Department of Education This document was prepared by the Massachusetts Department of Education. Dr. David P. Driscoll, Commissioner of Education Commissioner's Foreword Dear Superintendents, Principals, and Directors of Charter Schools, Approved Private Special Education Schools, Institutional Schools, Collaboratives, and Other Interested Parties: This guide is intended to further explain results and other information contained within the Parent/Guardian Report, the Roster of Student Results, the Preliminary Participation Report, and the Preliminary Results by Year of Enrollment in U.S. Schools for the MEPA tests of spring 2006. The Massachusetts English Proficiency Assessment (MEPA) is the assessment of limited English proficient (LEP) students as mandated by state and federal law. We hope that you will find the guide useful as you review the results for your school and/or district. The MEPA tests are an important part of our state's effort to improve teaching and learning across the Commonwealth. It is essential that all teachers, administrators, and parents understand the MEPA testing program, as all play essential roles in helping students to succeed. The state is committed to working in partnership with schools and communities to improve the academic achievement of all public school students in Massachusetts. If you have questions after reviewing this guide and your reports, please contact the MCAS Service Center at 1-800-737-5103. Sincerely, [Signature of David P. Driscoll] David P. Driscoll Commissioner of Education THE MASSACHUSETTS ENGLISH PROFICIENCY ASSESSMENT: Table of Contents Commissioner's Foreword I. Document Purpose 1 II. Overview of MEPA Tests 3 Content and Performance Standards Tested by MEPA 3 III. General Guidelines for the Interpretation and Use of MEPA Reports 5 Alignment of Curriculum and Instruction 5 Use of MEPA Student-Level Results 5 State Regulations Regarding Confidentiality of Student Records 5 IV. Understanding the Parent/Guardian Report 6 How Are the MEPA Results Reported? 6 Information Included in the Spring 2006 Parent/Guardian Report 6 V. Understanding the Roster of Student Results 9 Overview 9 VI. Understanding the School and District Preliminary Report Package 12 Overview 12 Identification 12 Minimum Number of Students Needed to Generate Reports 12 Organization of Preliminary Participation Report 13 Organization of Preliminary Results By Year of Enrollment in U.S. Schools 14 Appendix A. Raw Score to Scaled Score Conversions 17 Appendix B. MEPA-Related References 33 I. Document Purpose The purpose of this document is to support local educators' use of district and school reports of results from the spring 2006 administration of the Massachusetts English Proficiency Assessment (MEPA) tests. This document describes and explains how to interpret information provided in the following MEPA reports: * Spring 2006 MEPA Parent/Guardian Report * Spring 2006 MEPA Tests: Roster of Student Results * Spring 2006 MEPA Tests: Preliminary Participation Report * Spring 2006 MEPA Tests: Preliminary Results by Year of Enrollment in U.S. Schools These reports contain information that will be valuable to local educators in their efforts to improve curriculum and instruction to better serve the academic needs of all their students. In addition, this document can help school and district personnel communicate with parents and members of their communities about the meaning of MEPA test results. II. Overview of MEPA Tests The MEPA is composed of two assessments: 1. The Massachusetts English Proficiency Assessment-Reading and Writing (MEPA-R/W), which is administered to limited English proficient (LEP) students in grades 3-12, assesses reading and writing skills. 2. The Massachusetts English Language Assessment-Oral (MELA-O), which is administered to LEP students in grades K-12, assesses listening and speaking skills. Results for each of the four learning areas are reported in the following ways: Reading = Scaled score (range 1-30) Writing = Scaled score (range 1-30) Listening = Raw score (range 0-5) Speaking = Raw score (range 0-20) In order for an overall scaled score and performance level to be given, the student must have complete scores in each of the learning areas (reading, writing, listening, and speaking). If a student has an incomplete score in one or more of the learning areas, a non-participation code will be assigned in place of a total MEPA score. The overall MEPA scaled score range is 300-400. Please note that this overall range is not a sum of the score ranges in the four learning areas. Please see page 11 for information on how the overall scaled score is computed. CONTENT AND PERFORMANCE STANDARDS TESTED BY MEPA MEPA tests measure the content standards in the English Language Proficiency Benchmarks and Outcomes for English Language Learners. Performance on the MEPA tests is reported according to four levels: Beginning, Early Intermediate, Intermediate, and Transitioning. MEPA performance level definitions are given in the chart on page 4. MEPA PERFORMANCE LEVEL DESCRIPTIONS Beginning (Beg) The student at this performance level is starting to develop the skills that will lead to effective communication in written and spoken English. A student performing at this level typically: * Recognizes simple written words and phrases * Writes basic words or phrases, with frequent errors * Speaks using basic words or phrases, with frequent errors * Understands basic spoken vocabulary or phrases Early Intermediate (E. Int) The student at this performance level is developing skills that will lead to effective and complete communication in English. A student performing at this level typically: * Recognizes simple written words, phrases, and sentences, and reads and comprehends below grade-level texts * Writes short paragraphs with limited control of standard English conventions * Speaks using common words and simple phrases; word choice is often inappropriate or incorrect * Understands basic spoken vocabulary and phrases with frequent need for clarification Intermediate (Int) The student at this performance level demonstrates increasing skills in using and understanding English. Oral and written communication, although somewhat inconsistent, is solid and usually understandable. A student performing at this level typically: * Recognizes common written words and some academic words, and comprehends simple grade-level texts * Writes short, simple compositions with partial control of standard English conventions * Speaks using common words and phrases and basic grammar and sentence structure; uses complex language structures but with occasional errors * Understands most oral communications, with some need for clarification Transitioning (Trans) The student at this performance level has achieved age-appropriate basic fluency in English, including reading, writing, listening, and speaking. A student performing at this level typically: * Recognizes most common and academic words, and reads and comprehends moderately difficult grade-level texts * Writes short compositions demonstrating general control of standard English conventions * Speaks using appropriate and correct words, phrases, and expressions, as well as basic and complex grammar and sentence structures * Understands extended and prolonged oral communication, with little or no need for clarification III. General Guidelines for the Interpretation and Use of MEPA Reports ALIGNMENT OF CURRICULUM AND INSTRUCTION MEPA results contained in the 2006 reports should be interpreted in light of the alignment of curriculum and instruction with the outcomes defined in the Massachusetts English Language Proficiency Benchmarks and Outcomes for English Language Learners. School- and district-level results are intended to assist teachers and administrators in improving instruction for LEP students. USE OF MEPA STUDENT-LEVEL RESULTS The MEPA results will be used to help school districts evaluate students' progress toward meeting the state's English Language Proficiency Benchmarks and Outcomes for English Language Learners. MEPA results are to be used to guide decisions regarding the readiness of English language learners to perform ordinary classroom work in English without supplemental support from specialists. Further information about how MEPA results may be used to inform student classification decisions can be found in Guidelines for Using MEPA Results to Plan Sheltered English Immersion (SEI) Instructional Programming and Make Classification Decisions for LEP Students, available online at www.doe.mass.edu/ell/sei/MEPA_guidelines.doc. Massachusetts will also use annual spring MEPA results in reports to the federal government to establish whether school districts are making progress in teaching English language learners. STATE REGULATIONS REGARDING CONFIDENTIALITY OF STUDENT RECORDS The Massachusetts Student Record Regulations (603 CMR 23.00) and the federal Family Educational Rights and Privacy Act (FERPA) require that access to individual student results, including those provided in the MEPA Roster of Student Results and the MEPA Parent/Guardian Report, be restricted. Students' temporary records contain all of the information that is not contained in the transcript and generally cannot be examined without consent from the parent or guardian or student, by anyone other than the student, his or her parents or guardians, and authorized school personnel. Students' temporary records are destroyed no earlier than five years after they transfer, graduate, or withdraw from the school system. Superintendents and principals are responsible for maintaining the privacy and security of all student records. In accordance with these state and federal regulations, authorized school personnel shall have access to the records of students to whom they are providing services, only when such access is required in the performance of their official duties. For more information on this topic, refer to the Massachusetts Department of Education publication, Student Records: Questions, Answers, and Guidelines, 2002. IV. Understanding the Parent/Guardian Report Each LEP student who participated in the fall 2005 and/or spring 2006 MEPA test administration receives a Spring 2006 MEPA Parent/Guardian Report. A Guide to the MEPA for Parents/Guardians accompanies each report. Translated versions of both the report shell and the guide are provided in your school's shipment and are also available on the Department's Web site (www.doe.mass.edu/mcas/epa) and the MEPA reporting Web site (www.mcasservicecenter.com). HOW ARE THE MEPA RESULTS REPORTED? MEPA tests measure the content standards in the English Language Proficiency Benchmarks and Outcomes for English Language Learners. Performance on the MEPA test is reported according to four levels: Beginning, Early Intermediate, Intermediate, and Transitioning. MEPA performance level definitions are given in the chart on page 4. INFORMATION INCLUDED IN THE SPRING 2006 MEPA PARENT/GUARDIAN REPORT The front cover of the Parent/Guardian Report lists the following unique identifying information for each student. Name: student's name State-Assigned Student Identifier (SASID): a state-assigned 10-digit code that is unique for each student in the state Grade: the grade in which the student was enrolled at the time of testing School: the name of the school in which the student was enrolled at the time of testing District: the name of the school district in which the above-named school is located First Tested: the first time the student participated in the MEPA How did your child perform on the MEPA tests? This section of the Parent/Guardian Report shows the student's overall performance on the MEPA tests administered in the spring of 2006, as well as his or her performance on up to three previous MEPA tests. Spring 2006 results are listed at the top. If the student was not enrolled in a Massachusetts school before the spring 2006 administration, only results from spring 2006 will be shown. NOTE: MEPA-R/W tests are administered at grade spans 3-4, 5-6, 7-8, and 9-12. If a student tested at a new grade span for the spring 2006 administration, results from spring 2006 only will be shown. The grade in which the student was enrolled at the time of each test administration is listed immediately below the administration date. The student's overall MEPA score, which is listed below the grade, is a combination of his or her scores on both the MEPA-R/W and the MELA-O. The overall MEPA score range is 300-400. An overall score is available only for students who have scores in each of the tested areas of reading, writing, listening, and speaking. If no score is printed on the student's report, a non-participation code will be printed in its place. The possible non-participation codes are listed in the table below. MED Student did not participate in the test due to a medically documented absence. ANA Student did not participate in the test for one of the following reasons: * a required test accommodation was not available for this test; * alternate assessment was not available for this test; or * the student is considered deaf or hard of hearing (MEPA-R/W only). ABS Student did not participate due to an unexcused absence. TRN Student did not participate because he or she transferred to or from another school during testing time and did not participate in the required test sessions. The student's score corresponds to one of the four performance levels described on page 4. The performance level is listed below the score. If no score was available for the student, no performance level was given. To provide parents with more detailed information about their child's performance, this section of the report also shows the location of the student's overall score within a performance level. The black diamond [black diamond] in this section of the report represents the student's overall score on this test. The gray horizontal bar [horizontal bar] behind the diamond shows the range of scores a student might receive if the test were taken many times. Reports for students with scaled scores near 300 or 400 do not show these horizontal bars. Scaled scores from 300 to 324 correspond to the Beginning performance level; scaled scores from 375 to 400 correspond to the Transitioning performance level. The range of scaled scores that correspond to the Early Intermediate and Intermediate performance levels differ by grade span, based on where the cut scores were set during the standard setting process at each grade span. Your child's spring 2006 performance compared to a typical student performing at the Transitioning level This section of the report shows how the student performed in each of the learning areas (reading, writing, listening, and speaking), as compared to the average performance of a student who is just entering the Transitioning level. The table in this section of the report contains a row for each of the assessed learning areas. The check mark placed in each row of the table indicates whether the student's spring 2006 scores were Below, Approaching, or At or Above the scores of a typical student performing at the Transitioning level for that learning area. The absence of a check mark in one or more of the rows means that the student did not participate in that part of the test. The categories Below, Approaching, and At or Above are defined by examining the overall performance of students who scored at the low end of the Transitioning level. The average performance of these students in each of the four tested learning areas (reading, writing, listening, and speaking) is computed. Based on the performance of the students defined above, a student who achieved a score at or above this average is categorized as At or Above; a student who scored below, but near this average (technically defined as within one standard deviation) is classified as Approaching; and a student who scored well below this average (technically defined as more than one standard deviation away from the average) is categorized as Below. Spring 2006 performance based on number of years in U.S. schools Using the spring 2006 test results, this section of the report shows the percentage of students statewide at each performance level based on the number of years the students have been enrolled in a U.S. school. * The percentage numbers printed on the vertical line of the graph mark the percentages of students by performance level in the state. * The categories printed below the graph (1 Year, 2 Years, and 3+ Years) indicate the number of years students have been enrolled in U.S. schools at the time of testing. Number of Years Definition of Enrollment Duration 1 Student has been enrolled in a U.S. school for one year or less. 2 Student has been enrolled in a U.S. school between one and two years. 3+ Student has been enrolled in a U.S. school for three or more years. * Each bar in the graph is labeled Beg, E. Int, Int, or Trans, performance level abbreviations that stand for Beginning, Early Intermediate, Intermediate, or Transitioning. The height of the bar shows the percentage of students at a given performance level for each enrollment category. * The black bar indicates the student's performance level and how many years he/she has been enrolled in a U.S. school. The absence of a black bar in this chart means that a performance level was not available for the student. V. Understanding the Roster of Student Results OVERVIEW The Roster of Student Results provides results from the MEPA test from spring 2006 and up to three previous MEPA test administrations for LEP students tested in grade spans 3-4, 5-6, 7-8, and 9-12. This report shows how each student in a school * performed in each of the tested learning areas (reading, writing, listening, and speaking), and * performed overall on the MEPA. Below is a sample of student results taken from an excerpt of the Roster of Student Results. [Sample of student results taken from an excerpt of the Roster of Student Results] The Roster of Student Results lists all students in the tested grade span alphabetically by last name. The report contains a row for each student for which your school submitted a spring 2006 answer booklet. If a student's name was not available, "BLANK NAME" is printed at the end of the Roster of Student Results within each grade. The student's State-Assigned Student Identifier (SASID) is printed in the column next to each student's name. Administration The Roster of Student Results shows results for up to three of the following MEPA test administrations: spring 2006, fall 2005, spring 2005, and fall 2004. If a student participated in more than one test administration, and his or her records from each administration were able to be matched based on student records from the Student Information Management Systems (SIMS), results for each administration will be printed. If a student participated in only the spring 2006 administration, or if his or her records from previous administrations could not be matched (based on SIMS), results from only the spring 2006 administration will be printed. Grade This column indicates the grade in which the student was enrolled at the time of testing for each administration listed. The grade printed for spring 2006 and fall 2005 matches that reported by the district to the October 2005 SIMS. The grade printed for fall 2004 and spring 2005 matches that reported by the district to the October 2004 SIMS. If a student who is not in SIMS is included in MEPA test results, the student's grade was indicated on his or her answer booklet by designated school personnel. If no grade information was available for a student, a (-) is printed. Student results are printed on the grade span report for the grade span test in which they participated in spring 2006. If the spring 2006 grade printed on the report does not match the grade span report on which it is printed, it may indicate that student information in SIMS needs to be updated, or that information on the student's answer booklet was bubbled incorrectly. Years in U.S. This column lists the number of years a student had been enrolled in a U.S. school at the time of each test administration. This information was indicated on the student's answer booklet by designated school personnel, and was subsequently validated by SIMS data. The number of years in a U.S. school is reported as 1, 2, or 3+ (see table on page 8). If this information was not available for a student, a (-) is printed. MEPA-R/W The columns under MEPA-R/W show which session combination each student took for each subtest (reading and writing) for each administration. Some students may have participated in different session combinations in each administration. A scaled score is given for both reading and writing for each test administration in which the student participated. The scaled score range for both reading and writing is 1-30. If a student did not participate in either reading or writing, a non-participation code is printed in the scaled score column(s). NOTE: For both reading and writing, the difficulty of the items and the total number of points possible vary depending on which pair of sessions was administered. In order to accurately report student performance in reading and writing, raw scores are converted to scores based on a single scale. As a result, the reading and writing scaled scores must be interpreted without regard to which pair of sessions were administered. Please see Appendix A for scaled score conversion tables. For more information about students who did not participate in the MEPA-R/W, please refer to the section below on Overall MEPA Results. MELA-O A listening raw score (range 0-5) and speaking raw score (range 0-20) are printed for each test administration in which the student participated. The speaking raw score (range 0-20) is the total of four speaking sub-scores: fluency (0-5), vocabulary (0-5), pronunciation (0-5), and grammar (0-5). MELA-O scores were reported by designated school staff on answer booklets. If a student did not participate in the MELA-O, or if MELA-O scores were incomplete or not indicated on the student's answer booklet, a non-participation code is printed in the Listening Raw Score and Speaking Raw Score columns. According to Department of Education policy, only students who are deaf, hard of hearing, or non-verbal autistic are exempt from participating in the MELA-O. Overall MEPA Results The columns in this section of the report show overall student performance on the MEPA. Scaled score and performance level results are only available for students who have complete scores in each of the tested learning areas (reading, writing, listening, and speaking) for each test administration. If a scaled score was unable to be calculated for any of the MEPA test administrations, a (-) is printed in the Overall Scaled Score column. Please note that the overall MEPA scaled score is not computed based on the sum of the scaled scores in the four learning areas. Rather, it is computed based on the sum of the raw scores in the four learning areas as described below. The overall MEPA scaled score range is 300 to 400, with scaled score cut points of 325 for the Beginning/ Early Intermediate cut and 375 for the Intermediate/Transitioning cut. The Early Intermediate/ Intermediate scaled score cut point varies across grade spans, based on the different cut scores that were established during the MEPA standard setting process. The table below shows the overall MEPA scaled score cut points for each grade span. Overall MEPA Scaled Score Cut Points Grade Span Early Intermediate Intermediate Transitioning 03-04 325 349 375 05-06 325 346 375 07-08 325 346 375 09-12 325 343 375 In order to calculate each student's overall MEPA scaled score, a statistical formula was used to map the total of the learning area raw scores to the overall MEPA scale. The difficulty of the items associated with the session combination that was administered to each student is calculated into the overall MEPA scaled score. As a result, the overall MEPA scaled score must be interpreted without regard to which pair of sessions were administered to each student. The Performance Level column indicates the student's performance level based on his or her overall scaled score. If a student did not participate in the MEPA-R/W or MELA-O, or had incomplete scores in one or more of the tested learning areas, no performance level is indicated and a non-participation code is printed instead in the Performance Level column. Non-participation codes are listed in the table on page 7. VI. Understanding the School and District Preliminary Participation Report Package OVERVIEW A preliminary participation report package has been produced by district and school for each grade span (3-4, 5-6, 7-8, 9-12) tested in spring 2006. Each package consists of two reports: 1. Preliminary Participation Report 2. Preliminary Results by Year of Enrollment in U.S. Schools IDENTIFICATION The box in the upper right corner of each page (as shown below) shows the school name, its eight-digit identification number, and the district name for which the report has been generated. [Sample of box that appears in upper right corner of each page] MINIMUM NUMBER OF STUDENTS NEEDED TO REPORT RESULTS A report package is generated for each school that tested students at a given grade span. However, in order to ensure confidentiality of individual student results and discourage generalizations about school performance based on very small populations, the Department of Education has established a minimum number of students who must be tested in order for school results to be reported. School-level results are suppressed for any school that tested fewer than ten students at a particular grade span. ORGANIZATION OF PRELIMINARY PARTICIPATION REPORT This report shows preliminary participation results for students who participated in the spring 2006 MEPA. This report shows participation results by individual assessment (MEPA-R/W and MELA-O), as well as by the two assessments combined. For each grade span tested in the school, the school and district each receive a separate Preliminary Participation Report that includes the following information: A. Number of Students Included B. Number Tested C. Number Not Tested D. Percent Tested A. Number of Students Included The Number of Students Included in Column 2 is equal to the total number of used answer booklets that were received after testing was completed. An answer booklet should have been submitted for each LEP student who was enrolled at the time of testing, regardless of his or her participation status. The Number of Students Included comprises the Number Tested and the Number Not Tested. B. Number Tested Column 3 of the table indicates the total number of students who participated in the test. This number does not include students who did not participate in the test for any reason. C. Number Not Tested Columns 4 through 9 of the table show the number of students who did not participate in one or more of the MEPA tests. Column 4 shows the number of students who were reported as having a Medically Documented Absence during the testing period in spring 2006 as indicated by designated school personnel on answer booklets. Students in this category are those who obtained a written statement from a licensed medical doctor, stating both the medical reason that prevented them from taking the test and the dates for which they were absent due to the medical condition. Column 5 shows the number of students who were reported Not Tested Other Absence during the testing period in spring 2006 as indicated by designated school personnel on answer booklets. Reasons that students were given this non-participation code include the following. * Student was absent without medical documentation. * There were no responses to test items in the answer booklet, and no non-participation code was indicated on the answer booklet for either reading or writing. * MELA-O scores were missing from or were incomplete on the answer booklet, and the student is not identified as deaf or hard of hearing for both reading and writing. * Two separate answer booklets were submitted for the student where both answer booklets contained responses to the same items from the same session combinations for reading and/or writing. Column 6 (Required Test Accommodations Not Available) shows the number of students who did not participate in the MEPA-R/W because a required accommodation indicated in the student's Individualized Education Program (IEP) was not available for the reading and/or writing tests. This determination was indicated by designated school personnel on answer booklets. Because all LEP students (except those who are deaf or hard of hearing) are required to participate, Column 6 is shaded and left blank for MELA-O. Column 7 shows the number of students who were reported as not tested because they are deaf/hard of hearing as indicated by designated school personnel on answer booklets. Column 8 (Alternate Assessment Not Available) shows the number of students who did not participate in the MEPA-R/W because an alternate assessment as required by the student's IEP was not available for the reading and/or writing tests. This determination was indicated by designated school personnel on the student answer booklet. Because all LEP students (except those who are deaf or hard of hearing) are required to participate, Column 8 is shaded and left blank for MELA-O. Column 9 (Transferred During Testing) shows the number of students who did not participate because the student transferred to or from another school during the testing window and did not participate in the required test sessions. D. Percent Tested Column 10 shows the percent of Included students who were tested in each MEPA assessment (MEPA-R/W and MELA-O) and the two assessments combined. ORGANIZATION OF PRELIMINARY RESULTS BY YEAR OF ENROLLMENT IN U.S. SCHOOLS This report shows preliminary school, district, and state results for students for spring 2006 according to the number of years they had been enrolled in a U.S. school at the time of testing. The table below shows how enrollment duration is categorized. Number of Years Definition of Enrollment Duration First Year Student has been enrolled in a U.S. school for one year or less. Second Year Student has been enrolled in a U.S. school between one and two years. Third Year or More Student has been enrolled in a U.S. school for three or more years. The number of years that a student had been enrolled in a U.S. school was indicated by designated school personnel on answer booklets and confirmed by student information contained in SIMS. The results in this report are based on the number of years tested students have been enrolled in a U.S. school, and include the following: A. Preliminary participation results for MEPA-R/W and MELA-O B. Average scaled score results C. Performance level results A. Preliminary Participation Results for MEPA-R/W and MELA-O The # Included in Column 2 is equal to the total number of used answer booklets that were received after testing was completed in spring 2006. An answer booklet was required to have been submitted for each LEP student who was enrolled at the time of testing, regardless of his or her non-participation status. Column 3 (# Tested) shows the number of students who were tested and have complete scores in all of the tested learning areas (reading, writing, listening, and speaking). Column 4 (% Tested) shows the percent of students who were tested and have complete scores in all of the tested learning areas (reading, writing, listening, and speaking). This number is calculated by dividing the # Tested in Column 3 by the # Included in Column 2. B. Average Scaled Score The number in Column 5 shows the average overall MEPA scaled score according to the number of years students have been enrolled in a U.S. school. The scaled score range for MEPA is 300-400. Only students who were tested and have complete scores in all of the tested learning areas (reading, writing, listening, and speaking) are included in the average. C. Performance Level Results Performance level results indicate the number and percent of students performing at each of the four MEPA performance levels: Beginning, Early Intermediate, Intermediate, and Transitioning. These numbers and percents are based on the results of all students who were tested and have complete scores in all of the tested learning areas (reading, writing, listening, and speaking). Appendix A MEPA RAW SCORE TO SCALED SCORE CONVERSIONS TABLE 1. GRADE SPAN 3-4 READING READING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 3 2 2 3 2 5 4 4 5 3 6 6 6 6 4 7 7 7 7 5 8 7 7 8 6 8 8 8 9 7 9 9 9 9 8 9 9 9 10 9 10 10 10 10 10 10 10 10 11 11 11 11 11 11 12 11 11 11 11 13 12 12 12 12 14 12 12 12 12 15 12 12 12 13 16 13 13 13 13 17 13 13 13 13 18 13 13 13 14 19 14 14 14 14 20 14 14 14 14 21 14 15 15 15 22 15 15 15 15 23 15 15 15 16 24 16 16 16 16 25 16 16 16 16 26 17 17 17 17 27 17 18 18 18 28 18 18 18 18 29 19 19 19 19 30 20 21 21 20 31 22 23 23 22 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 1 & 2 IS 0-32. TABLE 2. GRADE SPAN 3-4 READING READING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 5 5 5 6 2 7 7 7 8 3 8 9 9 9 4 9 9 9 10 5 10 10 10 10 6 10 11 11 11 7 11 11 11 11 8 11 12 12 12 9 12 12 12 12 10 12 12 12 13 11 13 13 13 13 12 13 13 13 13 13 13 13 13 14 14 14 14 14 14 15 14 14 14 14 16 14 14 14 15 17 15 15 15 15 18 15 15 15 15 19 15 15 15 16 20 16 16 16 16 21 16 16 16 16 22 17 17 17 17 23 17 17 17 17 24 17 17 17 18 25 18 18 18 18 26 18 18 18 19 27 19 19 19 19 28 20 20 20 20 29 21 21 21 21 30 22 22 22 23 31 24 24 24 25 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 2 & 3 IS 0-32. TABLE 3. GRADE SPAN 3-4 WRITING WRITING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 3 3 3 3 2 5 5 5 5 3 6 6 6 7 4 7 7 7 7 5 8 8 8 8 6 9 9 9 9 7 9 9 9 9 8 10 10 10 10 9 10 10 10 10 10 10 11 11 11 11 11 11 11 11 12 11 11 11 11 13 12 12 12 12 14 12 12 12 12 15 12 13 13 13 16 13 13 13 13 17 13 13 13 13 18 14 14 14 14 19 14 14 14 14 20 15 15 15 15 21 15 16 16 15 22 16 16 16 16 23 17 17 17 17 24 18 18 18 18 25 19 19 19 19 26 21 21 21 20 27 23 24 24 23 28 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 1 & 2 IS 0-28. TABLE 4. GRADE SPAN 3-4 WRITING WRITING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 4 4 4 4 2 6 6 6 7 3 8 8 8 8 4 9 9 9 9 5 10 9 9 10 6 10 10 10 10 7 11 11 11 11 8 12 11 11 11 9 12 12 12 12 10 13 12 12 12 11 13 13 13 13 12 13 13 13 13 13 14 14 14 13 14 14 14 14 14 15 15 15 15 14 16 15 15 15 15 17 16 16 16 15 18 16 16 16 16 19 17 17 17 16 20 17 17 17 17 21 18 18 18 17 22 18 19 19 18 23 19 19 19 18 24 20 20 20 19 25 21 21 21 20 26 21 22 22 21 27 23 23 23 22 28 24 25 25 23 29 27 27 27 26 30 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 2 & 3 IS 0-30. TABLE 5. GRADE SPAN 5-6 READING READING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 1 2 2 2 2 3 4 4 4 3 5 5 5 5 4 6 6 6 6 5 6 6 6 6 6 7 7 7 7 7 8 7 7 8 8 8 8 8 8 9 9 8 8 9 10 9 9 9 9 11 10 9 9 10 12 10 10 10 10 13 10 10 10 10 14 11 10 10 11 15 11 11 11 11 16 12 11 11 11 17 12 12 12 12 18 12 12 12 12 19 13 12 12 13 20 13 13 13 13 21 14 13 13 13 22 14 13 13 14 23 14 14 14 14 24 15 14 14 15 25 15 15 15 15 26 16 16 16 16 27 17 16 16 16 28 18 17 17 17 29 19 18 18 18 30 20 19 19 19 31 22 22 22 21 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 1 & 2 IS 0-32. TABLE 6. GRADE SPAN 5-6 READING READING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 5 5 5 4 2 7 7 7 6 3 8 8 8 7 4 9 9 9 8 5 10 9 9 9 6 10 10 10 9 7 11 10 10 10 8 11 11 11 10 9 12 11 11 11 10 12 12 12 11 11 13 12 12 12 12 13 13 13 12 13 13 13 13 12 14 14 13 13 13 15 14 14 14 13 16 14 14 14 13 17 15 14 14 14 18 15 15 15 14 19 16 15 15 14 20 16 16 16 15 21 16 16 16 15 22 17 16 16 16 23 17 17 17 16 24 18 17 17 16 25 18 18 18 17 26 19 19 19 18 27 20 19 19 18 28 21 20 20 19 29 22 21 21 20 30 24 23 23 22 31 26 25 25 24 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 2 & 3 IS 0-32. TABLE 7. GRADE SPAN 5-6 WRITING WRITING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 1 1 1 1 2 3 3 3 3 3 4 5 5 4 4 5 6 6 5 5 6 6 6 6 6 7 7 7 7 7 7 8 8 7 8 8 8 8 8 9 8 9 9 9 10 9 9 9 9 11 9 10 10 10 12 10 10 10 10 13 10 11 11 11 14 11 11 11 11 15 11 12 12 12 16 12 12 12 12 17 12 13 13 13 18 13 13 13 13 19 14 14 14 14 20 14 14 14 14 21 15 15 15 15 22 16 16 16 16 23 16 16 16 17 24 17 17 17 18 25 19 18 18 19 26 20 20 20 21 27 23 22 22 23 28 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 1 & 2 IS 0-28. TABLE8. GRADE SPAN 5-6 WRITING WRITING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 3 4 4 3 2 6 6 6 6 3 7 7 7 7 4 8 9 9 8 5 9 9 9 9 6 10 10 10 10 7 10 11 11 10 8 11 11 11 11 9 12 12 12 11 10 12 12 12 12 11 13 13 13 12 12 13 13 13 13 13 13 14 14 13 14 14 14 14 14 15 14 15 15 14 16 15 15 15 15 17 15 15 15 15 18 16 16 16 16 19 16 16 16 16 20 17 17 17 17 21 17 17 17 17 22 18 18 18 18 23 19 19 19 19 24 19 19 19 19 25 20 20 20 20 26 21 21 21 21 27 22 22 22 22 28 24 24 24 24 29 26 26 26 26 30 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 2 & 3 IS 0-30. TABLE 9. GRADE SPAN 7-8 READING READING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 2 1 1 2 2 4 2 2 4 3 5 4 4 5 4 6 5 5 6 5 7 6 6 7 6 7 7 7 7 7 8 7 7 8 8 8 8 8 8 9 9 9 9 9 10 9 9 9 9 11 10 10 10 10 12 10 10 10 10 13 11 11 11 11 14 11 11 11 11 15 12 12 12 12 16 12 12 12 12 17 12 13 13 12 18 13 13 13 13 19 13 13 13 13 20 14 14 14 14 21 14 14 14 14 22 15 15 15 15 23 15 15 15 15 24 16 16 16 16 25 16 16 16 16 26 17 17 17 17 27 18 17 17 17 28 18 18 18 18 29 19 19 19 19 30 21 20 20 21 31 23 22 22 23 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 1 & 2 IS 0-32. TABLE 10. GRADE SPAN 7-8 READING READING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 5 5 5 5 2 7 8 8 7 3 8 9 9 8 4 9 10 10 9 5 10 10 10 10 6 11 11 11 10 7 11 11 11 11 8 12 12 12 11 9 12 12 12 12 10 12 13 13 12 11 13 13 13 13 12 13 13 13 13 13 14 14 14 13 14 14 14 14 14 15 14 14 14 14 16 15 15 15 14 17 15 15 15 15 18 15 15 15 15 19 16 16 16 16 20 16 16 16 16 21 17 17 17 16 22 17 17 17 17 23 17 17 17 17 24 18 18 18 18 25 18 18 18 18 26 19 19 19 19 27 20 19 19 19 28 20 20 20 20 29 22 21 21 21 30 23 22 22 22 31 26 24 24 25 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 2 & 3 IS 0-32. TABLE 11. GRADE SPAN 7-8 WRITING WRITING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 2 2 2 2 2 4 4 4 4 3 5 5 5 5 4 6 6 6 6 5 7 7 7 7 6 8 8 8 7 7 8 8 8 8 8 9 9 9 9 9 9 9 9 9 10 10 10 10 10 11 10 10 10 10 12 11 11 11 11 13 11 11 11 11 14 12 12 12 12 15 12 12 12 12 16 13 13 13 13 17 13 13 13 13 18 13 13 13 14 19 14 14 14 14 20 15 15 15 15 21 15 15 15 15 22 16 16 16 16 23 17 17 17 17 24 18 18 18 18 25 19 19 19 19 26 20 20 20 20 27 23 23 23 23 28 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 1 & 2 IS 0-28. TABLE 12. GRADE SPAN 7-8 WRITING WRITING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 4 4 4 4 2 6 6 6 6 3 7 8 8 8 4 9 9 9 9 5 9 9 9 9 6 10 10 10 10 7 11 11 11 11 8 11 11 11 11 9 12 12 12 12 10 12 12 12 12 11 13 13 13 13 12 13 13 13 13 13 14 14 14 14 14 14 14 14 14 15 14 14 14 14 16 15 15 15 15 17 15 15 15 15 18 16 16 16 16 19 16 16 16 16 20 17 17 17 17 21 17 17 17 17 22 18 18 18 18 23 18 19 19 18 24 19 19 19 19 25 20 20 20 20 26 21 21 21 21 27 22 22 22 22 28 23 24 24 24 29 25 26 26 26 30 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 2 & 3 IS 0-30. TABLE 13. GRADE SPAN 9-12 READING READING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 3 3 3 3 2 5 5 5 5 3 7 7 7 6 4 7 7 7 7 5 8 8 8 8 6 9 9 9 9 7 9 9 9 9 8 10 10 10 10 9 10 10 10 10 10 11 11 11 11 11 11 11 11 11 12 12 12 12 12 13 12 12 12 12 14 13 12 12 12 15 13 13 13 13 16 13 13 13 13 17 14 13 13 13 18 14 14 14 14 19 14 14 14 14 20 15 15 15 15 21 15 15 15 15 22 16 15 15 15 23 16 16 16 16 24 17 16 16 16 25 17 17 17 17 26 18 17 17 17 27 18 18 18 18 28 19 19 19 19 29 20 20 20 19 30 22 21 21 21 31 24 23 23 23 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 1 & 2 IS 0-32. TABLE 14. GRADE SPAN 9-12 READING READING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 6 6 6 6 2 8 8 8 8 3 9 9 9 9 4 10 10 10 10 5 11 11 11 11 6 11 12 12 11 7 12 12 12 12 8 12 13 13 12 9 13 13 13 13 10 13 13 13 13 11 14 14 14 14 12 14 14 14 14 13 14 15 15 14 14 15 15 15 15 15 15 15 15 15 16 15 16 16 15 17 16 16 16 16 18 16 16 16 16 19 16 17 17 16 20 17 17 17 17 21 17 17 17 17 22 18 18 18 17 23 18 18 18 18 24 19 18 18 18 25 19 19 19 19 26 20 19 19 19 27 20 20 20 20 28 21 21 21 21 29 22 22 22 22 30 24 23 23 23 31 26 25 25 25 32 30 30 30 30 *THE RAW SCORE RANGE FOR READING SESSIONS 2 & 3 IS 0-32. TABLE 15. GRADE SPAN 9-12 WRITING WRITING SESSIONS 1 & 2* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 2 2 2 2 2 4 4 4 4 3 5 6 6 5 4 6 6 6 6 5 7 7 7 7 6 8 8 8 7 7 8 8 8 8 8 9 9 9 9 9 9 9 9 9 10 10 10 10 10 11 10 10 10 10 12 11 11 11 11 13 11 11 11 11 14 12 12 12 11 15 12 12 12 12 16 12 12 12 12 17 13 13 13 13 18 13 13 13 13 19 14 14 14 14 20 14 14 14 14 21 15 15 15 15 22 16 16 16 16 23 16 16 16 17 24 17 17 17 17 25 18 18 18 19 26 20 20 20 20 27 22 22 22 23 28 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 1 & 2 IS 0-28. TABLE 16. GRADE SPAN 9-12 WRITING WRITING SESSIONS 2 & 3* Raw Score Spring 2006 Fall 2005 Spring 2005 Fall 2004 Scaled Score Scaled Score Scaled Score Scaled Score 0 1 1 1 1 1 4 4 4 4 2 6 6 6 7 3 8 8 8 8 4 9 9 9 9 5 10 9 9 10 6 10 10 10 10 7 11 11 11 11 8 11 11 11 11 9 12 12 12 12 10 12 12 12 12 11 13 13 13 13 12 13 13 13 13 13 14 14 14 14 14 14 14 14 14 15 14 14 14 14 16 15 15 15 15 17 15 15 15 15 18 16 16 16 16 19 16 16 16 16 20 17 17 17 17 21 17 17 17 17 22 18 18 18 18 23 18 18 18 18 24 19 19 19 19 25 20 20 20 20 26 21 20 20 20 27 22 21 21 22 28 23 23 23 23 29 26 25 25 25 30 30 30 30 30 *THE RAW SCORE RANGE FOR WRITING SESSIONS 2 & 3 IS 0-30. Appendix B MEPA-RELATED REFERENCES MASSACHUSETTS BENCHMARKS and OUTCOMES English Language Proficiency Benchmarks and Outcomes for English Language Learners describes what LEP students should know and be able to do at various grade spans. This document is available on the Department's Web site at www.doe.mass.edu/ell/benchmark.pdf. OTHER RESOURCES Release of Fall 2004 MEPA Reading and Writing (R/W) Test Items contains all of the test questions from the fall 2004 MEPA-R/W tests. This document was released to districts and schools in January 2005. Student Records: Questions, Answers and Guidelines contains information about the Massachusetts Student Record Regulations. This document is available on the Department's Web site. Guidelines for Using MEPA Results to Plan Sheltered English Immersion (SEI) Instructional Programming and Make Classification Decisions for LEP Students. Massachusetts Department of Education, June 2005. This document is available on the Department's Web site.