NCAAAI:
What Is It and Why and How
Should I Use It As An
Assessment?
Sheila Garner Brown
North Carolina State University
Technical Outreach for Public Schools
sheila_brown@ncsu.edu
What is the NCAAAI?
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The North Carolina Alternate Assessment Academic Inventory
(NCAAAI) is an assessment in which teachers utilize a checklist
to evaluate student performance in the areas of reading and
mathematics at grades 3-8 and 10, writing at grades 4, 7, and
10, and in high school courses in which an end-of-course test is
administered.
Data are collected at the beginning of the school year or course
(baseline), in the middle (interim), and at the end of the school
year or course (final).
As stated in State Board policy HSP-C-005, eligible students
with disabilities and students with limited English proficiency
may participate in the NCAAAI instead of taking the multiplechoice test.
For students with disabilities, participation must be documented
in each student’s current IEP.
Students identified as limited English proficient must meet
particular criteria set forth in state policy.
COMMONLY USED ACRONYMS
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NCAAAI
AAP
HSCT
OCS
EOG
EOC
EC
LEP
ESL
NCLB
North Carolina Alternate Assessment
Academic Inventory
Alternate Assessment Portfolio
High School Comprehensive Test
Occupational Course of Study
End-of-Grade
End-of-Course
Exceptional Children
Limited English Proficient
English as a Second Language
No Child Left Behind
For which assessments can the
NCAAAI be used as an alternate?
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Grade 3 Pretest in Reading and Math
EOG Tests in Reading and Math at Grades 3-8
Writing at Grades 4, 7, and 10
High School Comprehensive Test at Grade 10
EOC tests for Algebra I, Algebra II, Biology,
Chemistry, Geometry, English I, Physical
Science, and Physics
Statewide EOC Field Tests for Civics and
Economics and U.S. History
What do I do first?
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Decide which assessment is most
appropriate for your student (IEP
team process).
This decision should be made using
the Guidelines for Making Decisions
for Participation of Students with
Disabilities and all available academic
information.
Considerations for Students
With Disabilities
What should I think about when
choosing an assessment for my
student?
Academics

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Where is this student functioning
academically?
How does the student access the
standard course of study/at what level?
What supports and accommodations are
needed for the student to access the
curriculum?
Types of Assessments Used
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What types of assessment has the
student used previously?
How is the student assessed currently
in the classroom?
What types of modifications and
accommodations are used in the
classroom?
Other Factors That Must be Considered
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Parent Input
Student Input When Appropriate
Team Consensus
THE DECISION FOR ASSESSMENT SHOULD BE MADE
ON AN INDIVIDUALIZED BASIS AND SHOULD NOT BE
PART OF A “BLANKET” DECISION FOR A PARTICULAR
SCHOOL OR CLASS!!!!!!
“The decision to place a student with disabilities on a
particular assessment should be made as part of the IEP
process after careful consideration of the student’s current
academic functioning and how that student accesses the
Standard Course of Study. The addition of guidelines for
determining students with the most significant cognitive
disabilities is a federal NCLB requirement for reporting
purposes and should not affect the assessment decision of
an IEP team.”
DPI/TOPS Staff, TNN announcement 10/6/04
The team has decided to use the
NCAAAI as the assessment. What do
we do now?
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Notify test coordinator of decision.
Upon receipt of materials, begin
baseline scoring.
How to Complete the NCAAAI
Principal’s Responsibilities
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Assigns assessors for each NCAAAI.
Ensure that all assessors are trained and
understand the curriculum.
Monitor completion of the NCAAAI throughout
the school year.
Sign at the end of the assessment period that
all procedures have been followed
appropriately and NCAAAIs are complete,
valid, accurate and appropriate.
Assessor’s Responsibilities
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Teach from the North Carolina Standard Course of
Study.
Attend a test administration training session.
Complete NCAAAI following procedures and
according to established timelines.
Meet with the principal periodically to review the
inventory.
Ensure that the inventory reflects student progress.
Sign at the end of the assessment period that all
procedures have been followed appropriately and
NCAAAIs are complete, valid, accurate and
appropriate.
Front of folder
Margaret Echo
Student Name ________________________
333-33-3333
Student ID _________________________
Mustang Elementary School
School Name ________________________
School Code ___
1 ___
1 ___
1
___
1 ___
1 ___
1
1111
LEA Name ___________________________
Ford Schools
Circle all that apply: EC LEP
Assigned Grade Level (circle one):
3
4
5
6
7
8 10
Grade
3
Mathematics
2004-05
MATHEMATICS SKILLS
Description of Student Performance
Descriptors
Distinguished
8 – High
7 – Low
Proficient
6 – High
5 – Low
Apprentice
4 – High
3 – Low
Novice
2 – High
1 – Low
0 - Not Yet
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 crit ical judg ments
 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 p rocedure
 completes tasks accurately
 needs minimal assistance
 exhibits fluency and applies learning
 shows some flexib ility in thinking
 recognizes cause and effect relationships
 applies and exp lains 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 comp leting tasks in unfamiliar situations
 responds with appropriate answer or p rocedure sometimes
 requires teacher guidance frequently
 demonstrates some proficient level co mpetencies but is inconsistent
The student:
 demonstrates minimal or no mastery and performance of assessed grade-level academic
standards/expectations
 shows very limited evidence of conceptual understanding and use of strategies
 responds with inappropriate ans wer and/or procedure frequently
 very often displays lack of understanding of grade-level content
 infrequently comp letes task appropriately and accurately
 needs assistance and guidance continuously

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
Inside of folder
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
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 M ATHEMATICS SCORE (Refer to the EOG percentages)
TRANSFER INFORMATION
TO BE COMPLETED BY ORIGI NAL S CHOOL 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
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
4/ 29/ 05
___________
Date
An optional Principal’s Checklist is located in the NCAAAI Test
Administrator’s Guide and is available at.
Baseline Student Profile
Baseline Student Profile – Mathmatics (Page 2)
Baseline Student Profile - Mathematics
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
____________________________
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 System Name ____________________________
Beginning Date of Student Participation1_____________
1. Describe specific mathematics skills that are strengths for this student.
Date
Test
2. Describe specific mathematics 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.).
(Ex. Spring
2003)
Mathematics
Pretest/
End-of-Grade/
End-of-Course/
NCCATS as an
accommodation
Achievement Level
(circle one in each row
as appropriate)
Grade 3
Pretest
I
II
III
IV
Grade 3 EOG
I
II
III
IV
Grade 4 EOG
I
II
III
Grade 5 EOG
I
II
III
Grade 6 EOG
I
II
Grade 7 EOG
I
Grade 8 EOG
I
Any Reading End-ofCourse
Specify: ______________
I
Mathematics NCAAAI
Assessed
Grade
Level
Achievement Level
(circle one in each
row as appropriate)
NC Alternate
Assessment
Academic
Portfolio
(NCAAP)
Achievement Level
(circle one in each
row as appropriate)
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
III
IV
I
II
III
IV
I
II
III
IV
II
III
IV
I
II
III
IV
I
II
III
IV
II
III
IV
I
II
III
IV
I
II
III
IV
II
III
IV
I
II
III
IV
I
II
III
IV
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.
1
If a student has been assessed more than one time for a given grade, list the results
below the assessment history table.
Final Student Profile
Final Student Profile - Mathematics
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 mathematics skills
this school year.
2. Describe specific mathematics skills 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:
Baseline Scoring
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Begin baseline scoring within the first
30 calendar days of student
participation.
Score all objectives based on 0-8 scale.
Date when scoring is completed.
Complete Baseline Student Profile and
assessment history.
Begin collecting student work samples.
Interim Scoring
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Score all objectives using 0-8 scale.
Date when scoring is completed.
Continue to collect student work.
Final Scoring
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Should be done within the final 30 calendar
days of the school year or course.
Score all objectives using 1-8 scores. The 0
score is not allowed at final scoring.
Date when scoring is completed.
Complete Final Student Profile.
Finish collecting student work.
Completing Scoring-on back of folder
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Transfer final goal or
category scores.
Complete transfer
information, if
applicable.
Answer “Did student
achieve growth?’
Complete final
evaluation section.
Transfer scores to
scannable information
sheet.
You are finished!
Frequently Asked Questions
What is the student work
folder, and what goes in it?
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The student work folder is the same folder
that most teachers keep for all students.
Teachers place ongoing work samples in the
folder that show evidence of the objectives in
the student’s assessment.
Work samples can be any type of work that
the student is completing in the classroom as
part of instruction.
What information do I need to
include for work samples/evidence?
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DPI is not setting any requirements for
work samples/folders at this time!
LEAs may place requirements on work
samples/folders.
Dates and descriptions of modifications
are nice…but NOT required by DPI at
this time.
Does the evidence need to be
matched to specific objectives?
NO!
The work samples/evidence included in
the folder should match the student’s
level of instruction. If the student is
working on 4th grade math, the work
samples should show 4th grade math
concepts with or without modifications.
Who is responsible for
completing the NCAAAI?
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“The person assigned to complete the
NCAAAI must have training in the
specific content area being assessed
and must have routine contact with the
student.”
p. 16 of NCAAAI Test Administrator’s Guide for
Grades 3-8 and 10
Can a student with disabilities score
proficient using the NCAAAI?
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All students with disabilities have an
opportunity to score proficient on the NCAAAI
IF they are being assessed on grade level
and are completing grade level work.
Students with disabilities assessed 3 or more
grade levels below can be scored proficient
based on alternate achievement standards, if
they are also considered to have a most
significant cognitive disability.
Why is it possible for some students to
achieve proficiency when they are not
performing “on grade level?”
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The federal government has realized the need
to address concerns about proficiency for
those students with the most significant
cognitive disabilities as they relate to NCLB.
The December 9, 2003 Federal Register
provided that states were allowed to report
up to 1% of the tested student population as
proficient based on alternate achievement
standards. Only students with the most
significant cognitive disabilities may be
included in this group.
What is a “most significant
cognitive disability?”
“To identify students with the most significant
cognitive disabilities, all of the following must
be true:
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The student requires extensive and explicit instruction
to acquire, maintain, and generalize new reading and
mathematics skills for independent living.
The student exhibits severe and pervasive delays in
multiple areas of development and in adaptive behavior
(e.g., mobility, communication, daily living skills, and
self-care).
The student’s IEP annual goals focus on the functional
application of academics (reading, mathematics, and
writing).
The student’s performance is evaluated against
alternate achievement standards (essences of the
standard course of study or 3 or more years below
grade level).”
Can a student be assessed using the NCAAAI
for reading and math, and then assessed
using the AAP (Portfolio) for writing?
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NO, the portfolio is an “all-or-nothing”
assessment. If a student is assessed
using the NCAAAI for reading and math,
they must be assessed using the
NCAAAI or the standard test
administration with or without
accommodations for writing.
Is the NCAAAI for Grade 10 HSCT for
reading and math a yearlong
assessment?
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The grade 10 reading and math High
School Comprehensive Test (HSCT) is
administered as a yearlong assessment.
What if my student is not taking math or
English both semesters? Who completes
the NCAAAI?
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The principal assigns the assessor. The
assessor must have training in the
content area and must work routinely
with the student.
It is possible that there will be a
different assessor for the fall and spring
semester.
Can a student who is LEP, but is also
identified as a student with disabilities, be
assessed below grade level?
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A student who is LEP, but also identified as a
student with disabilities MAY be assessed
below grade level. This decision would be
made by the IEP team.
The EC eligibility always takes precedence
over the LEP status.
The student would be eligible for the
standard test administration with or without
accommodations, the NCAAAI or the AAP,
depending on the decision from the IEP team.
Do students in the OCS who are in 10th
grade have to take the writing
assessment at grade level?
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Students in the OCS are not required to
take the writing assessment at grade
10.
Is the Writing Assessment at Grades 4, 7, and 10
always assessed on grade level? And if so, why can
this assessment not be completed below grade
level?
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The writing assessments are required as part of
the Statewide Testing Program. They are required
for all 4th, 7th, and 10th grade students (except
10th grade students in the OCS program).
The writing assessments in grades 4, 7, and 10 do
not have below grade level assessments because
they are not offered at all grade levels as are the
EOG tests (3-8). Therefore, there would be no
below grade level assessment to offer.
Below grade level assessments for 3-8 reading and
math are offered because standard tests have been
developed for those grades.
If a student with disabilities has taken the standard test
administration with accommodations last school year, and
scored proficient (Level III or IV), should he/she be placed
on the below grade level NCAAAI this school year?
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If a student with disabilities took the standard test with
accommodations last year and scored proficient, there
would not seem to be a reason to place the student on
the below grade level NCAAAI unless there were
circumstances that had resulted in a change/decrease in
the student’s abilities (ex. brain injury).
The student has proven that he/she is able to perform on
grade level the previous year.
To be deemed proficient for this school year using the
NCAAAI, the student would have to be assessed either on
grade level OR 3 or more grade levels below and be
determined to have a most significant cognitive disability.
As always, this is an IEP team decision.
Must every objective on the NCAAAI
be taught during the school year?
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Every objective included on the NCAAAI
must be assessed by the final scoring
period.
The score of 0 is available at baseline and
interim to address those objectives for
which you have no assessment
information.
At the final scoring period, all objectives
must have a score of 1-8.
Why does the NCAAAI for OCS 10th
graders not cover the same objectives
as the OCS curriculum?
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All assessments are aligned with the North Carolina
Standard Course of Study.
OCS curriculum is based on the standard course of
study at a lower level. Activities in the OCS should
parallel the objectives in reading and mathematics,
though they may not be exact.
Existing AAAIs were designed to serve as alternate
assessments for specific tests.
Evidence from OCS activities would be functional
applications of skills taught in lower grades in reading
and mathematics.
Why are students in the OCS program
required to take the HSCT, if it is not a
requirement for graduation?
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According to NCLB, all students must be
assessed in reading and math in grades 3-8
and once in grades 10-12.
The NCAAAI is one option for OCS students
to fulfill this requirement.
A science requirement is being added in the
next few years. An alternate assessment for
science is in the process of being developed
at this time.
What is the most important thing to
remember when deciding whether or
not to assess using the NCAAAI?

The most important thing to remember
when making an assessment decision is
what is best for the individual student.
ALL assessment decisions should be
made based on what is most
appropriate and challenging for an
individual student!
LISTEN TO THE MUSTN’TS
Listen to the MUSTN’TS, child,
Listen to the DON’TS
Listen to the SHOULDN’TS
The IMPOSSIBLES, the WON’TS
Listen to the NEVER HAVES
Then listen close to me—
Anything can happen, child,
ANYTHING can be.
Shel Silverstein
Where the Sidewalk Ends
Questions/More info. Needed?

www.ncpublicschools.org/accountability/testing/ncaaai

ESL website: www.learnnc.org/dpi/instserv.nsf/Category4


NCAAAI questions: Sheila Brown at
sheila_brown@ncsu.edu
Policy questions: Pam Biggs at
pbiggs@dpi.state.nc.us
Contributors


Pam Biggs, Testing Policy and
Operations, Department of Public
Instruction
Phyllis Blackmon and Marcy Roan,
Technical Outreach for Public Schools,
North Carolina State University