North Carolina Alternate Assessment Academic Inventory (NCAAAI)

___________________________NCDPI Division of Accountability Services/North Carolina Testing Program

North Carolina Alternate Assessment Academic

Inventory (NCAAAI)

For Grades 3-8 and 10

Performance Assessment Summer InstituteSummer 2004

Pam BiggsNCDPI Division of Accountability Services

North Carolina Testing

Program

Standard Test without Accommodations

Alternate Assessment Portfolio (NCAAP)

Alternate Assessment Academic Inventory (NCAAAI)

Standard Test with Accommodations

What is the NCAAAI?

A checklist of objectives on the NC Standard Course of Study that are assessed by the statewide test administrations

Teacher judgment

Descriptions of student performance at the beginning and end of the year

Who can take the NCAAAI?

Students with disabilities who have IEPs

Students with limited English proficiency

WHO MEET SPECIFIC ELIGIBILITY CRITERIA

Students with Disabilities(EC)

Eligible Students

A student with disabilities must meet the following criteria:

Has a current IEP; and Is assigned to grades 3-8 or 10; and Accesses the NCSCS Competency Goals at

or below assigned grade level

Eligible Students (cont’d)

Is unable to access statewide testing with or without the use of accommodations that do not invalidate the test results

It is an individual IEP team decision

**Additional guidelines can be found in the

Test Administrator’s Guide**

Assessed Grade Level

Students with disabilities may be assessed using the NCAAAI:

On grade level

Below grade level

Assigned Grade Level Determined by School Principal What student is listed as in student management

system (Ex. SIMS,NCWISE) Assessed Grade Level

Determined by IEP Team The grade level at which the student is being

assessed on the competency goals May be below assigned grade level for reading

and math (EC only) Must be at assigned grade level for writing

Assigned vs. Assessed

S t u d e n t N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S t u d e n t I D _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l C o d e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ L E A N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C i r c l e a l l t h a t a p p l y : E C L E P A s s i g n e d G r a d e L e v e l ( c i r c l e o n e ) :

3 4 5 6 7 8 1 0

G r a d e

5 M a t h e m a t i c s

2 0 0 4 - 0 5

D e s c r i p t i o n o f S t u d e n t P e r f o r m a n c e

D e s c r i p t o r s D e s c r i p t i o n o f P e r f o r m a n c e a t A s s e s s e d G r a d e - L e v e l

D i s t i n g u i s h e d 8 – H i g h 7 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e b e y o n d a s s e s s e d g r a d e - l e v e l e x p e c t a t i o n s w o r k s i n d e p e n d e n t l y u n d e r s t a n d s a d v a n c e d c o n c e p t s a p p l i e s s t r a t e g i e s c r e a t i v e l y a n a l y z e s a n d s y n t h e s i z e s j u s t i f i e s a n d e l a b o r a t e s r e s p o n s e s m a k e s c r i t i c a l j u d g m e n t s m a k e s a p p l i c a t i o n s a n d e x t e n s i o n s b e y o n d a s s e s s e d g r a d e - l e v e l ; a p p l i e s p r o f i c i e n t l e v e l

c o m p e t e n c i e s i n m o r e c h a l l e n g i n g s i t u a t i o n s

P r o f i c i e n t 6 – H i g h 5 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o n a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d / e x p e c t a t i o n s s h o w s c o n c e p t u a l u n d e r s t a n d i n g a p p l i e s s t r a t e g i e s i n m o s t s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e c o m p l e t e s t a s k s a c c u r a t e l y n e e d s m i n i m a l a s s i s t a n c e e x h i b i t s f l u e n c y a n d a p p l i e s l e a r n i n g s h o w s s o m e f l e x i b i l i t y i n t h i n k i n g r e c o g n i z e s c a u s e a n d e f f e c t r e l a t i o n s h i p s a p p l i e s a n d e x p l a i n s c o n c e p t s

A p p r e n t i c e 4 – H i g h 3 – L o w

T h e s t u d e n t : d e m o n s t r a t e s i n c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s s o m e e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g h a s d i f f i c u l t y a p p l y i n g s t r a t e g i e s o r c o m p l e t i n g t a s k s i n u n f a m i l i a r s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e s o m e t i m e s r e q u i r e s t e a c h e r g u i d a n c e f r e q u e n t l y d e m o n s t r a t e s s o m e p r o f i c i e n t l e v e l c o m p e t e n c i e s b u t i s i n c o n s i s t e n t

N o v i c e 2 – H i g h 1 – L o w

T h e s t u d e n t : d e m o n s t r a t e s m i n i m a l m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s v e r y l i m i t e d e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g a n d u s e o f s t r a t e g i e s r e s p o n d s w i t h i n a p p r o p r i a t e a n s w e r a n d / o r p r o c e d u r e f r e q u e n t l y v e r y o f t e n d i s p l a y s l a c k o f u n d e r s t a n d i n g o f g r a d e - l e v e l c o n t e n t i n f r e q u e n t l y c o m p l e t e s t a s k a p p r o p r i a t e l y a n d a c c u r a t e l y n e e d s a s s i s t a n c e a n d g u i d a n c e c o n t i n u o u s l y

0 - N o t Y e t T a u g h t

T h i s o b j e c t i v e h a s n o t y e t b e e n i n t r o d u c e d . ( A v a i l a b l e f o r b a s e l i n e a n d i n t e r i m s c o r e s o n l y . )

P o l i c i e s a n d d i r e c t i o n s r e l a t e d t o t h e c o m p l e t i o n o f t h e N C A A A I a r e f o u n d i n t h e N C A A A I T e s t A d m i n i s t r a t o r ’ s G u i d e .

D R A F T

Assigned Grade Level


Front of Inventory Folder

What should I do first?

If not currently in IEP: With IEP team, decide what assessment is

most appropriate for the student If decision is AAAI for one or more content

areas, decide assessed grade-level (may be different for each content area)

Document decision on IEP including NCTP Table 2

Notify school test coordinator of decision

Documentation of Assessed Grade Level

NCTPTable 2

North Carolina Testing Program Tests and Sample/Field Tests at Grades 3 Through 8

Student: _________________________________________ Grade: _______________ Date: ________________School System: _____________________________________School: ____________________________________

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*

Grade 3 Pretest Reading Mathematics

Writing Test: 4 and 7 Writing/Grade

End-of-Grade Tests: 3-8

Reading/Grade

Mathematics/Grade

NAEP*: 4 and 8 Reading/Grade

Writing/Grade

Mathematics/Grade

Science/Grade

Other:

*Note: NAEP (grades 4 and 8) is a national test administered to a representative sample of students for national comparisions. School personnel must refer to the test publisher's manual for accommodation information. Every effort must be made to ensure that selected students have an opportunity to participate in NAEP using the available accommodations from the test publisher. IEP Teams are reminded that NAEP is not a high stakes test for students.

Administration with Accommodations

TestFormat

Assistive Technologies/Devicesand

Special Test Arrangements

Test Environment

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Specifics Regarding Accommodation Use:________________________

________________________

________________________

________________________

________________________

________________________If Alternate Assessment Academic Inventory is to be used for reading and/or math, designate Assessed Grade Level below:Reading Assessed Grade ___

Math Assessed Grade ____

NCTP Table 2

What should I do first?

If AAAI is documented in current IEP: Let school test coordinator know what

content areas and grade levels are needed Must begin within 30 calendar days of school

beginning

Can EC students score Proficient on the inventory?

NCAAAI Score

1 2 3 4 5 6 7 8

On Grade Level

I II III IV

1-2 Grade Levels Below

I II

3 or More Grade Levels Below*

I II III IV

* Who have significant cognitive disabilities

Students with Limited English Proficiency (LEP)

Eligible Students

Must be assigned to grades 3-8 or 10 or enrolled in a course requiring an end-of-course test for credit

Must be enrolled in U.S. schools for less than 24 months

Eligible Students (cont’d)

Scored below “Intermediate High” on reading English language proficiency test (IPT) Reading AAAI Mathematics AAAI End-of-Course AAAI

Scored below “Superior” on writing English language proficiency test (IPT) Writing AAAI

Domain Novice Low

Novice High

Intermediate Low

Intermediate High

Advanced Superior1

Oral2 K A B B C C DEF 1-3 A B C C D EF 4-6 A B C D E F 7-12 A B C D E F

Eligible for NCAAAI or State Mandated Test with

Accommodations3

Standard State Mandated Test

without Accommodations

Writing4 Grades 2-12 Conventions 0-2 3-4 5 6 7 8-10 Composition5 1) 1) Write a Story 2) 2) Write Own Story

0 1-2 3-4 5-6 7 8-9

Eligible for NCAAAI or State

Mandated Test with Accommodations3

Standard State Mandated Test with or without

Accommodations

Standard State Mandated Test

without Accommodations

Reading6 Grade 2 0-12 13-25 26-30 31-35 36-43 44-51 Grade 3 0-13 14-27 28-34 35-40 41-45 46-51 Grade 4 0-12 13-25 26-30 31-35 36-43 44-51 Grade 5 0-12 13-25 26-30 31-35 36-43 44-51 Grade 6 0-13 14-27 28-34 35-40 41-45 46-51 Grade 7-8 0-12 13-25 26-31 32-35 36-43 44-51 Grades 9-12 0-13 14-27 28-35 36-40 41-45 46-51

Cut Score Chart

Decision to Participate

Made on an individual basis!

Must be documented!


All LEP students must be assessed

on grade level

Assigned vs. Assessed

Assigned Grade Level Determined by School Principal What student is listed as in student management

system (Ex. SIMS,NCWISE)

Assessed Grade Level SAME AS ASSIGNED FOR LEP STUDENTS


3 4 5 6 7 8 1 0

G r a d e


2 0 0 4 - 0 5












N o v i c e 2 – H i g h 1 – L o w






D R A F T



The Process

Materials You Need

NCAAAI Test Administrator’s Guide AAAI folder for specific content area and

assessed grade level Baseline student profile (2-sided) Final student profile Vinyl envelope Scannable student information sheet General purpose header sheet (1 per

assessor)

When do I need to start?

Baseline has to be completed within 30 days of beginning of school if already

in documentationOR within 30 days of IEP team decision to place

student on AAAIOR within 30 days of decision to place LEP

student on AAAI (ex. 30 days after initial IPT)

How do I get my materials?

Notify school test coordinator He/she will notify LEA test coordinator LEA test coordinator will order appropriate

inventory through an online system (TNN) LEA test coordinator can download forms to

use temporarily until folders are shipped

What do I do after I receive the materials?

Verify that you have received the proper grade levels and content areas

Complete the student’s identifying information on the front of the folder

Begin the Baseline


3 4 5 6 7 8 1 0

G r a d e


2 0 0 4 - 0 5












N o v i c e 2 – H i g h 1 – L o w






D R A F T

Identifying Information

EC/LEP Designation


Front of Folder

Baseline Scoring Period

Complete baseline within 30 calendar days of student participation

Score each objective based on how the student is performing (0-8)

Score each goal based on the objectives within that goal (0-8)

Baseline Interim Final Student’s Performance on this

objective is: Student’s Performance on this


objective is:

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Evidence Baseline – Baseline Student Profile Final – Final Student Profile

The assessor is expected to maintain a folder of student work throughout the year. Materials within that folder should support the scores assigned to each goal. Materials contained within the student’s folder must be available for NCDPI review upon request.

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Competency Goal 1 Ex. This is an example of how to document scores. X X X

1.01 Use place value through millions in real-w orld situations including reading, writing, estimating, and comparing numbers in a variety of forms.

Objective omitted for training purposes.


Objective omitted for training purposes. Objective omitted for training purposes. Objective omitted for training purposes. Objective omitted for training purposes. Objective omitted for training purposes.





Objective omitted for training purposes. Objective omitted for training purposes.

1.18

Solves multi-step problems using an organized approach and selecting additional strategies including: restating the problem, writing a number sentence, classifying, and listing. Verify and interpret results with respect to the original problem; use calculators as appropriate.

Competency Goal 1: The learner will understand and compute with rational numbers.

Competency Goal 2 Objective omitted for training purposes. Objective omitted for training purposes. Objective omitted for training purposes. Objective omitted for training purposes.

2.05 Use a protractor to draw and measure acute, right, and obtuse angles; identify and label the vertex, rays, interior and exterior of an angle



2.09

Use an organized approach, appropriate strategies, and technology as needed to solve multi-step problems involving geometry, spatial visualization, and measurement (length, w eight, time, capacity, temperature, perimeter, area, volume).

DRAFT

DRAFT

Baseline Scoring

Objective Scores

Goal or Category Score

Baseline Scoring (cont’d)

Date when Baseline scores were completed (back of folder)

Complete Baseline Student Profile

Begin collecting student work, teacher observations, etc.

Baseline Student Profile - Math Respond to the following within the first 30 days of student participation. Student Name ____________________________ Assigned Grade Level __________

Assessor Name ___________________________ Assessed Grade Level __________

Assessor Signature_________________________ Date __________

School Name ____________________________________

School System Name ______________________________

Beginning Date of Student Participation1____________

1. Describe specific math skills that are strengths for this student. 2. Describe specific math skills that are weaknesses for this student. 3. Describe any factors that may influence this student’s academic performance (i.e. medical issues, language proficiency level, disability, attendance, etc.). 4. Assessment History: Complete the information on the back of this form regarding the student’s participation in the North Carolina Testing Program.

1 See NCAAAI Test Administrator’s Guide for more information.

Baseline Student Profile – Math (Page 2) Assessment History

Complete the table below with the student’s assessment history up to the grade in which the student is presently assigned. For each test, complete the appropriate column depending on if the student was assessed by the standard test administration with or without accommodations, by the NCAAAI, or by the NCAAP1.

Math Pretest/

End-of-Grade/ End-of-Course

Math NCAAAI NCAAP

Test Achievement Level

(circle one in each row as appropriate)


Achievement Level (circle one in each row as appropriate)

Achievement Level (circle one in each row as appropriate)

Grade 3 Pretest I II III IV

I II III IV I II III IV

Grade 3 EOG I II III IV I II III IV I II III IV






Any Math End-of-Course Specify: ______________

I II III IV

I II III IV I II III IV

1 If a student has been assessed more than one time for a given grade, list the results below the assessment history table.

Baseline Student Profile

Interim Scoring Period

Complete interim at a midpoint in student participation

Score each objective based on how the student is performing (0-8)





objective is:

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0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8











1.18








2.10 Verify and interpret results with respect to the original problem; identify alternate strategies for solving a problem. Use calculators and computer as appropriate.

Competency Goal 2: The learner will demonstrate an

DRAFT

DRAFT

Interim Scoring

Interim Scoring (cont’d)

Date when Interim scores were completed (back of folder)

Continue collecting student work, teacher observations, etc.

Final Scoring Period

Complete final within 30 calendar days prior to LEA due date

Score each objective based on how the student is performing (1-8) Score of “0” not permitted for final scores





objective is:

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0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8











1.18








2.10 Verify and interpret results with respect to the original problem; identify alternate strategies for solving a problem. Use calculators and computer as appropriate.

Competency Goal 2: The learner will demonstrate an

DRAFT

DRAFT

Final Scoring

Final Scoring Period (cont’d)

Transfer goal/category scores to the Summary of Final Scores table

Did the student achieve growth?

Assign the Overall Score(Refer to EOG percentages)

Assessor and Principal Signatures

Baseline Interim Final

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

4.05 Determine the mean of a given set of data using a calculator when appropriate.

4.06 Use the range, median, mean, and mode to describe a set of data.


4.08 Compare experimental and theoretical (expected) results for a variety of simple experiments.

4.09

Use an organized approach and appropriate strategies to solve multi-step problems involving graphing, probability, and statistics. Use calculators and computers as appropriate.

Competency Goal 4: The learner will demonstrate an understanding and use of graphing, probability, and data analysis.

Date scoring was completed for each scoring period Baseline Date: Interim Date: Final Date:

SUMMARY OF FINAL SCORES

Directions: Transfer assigned final scores for each competency goal to the corresponding boxes below. Use these scores to assign a final score for the year based on this student’s overall performance in mathematics. 1 2 3 4 5 6 7 8

Competency Goal 1: The learner will understand and compute with rational numbers. Competency Goal 2: The learner will demonstrate an understanding and use of the properties and relationships in geometry and standard units of metric and customary measurement.

Competency Goal 3: The learner will demonstrate an understanding of patterns, relationships, and elementary algebraic representation.

Competency Goal 4: The learner will demonstrate an understanding and use of graphing, probability, and data analysis. OVERALL GRADE 5 MATHEMATICS SCORE (Refer to the EOG percentages)

Did the student achieve growth in mathematics?

YES NO

EOG Percentages: 5th Grade Mathematics

Goal 1 = 40% Goal 2 = 25% Goal 3 = 16% Goal 4 = 19%

TRANSFER INFORMATION TO BE COMPLETED BY ORIGINAL SCHOOL IF STUDENT TRANSFERS: If student has been enrolled for at least 30 days, the baseline scoring must be completed by the original school. If the student transfers within the last six weeks of school, the original school must complete the inventory. Date of enrollment: ____________ School Name __________________________ Date of withdrawal/transfer: ___________ LEA Name __________________________ I verify that this inventory is accurate and complete to date. ____________________________ ______ __________________________ _______ Assessor’s Signature Date Principal’s Signature Date Date of enrollment: ____________ School Name __________________________ Date of withdrawal/transfer: ___________ LEA Name __________________________ I verify that this inventory is accurate and complete to date. ____________________________ ______ __________________________ _______ Assessor’s Signature Date Principal’s Signature Date If additional listings are required, complete a Transfer Form as specified in the Test Administrator’s Guide.

FINAL EVALUATION

TO BE COMPLETED AT THE END OF THE YEAR: I verify that this inventory and enclosed Student Profiles are an accurate, valid, appropriate, complete, and true representation of the student’s abilities and performances. An optional Principal’s Checklist is located in the NCAAAI Test Administrator’s Guide. ______________________________________ ___________ Assessor’s Signature Date ______________________________________ ___________ Principal’s Signature Date

DRAFT

Back of Folder

Summary of Final Scores

EOG Percentages

Did the student achieve growth?

Signatures at End-of-Year

Overall Score

Final Scoring Period (cont’d)

Complete Final Student Profile

Finish collecting student work, teacher observations, etc.

Final Student Profile - Math Respond to the following within the final 30 days of student participation. Student Name ____________________________ Assigned Grade Level __________

Assessor Name ___________________________ Assessed Grade Level __________

Assessor Signature ________________________ Date __________

School Name ______________________________

School System Name ________________________

1. Describe specific areas in which this student has shown improvement in his/her math skills this school year. 2. Describe specific areas of math that continue to present difficulties for this student. 3. Describe any changes in factors that may have influenced this student’s academic performance (i.e. medical issues, language proficiency level, disability, attendance, etc.). 4. Other comments:

Final Student Profile

After Completing Final

Complete a scannable student information sheet for every student on the AAAI

Complete requested information and transfer scores from Summary of Final Scores table

Follow directions in NCAAAI Test Administrator’s Guide

Questions?

If you have questions related to: How to fill out the folder What has to be done at one of the scoring periods When does baseline have to be done How to complete the student information sheet

Check the Test Administrator’s Guide Ask your school test coordinator If the school test coordinator doesn’t know the

answer, he/she should check the LEA test coordinator

Questions?

If you have questions related to: How to teach specific objectives What resources are there on the curriculum Types of classroom assessment for a content area What grade level work looks like for a specific grade

Ask your principal Check with your LEA curriculum specialists Contact a DPI curriculum consultant

North Carolina Alternate Assessment Academic Inventory (NCAAAI)

Documents

Transcript of North Carolina Alternate Assessment Academic Inventory (NCAAAI)