North Carolina Alternate
Assessment Academic
Inventory (NCAAAI)
EC 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
Standard Test Administration with
Accommodations
North Carolina
Testing
Program
Alternate Assessment Academic
Inventory (NCAAAI)
Alternate Assessment Portfolio
(NCAAP)
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
Students with disabilities are eligible if they:
 Have a current IEP; and
 Are assigned to grades 3-8 or 10 or enrolled
in a course the requires an end-of-course test
for credit; and
 Access the NCSCS Competency Goals at or
below assigned grade level
Eligible Students (cont’d)

Are 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
(not available for writing and EOC)
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




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
Reading,
Math, and
Writing
Inventories
Front of Inventory Folder
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.
Assessed
Grade Level
End-ofCourse
Inventories
Front of Inventory Folder
Student Name ________________________
Student ID ___________________________
School Name _________________________
School Code ___ ___ ___ ___ ___ ___
LEA Name ___________________________
Circle all that apply: EC LEP
Test Cycle (check one): Semester Traditional
Year-Round
Quarter
Summer
Other
ENGLISH I
2004-05
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
Taught
Description of Performance
The student:
 demonstrates consistent mastery and performance beyond course expectations
 works independently
 understands advanced concepts
 applies strategies creatively
 analyzes and synthesizes
 justifies and elaborates responses
 makes critical judgments
 makes applications and extensions beyond course expectations; applies proficient level
competencies in more challenging situations
The student:
 demonstrates consistent mastery and performance on course 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 course 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 course 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 course content
 infrequently completes task appropriately and accurately
 needs assistance and guidance continuously
DRAFT

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 for EOC Test Administrator’s Guide
Subject Area
Being
Assessed
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 (for grades 3-8 and 10)
 Notify school test coordinator of decision
NCTP Table 2
NCTP
Table 2
North Carolina Testing Program
Tests and Sample/Field Tests at Grades 3 Through 8
Specifics Regarding
Accommodation Use:
________________________
Test
Format
________________________
Assistive Technologies/Devices
and
Special Test Arrangements
Test
Environment
Other Accommodations**
Alternate Assessment Portfolio
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
Typewriter/Word Processor
Braille Writer
Student Marks Answers in Test Book
Dictation to a Scribe
(not for test of reading skills)
Interpreter Signs Test
(not for test of reading skills)
Test Administrator Reads Test Aloud
Cranmer Abacus
Magnification Devices
Assistive Technologies/Devices
Computerized Adaptive-Reading
One Test Item Per Page Edition
Math Assessed Grade ____
Large Print Edition
________________________
If Alternate Assessment
Academic Inventory is to be
used for reading and/or math,
designate Assessed Grade
Level below:
Reading Assessed Grade ___
Braille Edition
________________________
Computerized Adaptive-Mathematics
________________________
Alternate Assessment Academic Inventory
________________________
Standard Administration
Documentation
of Assessed
Grade Level
Administration with Accommodations
NC Alternate
Assessments
Student: _________________________________________ Grade: _______________ Date: ________________
School System: _____________________________________
School: ____________________________________
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.
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 (yearlong schedule)
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 IEP
OR
 within 30 days of IEP team decision to place
student on AAAI
For semester schedules, baseline has to be
completed within 15 days.
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
Front of Folder
Identifying
Information
EC/LEP
Designation
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
Assigned
Grade Level
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
Baseline Scoring Period

Complete baseline within 30 calendar days of
student participation (15 for semester
schedules)

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
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
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
Scores
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
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
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 is meant by “first 30
days of student participation?”

If documented on IEP when student enters
school, the first 30 calendar days from start of
school

If not documented on IEP, first 30 days from
IEP team decision to place student on AAAI
Can the ASSESSED grade
level be changed?

Yes - Once the student’s participation in the
NCAAAI has begun, you have 30 calendar
days to make a change

If a change is decided upon, notify the school
test coordinator

Once new inventory or downloaded forms are
received, begin immediately
Are grades K, 1, and 2 on the
same inventory?
No, each is on its own folder.
Can a student assessed below
grade level get scores above 4?

Yes – The full range of the 1-8 scale is
available to all students.

The scores should be assigned based on
how the student performs on the competency
goals at the ASSESSED grade level
Can EC students score
Proficient on the inventory?
NCAAAI
Score
On Grade
Level
1-2 Grade
Levels
Below
3 or More
Grade
Levels
Below*
1
2
3
I
4
II
5
6
III
I
I
7
8
IV
II
II
* Who have significant cognitive disabilities
III
IV
Can a student be switched to
the EOG during the year?





Yes – If the IEP team feels the student should
take the EOG
IEP team decision, documented in IEP
Notify school and LEA test coordinators
immediately
The inventory must be complete up to that
point
Code a student information sheet with proper
reason code
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
More 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
More 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