The North Carolina
Alternate Assessment
Academic Inventory
Pamela F. Biggs
Education Consultant
Technical Outreach for Public Schools
North Carolina State University
Conference on Exceptional Children
October 2003
What is the NCAAAI?
• Year-long or course-long assessment
• Checklist of objectives based on the NCSCS
scored using individual scales for each content
area:
–
–
–
–
Reading (Assigned Grades 3-8, 10)
Mathematics (Assigned Grades 3-8, 10)
Writing (Assigned Grades 4, 7, 10)
End-of-Course (EOC) (Nine courses)
• Collection of evidence to support scores
Why was it developed?
• Individuals with Disabilities Education Act (IDEA)
of 1997
– All students, including those with IEPs or Section 504
plans, must participate in the statewide testing
program.
– NC Alternate Assessment Portfolio (NCAAP)
– NC Computerized Adaptive Testing System
(NCCATS) Accommodation
End-of-Grade Test without
Accommodations
End-of-Grade Test with
Accommodations
North Carolina
Testing
Program
Alternate Assessment Academic
Inventory (NCAAAI)
Alternate Assessment Academic
Portfolio (NCAAP)
Which EC students are eligible?
Students with Disabilities are eligible if they
– Have current IEP or Section 504 Plan
– Are following the Standard Course of Study which
includes the Occupational Course of Study
– Are unable to access statewide testing with or without
the use of accommodations
– Are assigned to grade level 3-8, or 10, or are enrolled
in an End-of-Course (EOC) subject
Who decides participation?
IEP team decides
– if an eligible student will participate in the
NCAAAI
– the grade level at which the student will be
assessed
Key Terms
• 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
– May be below assigned grade level for
reading and math (EC only)
– Must be at assigned grade level for writing
Who completes it?
• Must have training in content area
• Must work routinely with the student
• Principal assigns assessor
• May be more than one assessor for an
inventory
• Often general education, EC, or ESL teacher
• Ideal (depending on student’s instruction) –
combination of general ed. and EC teachers
How is it scored?
• Classroom Assessment/Performance
• Descriptions of Student Performance
• Every objective scored using 1-8 scale three
times per year
• Overall score derived from objective scores
• Growth defined by improvement in any objective
Description of Student Performance
MATHEMATICS SKILLS
North Carolina Testing Program
North Carolina Alternate Assessment Academic Inventory
Description of Student Performance
Descriptors
Description of Performance
Distinguished
8 – High
7 – Low

Proficient
6 – High
5 – Low

Apprentice
4 – High
3 – Low

Novice
2 – High
1 – Low

Scale
Novice
1
2




Student consistently demonstrates mastery beyond grade-level skills,
strategies, competencies, and expectations.
Student makes applications and extensions beyond grade level.
Student consistently demonstrates mastery of grade-level skills,
strategies, and competencies.
Student responds with appropriate answers or procedures.
Student occasionally demonstrates mastery of grade-level skills,
strategies, and competencies.
Student sometimes responds with appropriate answers or procedures.
Student rarely or never demonstrates mastery of grade-level skills,
strategies, and competencies.
Student frequently responds with inappropriate answers and/or
procedures.
Apprentice
3
4
Proficient
5
6
Distinguished
7
8
When is it scored?
• Baseline
First 30 days of student participation
• Interim
Midpoint in student participation
• Final
Last 30 days of student participation
Fall 2003 Training
Checklist Completion Training
• Train-the-Trainer Model
Regional Accountability Coordinators (RACS)
• LEA Test Coordinator (TC) trains local TC
• Training for local staff through TC or other LEA
staff
Fall 2003 Training (cont’d)
Supplemental training: Linking Instruction
with Assessment
– See training website
• //www.ncpublicschools.org/accountability/testing/
ncaaaitraining
– To register for remaining Math sessions
• Check website for space availability
• If space available, contact
Hope Tesh
htesh@dpi.state.nc.us
(919)807-3778
NEW for 2003-2004
• Evidence required for 2 objectives in
–
–
–
–
Each category for reading
Each section for math
Each goal for writing
Each goal or section for EOC
• Evidence required at Baseline and Final Data
Collection
• NEW Evidence Collection Sheet
Evidence Collection Sheet
READING, MATHEMATICS, AND WRITING NCAAAI (Grades K-2-IEP/504 ONLY, 3–8, and 10)
EVIDENCE COLLECTION SHEET
Directions: A separate EVIDENCE COLLECTION SHEET is required for each goal, category, or section. List all evidence for a goal on one sheet. If necessary, use
a second copy of this sheet to continue to document evidence for the goal. If a piece of evidence is used for more than one goal or content area, it must be documented
on an EVIDENCE COLLECTION SHEET corresponding to each goal with another copy of the attached evidence. All information must be completed below.
(Exception: do not complete the Directions Given to the Student column if the directions are clearly printed on the attached evidence).
STUDENT NAME:
SCHOOL NAME:
Circle All that Apply for Student: LEP
Subject (Circle one):
NC SCS
Objective
Number(s)
Type of
Evidence
(Use
Codes)
*Evidence Codes
Evidence Types
Student Work Samples
**Teacher Observation
Local Test
Teacher-Made Test
Data Sheet
Reading
IEP
Math
Date of
Activity or
Evidence
Writing
ASSESSOR NAME (for this piece of evidence):
Position (Circle one):
Title of Activity or Evidence
(Must be printed on the
attached evidence)
Code
WS or SW
TO
LT
TT
DS
*Other
Specify
See the Test Administration Guide for more details.
Some evidence types CANNOT be used.
** Comments MUST be attached to support any TO.
*
504
STUDENT ID:
Classroom Teacher
Directions Given to the Student
(if not clearly printed on the
attached evidence)
Teacher Cue Levels
Teacher Cue Levels
None (No Cue)
Verbal Cue
Prompt Cue
Written Cue
Scribe
Other
Code
NC
VC
PC
WC
SC
Specify
LEP Teacher
EC Teacher
Other
Teacher
Cue Levels
(Use Codes)
Student
Responses
(Use Codes)
Score
(e.g., 9/10,
90%, 90)
Student Responses
Student Responses
Independent (No Cue)
Gestural
Written
Verbal
Model
Computer-Generated
Student Revised Work
No Response
Other (e.g., used dictionary)
Code
IR
GR
WR
VR
MR
CR
SR
NR
Specify
TEACHER OBSERVATION COMMENTS (Optional)
Comments MUST be provided for all Teacher Observations to accompany the Evidence Sheet. BOTH
parts must be completed for Teacher Observation evidence: (1) evidence sheet and (2) comments.
This sheet is an optional sheet to use to document teacher comments although other formats may
be used for teacher documentation/comments. A Teacher Observation must be a specific event
including directions, observations, and quantification. Supporting comments MUST be specific.
Objective Number(s): ______________________________________________
Date of
Activity:_______________________________________________________________________________________
Activity/Task
Title:_________________________________________________________________________________________
Directions to
Student:_______________________________________________________________________________________
Student’s
Response/Result:________________________________________________________________________________
Extra Comments: _______________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Objective Number(s): ______________________________________________
Date of
Activity:_______________________________________________________________________________________
Activity/Task
Title:_________________________________________________________________________________________
Directions to
Student:_______________________________________________________________________________________
Student’s
Response/Result:________________________________________________________________________________
Extra Comments: _______________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____
Optional Teacher
Observation
Form
Optional
Evidence Labels
Student Name _____________________
Objective No. _____________________
Date Assessed ____________________
Evidence Code ____________________
Score ___________________________
Student Name _____________________
Objective No. _____________________
Date Assessed ____________________
Evidence Code ____________________
Score ___________________________
Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
Score ___________________________
Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
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Student Name _____________________
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Date Assessed ____________________
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Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
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Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
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Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
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Student Name _____________________
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Date Assessed ____________________
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Date Assessed ____________________
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Student Name _____________________
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Date Assessed ____________________
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Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
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Student Name _____________________
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Date Assessed ____________________
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Student Name _____________________
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Date Assessed ____________________
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Student Name _____________________
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Date Assessed ____________________
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Student Name _____________________
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Date Assessed ____________________
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Date Assessed ____________________
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Student Name _____________________
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Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
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Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
Score ___________________________
Student Name _____________________
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Date Assessed ____________________
Evidence Code ____________________
Score ___________________________
Student Name _____________________
Objective No. _____________________
Date Assessed ____________________
Evidence Code ____________________
Score ___________________________
Student Name _____________________
Objective No. _____________________
Date Assessed ____________________
Evidence Code ____________________
Score ___________________________
NEW for 2003-2004 (cont’d)
•
•
•
•
LEP/IEP/504 designation added
NEW Principal Checklist (Optional)
Principal must sign name, not use stamp
Photographs, videotapes, audio tapes, computer
disks
– Should not be physically included
– Performance data can be written as teacher
observation
• Overall score boxes moved to bottom of score
summary chart
North Carolina Alternate Assessment
Academic Inventory
Student Name _____________________________________
LEP/IEP/504
designation
Reading
Skills
rd
Student ID# _______________________________________
Assessor Name ____________________________________
School Year _______________________________________
Assigned Grade Level (circle one): 3
Circle All That Apply:
LEP
4
5
6
IEP
7
8
3
Grade
10
504
Did the student achieve growth in Reading Performance?
Be sure to
answer this
question!
YES____ NO ____
CATEGORY
1
Cognition
CATEGORY
2
Interpretation
CATEGORY
3
Critical Stance
Baseline
Interim
Final
(Date)
(Date)
(Date)
1
2
3
4
CATEGORY
4
Connections
FINAL
READING
SCORE
Reading Skills Scale Placement Score
(Categories 1, 2, 3, and 4)
Scale
Novice
Assessor(s) and
principal must sign,
not stamp their
names
1
Apprentice
2
3
4
Proficient
5
6
Distinguished
7
8
(Baseline) Signature (Assessor)___________________________________
Date___________________
(Interim) Signature (Assessor)___________________________________
Date___________________
(Final) Signature (Assessor)_____________________________________
Date___________________
(Final) Signature (Principal)____________________________________
Date___________________
Don’t forget
the overall
scores!
Web Resources
//www.ncpublicschools.org/accountability/
testing/ncaaai
•
•
•
•
Reproducible Evidence Forms
FAQ
Step-by-Step Guide
Curricular Links
Coming Attractions
• Format Redesign
– NCDPI Test Development and Curriculum Staff,
TOPS Test Development Staff
– Stakeholder Input
• Listserv
• 2004 Summer Training Sessions
– Regional
– Registration before end of school year
• Science NCAAAI field test in 2005-2006 for
grades 5, 8, 10
NCAAAI Timeline
• August (January for spring EOCs)
– Inventories available for download by TC
– Orders submitted via online ordering system
– Orders filled by TOPS
– Baseline data collection
• Midpoint in student participation
– Interim data collection
Timeline (cont’d)
• Last 30 days of course/year
– Final data collection
– Overall scores completed
– Student information sheets completed
• NCAAAI student information sheets
scanned and locally stored
• August
– Audit
Further Questions?
• Visit NCAAAI website
//www.ncpublicschools.org/accountability/
testing/ncaaai
• Contact Pam Biggs at
pam_biggs@ncsu.edu
(919)515-1431