North Carolina Alternate
Assessment Academic
Inventory (NCAAAI)
LEP Overview
Performance Assessment Summer Institute
Summer 2004
Pam Biggs
NCDPI Division of Accountability Services
___________________________
NCDPI Division of Accountability Services/North Carolina Testing Program
Standard Test Administration
without Accommodations
North Carolina
Testing
Program
Standard Test Administration with
Accommodations
Alternate Assessment Academic
Inventory (NCAAAI)
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 Limited English
Proficiency (LEP)
Eligible Students

Must be assigned to grades 3-8 or 10 or
enrolled in a course requiring an end-ofcourse 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
Cut Score Chart
Domain
Oral
Oral2
K
1-3
4-6
7-12
Novice
Low
Novice
High
Intermediate
Low
Intermediate
High
Advanced
Superior1
A
A
A
A
B
B
B
B
B
C
C
C
C
C
D
D
C
D
E
E
DEF
EF
F
F
Standard State
Mandated Test
without
Accommodations
Eligible for NCAAAI or State Mandated Test with
Accommodations3
Writing
Writing4
Grades 2-12
Conventions
Composition5
1) 1) Write a Story
2) 2) Write Own Story
0-2
3-4
5
6
7
8-10
0
1-2
3-4
5-6
7
8-9
Eligible for NCAAAI or State
Mandated Test with
Accommodations3
Reading
Reading6
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7-8
Grades 9-12
0-12
0-13
0-12
0-12
0-13
0-12
0-13
13-25
14-27
13-25
13-25
14-27
13-25
14-27
26-30
28-34
26-30
26-30
28-34
26-31
28-35
Standard State Mandated
Test with or without
Accommodations
31-35
35-40
31-35
31-35
35-40
32-35
36-40
36-43
41-45
36-43
36-43
41-45
36-43
41-45
Standard State
Mandated Test
without
Accommodations
44-51
46-51
44-51
44-51
46-51
44-51
46-51
Decision to Participate

Made on an individual basis!

Must be documented!
First Year in U.S. Schools

March 2004 ruling by the State Board of
Education in response to information from the
US Department of Education (USED)

First year = first school year ever enrolled in
a U.S. school

Student must score below “Intermediate
High” on IPT to be eligible
First Year in U.S. Schools

Qualifying students may not be required to be
assessed in reading

Must be assessed in mathematics – will not
count towards AYP or ABCs

Writing and EOC tests/assessments not
affected
Assessed Grade Level
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
Student Name ________________________
Student ID ___________________________
School Name _________________________
School Code ___ ___ ___ ___ ___ ___
LEA Name ___________________________
Circle all that apply: EC LEP
Assigned Grade Level (circle one):
3
4
5
6
7
8 10
Grade
5
Mathematics
2004-05
Description of Student Performance
Descriptors
Assigned
Grade Level
Distinguished
8 – High
7 – Low
Proficient
6 – High
5 – Low
Description of Performance at Assessed Grade-Level
The student:
 demonstrates consistent mastery and performance beyond assessed grade-level expectations
 works independently
 understands advanced concepts
 applies strategies creatively
 analyzes and synthesizes
 justifies and elaborates responses
 makes critical judgments
 makes applications and extensions beyond assessed grade-level; applies proficient level
competencies in more challenging situations
The student:
 demonstrates consistent mastery and performance on assessed grade-level academic
standard/expectations
 shows conceptual understanding
 applies strategies in most situations
 responds with appropriate answer or procedure
 completes tasks accurately
 needs minimal assistance
 exhibits fluency and applies learning
 shows some flexibility in thinking
 recognizes cause and effect relationships
 applies and explains concepts
The student:
 demonstrates inconsistent mastery and performance of assessed grade-level academic
standards/expectations
 shows some evidence of conceptual understanding
 has difficulty applying strategies or completing tasks in unfamiliar situations
 responds with appropriate answer or procedure sometimes
 requires teacher guidance frequently
 demonstrates some proficient level competencies but is inconsistent
The student:
 demonstrates minimal mastery and performance of assessed grade-level academic
standards/expectations
 shows very limited evidence of conceptual understanding and use of strategies
 responds with inappropriate answer and/or procedure frequently
 very often displays lack of understanding of grade-level content
 infrequently completes task appropriately and accurately
 needs assistance and guidance continuously
DRAFT
Apprentice
4 – High
3 – Low
Novice
2 – High
1 – Low
0 - Not Yet
Taught
 This objective has not yet been introduced.
(Available for baseline and interim scores only.)
Policies and directions related to the completion of the NCAAAI are found in the NCAAAI Test Administrator’s Guide.
Assessed
Grade Level
Eligibility Activity
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 calendar days of beginning of school
if already in documentation
OR
 within 30 calendar days of decision to place
LEP student on AAAI (ex. 30 days after initial
IPT)
Semester schedules have 15 days to complete baseline
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
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
Scoring
0
1
2
3
4
Com petency Goal 1
Ex.
1.01
This is an example of how to document scores.
Read and write word names for numbers to 1,000.
Objective omitted for training purposes.
X
X
X
X
Objective omitted for training purposes.
1.07
Objective omitted for training purposes.
Objective omitted for training purposes.
Objective omitted for training purposes.
Compare and order fractions using models; describe
comparisons.
Objective omitted for training purposes.
Objective omitted for training purposes.
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
Objective omitted for training purposes.
Objective omitted for training purposes.
X
1.13
X
Memorize multiplication facts/tables through 10.
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Com petency Goal 1: The learner will model, identify and
compute w ith num bers less than 10,000.
Com petency Goal 2
Draw and classify polygons and polyhedra (solid figures)
2.01
using appropriate vocabulary: faces, angles, edges, and
vertic es. Describe the rules for grouping.
Objective omitted for training purposes.
Objective omitted for training purposes.
2.05
Observe and describe geometry in the environment.
X
X
X
X
X
X
Objective omitted for training purposes.
X
5
6
7
8
0
1
2
3
4
5
6
7
8
1
2
3
Distinguished
Proficient
Novice
Apprentice
Final
Student’s Performance on this
objective is:
Distinguished
Proficient
Apprentice
Novice
Not Yet Taught
Interim
Student’s Performance on this
objective is:
Distinguished
Proficient
Novice
Not Yet Taught
The assessor is required 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.
Apprentice
Baseline
Student’s Performance on this
objective is:
Evidence
Baseline – Baseline Student Profile
Final – Final Student Profile
4
5
6
7
8
Front of Folder
Identifying
Information
EC/LEP
Designation
Student Name ________________________
Student ID ___________________________
School Name _________________________
School Code ___ ___ ___ ___ ___ ___
LEA Name ___________________________
Circle all that apply: EC LEP
Assigned Grade Level (circle one):
3
4
5
6
7
8 10
5
Mathematics
2004-05
Description of Student Performance
Descriptors
Assigned
Grade Level
Grade
Distinguished
8 – High
7 – Low
Proficient
6 – High
5 – Low
Description of Performance at Assessed Grade-Level
The student:
 demonstrates consistent mastery and performance beyond assessed grade-level expectations
 works independently
 understands advanced concepts
 applies strategies creatively
 analyzes and synthesizes
 justifies and elaborates responses
 makes critical judgments
 makes applications and extensions beyond assessed grade-level; applies proficient level
competencies in more challenging situations
The student:
 demonstrates consistent mastery and performance on assessed grade-level academic
standard/expectations
 shows conceptual understanding
 applies strategies in most situations
 responds with appropriate answer or procedure
 completes tasks accurately
 needs minimal assistance
 exhibits fluency and applies learning
 shows some flexibility in thinking
 recognizes cause and effect relationships
 applies and explains concepts
The student:
 demonstrates inconsistent mastery and performance of assessed grade-level academic
standards/expectations
 shows some evidence of conceptual understanding
 has difficulty applying strategies or completing tasks in unfamiliar situations
 responds with appropriate answer or procedure sometimes
 requires teacher guidance frequently
 demonstrates some proficient level competencies but is inconsistent
The student:
 demonstrates minimal mastery and performance of assessed grade-level academic
standards/expectations
 shows very limited evidence of conceptual understanding and use of strategies
 responds with inappropriate answer and/or procedure frequently
 very often displays lack of understanding of grade-level content
 infrequently completes task appropriately and accurately
 needs assistance and guidance continuously
DRAFT
Apprentice
4 – High
3 – Low
Novice
2 – High
1 – Low
0 - Not Yet
Taught
 This objective has not yet been introduced.
(Available for baseline and interim scores only.)
Policies and directions related to the completion of the NCAAAI are found in the NCAAAI Test Administrator’s Guide.
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
Baseline Student Profile – Math (Page 2)
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
__________
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.
School Name ____________________________________
School System Name ______________________________
Beginning Date of Student Participation1____________
Test
1. Describe specific math skills that are strengths for this student.
2. Describe specific math skills that are weaknesses for this student.
Math
Pretest/
End-of-Grade/
End-of-Course
Achievement Level
(circle one in each row
as appropriate)
Math NCAAAI
Assessed
Grade
Level
NCAAP
Achievement Level
(circle one in each
row as appropriate)
Grade 3 Pretest
I
II III
IV
I
Grade 3 EOG
I
II III
IV
I
Grade 4 EOG
I
II III
IV
I
Grade 5 EOG
I
II III
IV
I
Grade 6 EOG
I
II III
IV
Grade 7 EOG
I
II III
IV
Grade 8 EOG
I
II III
Any Math End-of-Course
Specify: ______________
I
II III
II III
Achievement Level
(circle one in each
row as appropriate)
IV
I
II III
IV
II III
IV
I
II III
IV
II III
IV
I
II III
IV
II III
IV
I
II III
IV
I
II III
IV
I
II III
IV
I
II III
IV
I
II III
IV
IV
I
II III
IV
I
II III
IV
IV
I
II III
IV
I
II III
IV
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
1
See NCAAAI Test Administrator’s Guide for more information.
If a student has been assessed more than one time for a given grade, list the results below the
assessment history table.
Interim Scoring Period

Complete interim at a midpoint in 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)
Interim
Scoring
0
1
2
3
4
5
6
7
8
0
1
2
3
4
5
6
Com petency Goal 1
Ex.
1.01
1.07
This is an example of how to document scores.
Read and write word names for numbers to 1,000.
Objective omitted for training purposes.
X
X
X
X
X
X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Objective omitted for training purposes.
Objective omitted for training purposes.
Compare and order fractions using models; describe
comparisons.
Objective omitted for training purposes.
Objective omitted for training purposes.
X
X
X
X
X
X
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
X
X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
X
1.13
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Com petency Goal 1: The learner will model, identify and
compute w ith num bers less than 10,000.
Com petency Goal 2
Draw and classify polygons and polyhedra (solid figures)
2.01
using appropriate vocabulary: faces, angles, edges, and
vertic es. Describe the rules for grouping.
Objective omitted for training purposes.
Objective omitted for training purposes.
2.05
Observe and describe geometry in the environment.
X
X
X
Memorize multiplication facts/tables through 10.
X
X
X
X
X
X
X
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
7
8
1
2
3
Distinguished
Proficient
Novice
Apprentice
Final
Student’s Performance on this
objective is:
Distinguished
Proficient
Apprentice
Novice
Not Yet Taught
Interim
Student’s Performance on this
objective is:
Distinguished
Proficient
Novice
Not Yet Taught
The assessor is required 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.
Apprentice
Baseline
Student’s Performance on this
objective is:
Evidence
Baseline – Baseline Student Profile
Final – Final Student Profile
4
5
6
7
8
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

Score each goal based on the objectives
within that goal (1-8)
Final
Scoring
0
1
2
3
4
5
6
7
8
0
1
2
3
4
5
6
7
8
1
2
3
Distinguished
Proficient
Novice
Apprentice
Final
Student’s Performance on this
objective is:
Distinguished
Proficient
Apprentice
Novice
Not Yet Taught
Interim
Student’s Performance on this
objective is:
Distinguished
Proficient
Novice
Not Yet Taught
The assessor is required 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.
Apprentice
Baseline
Student’s Performance on this
objective is:
Evidence
Baseline – Baseline Student Profile
Final – Final Student Profile
4
5
6
7
Competency Goal 1
Ex.
1.01
This is an example of how to document scores.
Read and write word names for numbers to 1,000.
Objective omitted for training purposes.
X
X
1.07
X
X
X
X
Objective omitted for training purposes.
Objective omitted for training purposes.
Objective omitted for training purposes.
Objective omitted for training purposes.
Compare and order fractions using models; describe
comparisons.
Objective omitted for training purposes.
Objective omitted for training purposes.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
X
Objective omitted for training purposes.
X
1.13
Memorize multiplication facts/tables through 10.
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Competency Goal 1: The learner will model, identify and
compute with numbers less than 10,000.
Competency Goal 2
Draw and classify polygons and polyhedra (solid figures)
2.01
using appropriate vocabulary: faces, angles, edges, and
vertices. Describe the rules for grouping.
Objective omitted for training purposes.
Objective omitted for training purposes.
2.05
Observe and describe geometry in the environment.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
X
8
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
Back of Folder
SUMMARY OF FINAL SCORES
Directions: Transfer assigned final scores for eac h 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 model, identify and compute with numbers less than 10,000.
Competency Goal 2 : The learner will recognize, understand, and use basic geometric properties, and standard units of metric
and customary measurement.
Competency Goal 3 : The learner will demonstrate an understanding of classification, patterning, and seriation.
X
X
X
X
Competency Goal 4 : The learner will demonstrate an understanding of data collection, display, and interpretation.
OVERALL GRADE 3 MATHEMATICS SCORE (Refer to the EOG percentages)
TRANSFER INFORMATION
TO BE COMPLETED BY ORIGI NAL 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, a Transfer Form is to be completed as specified in the
Test Administrator’s Guide.
Did the student achieve
growth in mathematics?
XYES
 NO
Summary of
Final Scores
X
EOG Percentages:
3rd Grade Mathematics
Goal 1 = 40%
Goal 2 = 30%
Goal 3 = 15%
Goal 4 = 15%
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
performances.
4/ 29/ 05
______________________________________
___________
Assessor’s Signature
Date
James Doe
______________________________________
Principal’s Signature
Overall
Score
EOG
Percentages
4/ 29/ 05
___________
Date
An optional Principal’s Checklist is located in the NCAAAI Test
Administrator’s Guide and is available at.
Did the student
achieve growth?
Signatures at End-of-Year
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 ________________________
Final Student
Profile
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:
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
Frequently Asked Questions
What if a student is LEP and
EC?

EC designation takes precedence

IEP team determines how the student will
participate in the NC Testing Program
Can accommodations be
used?



Yes – Instructional
modifications/accommodations should be
used as documented in the student’s LEP
documentation or IEP
Scores are assigned based on what is
observed in the classroom
Use of basic accommodations should not
lower the score
Can LEP students score
Proficient?
YES
NCAAAI
Score
Achievement
Level
1
2
I
3
4
II
5
6
III
7
8
IV
What if a student transfers?





If transferring to another school in NC, new school
system test coordinator (TC) requests inventory
from original school system
Original school completes information in transfer
section of the inventory folder
Inventory must be complete up to that point in time
Original school returns inventory to its school
system TC
Original school system TC sends inventory to new
school/school system
How will the AAAIs be
audited?



On-site audits
Schools across the state
Will look at




Inventories
Documentation (LEP or IEP)
Cumulative folders
Student work folders
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