NCAAAI UPDATES AND AUDIT
INFORMATION
Accountability Conference
2005
Sheila Garner Brown
Technical Outreach for Public Schools
North Carolina State University
sheila_brown@ncsu.edu
What is the NCAAAI?
Utilizes a checklist format to evaluate student
performance.
Data are collected for baseline, interim and
final scoring.
Per 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 and students
identified as LEP, participation must be
documented and students must meet
specific criteria.
For which assessments can the
NCAAAI be used as an alternate?
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 should I think about when choosing
an assessment for my student?
Academic functioning
Classroom assessments used
Classroom
modifications/accommodations
Parent input
Student input
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
Principal and Assessor
Responsibilities
Principals must:
Assign assessors,
Ensure training occurs,
Monitor completion
throughout the school
year, and
Sign that all NCAAAIs
are complete.
Assessors must:
Teach the Standard
Course of Study,
Attend training,
Follow procedures,
Meet with principal to
review assessment,
Sign that NCAAAI is
complete and
accurate.
AUDIT INFORMATION
WHAT WERE WE LOOKING
FOR?
Documentation of assessment
decision.
All objectives scored.
Baseline scoring completed within 30
days.
Baseline Student Profile completed.
(Questions answered with specific
skills.)
Evidence included reflected scores on
the assessment.
WHAT WERE WE LOOKING FOR? (cont.)
Eligibility documentation easily
accessible for LEP and EC students.
Assessment History completed.
Scores properly transcribed.
Appropriate evidence/work samples
(age and grade appropriate).
Work samples reflected Standard
Course of Study.
WHAT WERE WE LOOKING FOR? (cont.)
For EC Students:
Assessed grade level “matches” the work
samples and IEP information.
Assessment choice “makes sense” based
on previous performance on assessments.
Setting in which student receives EC
services.
Types of accommodations routinely used in
the classroom.
WHAT WERE WE LOOKING FOR? (cont.)
For LEP students:
Types of accommodations routinely
used in the classroom.
Student’s level of language
proficiency for reading and writing.
Length of enrollment in U.S. schools.
Assessment choice “makes sense”
based on previous performance on
assessments.
WHAT WE FOUND
Most dates correct
Appropriate work samples (content)
Appropriate work samples (number)
Profiles completed
Assessment history completed
All items scored
Appropriate documentation
CONCERNS
IEP information and assessment choice did
not “match”.
Successfully administered the standard
test administration with accommodations
previously; now taking NCAAAI below
grade level.
Working far below grade level; being
assessed on grade level.
Work samples included did not support
scores.
CONCERNS (cont.)
Entire classes on same grade level
even when students functioned on
different academic levels.
Student profiles not complete or
“vague” answers to questions.
Why is it possible for some students to
achieve proficiency when they are not
performing “on grade level?”
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.
Can a student with disabilities score
proficient using the NCAAAI?
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.
What is a “most significant
cognitive disability?”
“To identify students with the most significant
cognitive disabilities, all of the following must be
true:
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 selfcare).
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).”
Guidelines for Making Decisions for the Participation of Students with
Disabilities in the North Carolina Testing Program, September 2004
WHAT’S COMING UP NEXT?
New Alternates being developed for:
Science Grades 5 and 8
Computer Skills
Courses required for AYP including
Algebra I
English I
Biology
WHY MAKE CHANGES?
Changes in NCLB/AYP requirements.
U.S. Dept. of Ed. allows alternate
assessments for some students with
disabilities.
“Out-of-level” assessments must be:
Aligned with state’s academic content
standards (Standard Course of Study)
Promote access to general curriculum
Reflect professional judgment of the highest
achievement standards possible.
WHAT WILL THEY LOOK LIKE?
New thinking from federal government
requires that alternate assessments
link to grade level curriculum.
New grade level alternates would be
created with the intention of serving
all students in that grade with
separate “access” points for each
grade level.
TRAINING SESSIONS
PERFORMANCE ASSESSMENT
SUMMER INSTITUTE (PASI)
June 27-30
UNC Charlotte
July 11-14
UNC Wilmington
July 25-28
UNC Asheville
August 8-11
McKimmon Center
NC State University
Session topics include:
NC Alternate Assessment Academic
Inventory (NCAAAI)
NC Alternate Assessment Portfolio
(NCAAP)
Online Test of Computer Skills
Writing Assessment at Grades 4, 7,
and 10 Scoring
Item Development and Rubric Writing
Additional PASI Information
Half-day and full day sessions
NCAAAI and NCAAP sessions for
new teachers and experienced
teachers
Online registration through
accountability website
WEBSITES
NCAAAI
http://www.ncpublicschools.org/accountability/testing/ncaaai/
Accountability
http://www.ncpublicschools.org/accountability/
Exceptional Children Division
http://www.ncpublicschools.org/ec/
ESL
http://www.learnnc.org/dpi/instserv.nsf/Category4
North Carolina Standard Course of Study
http://www.ncpublicschools.org/curriculum/
Testing Students with Disabilities
http://www.ncpublicschools.org/accountability/testing/alternate/
National Center on Educational Outcomes
http://education.umn.edu/nceo/
ADDITIONAL INFORMATION
NEEDED?
Sheila Brown, NCAAAI
sheila_brown@ncsu.edu
919.515.1431
QUESTIONS?