North Carolina Alternate
Assessment Academic
Inventory (NCAAAI)
For End-of-Course
Performance Assessment Summer Institute
Summer 2004
Pam Biggs
NCDPI Division of Accountability Services
___________________________
NCDPI Division of Accountability Services/North Carolina Testing Program
End-of-Course Test without
Accommodations
North Carolina
Testing
Program
End-of-Course Test 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 course
Who can take the NCAAAI?

Students with limited English proficiency

Students with disabilities who have IEPs
WHO MEET SPECIFIC ELIGIBILITY CRITERIA
Students with Limited English
Proficiency (LEP)
Eligible Students

Must be enrolled in a course requiring an
end-of-course test for credit

Must be enrolled in U.S. schools for less than
24 months

Scored below “Intermediate High” on reading
English language proficiency test (IPT)
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!
Students with Disabilities
(EC)
Eligible Students
Students with disabilities are eligible if they:
 Have a current IEP; and
 Are enrolled in a course that requires an endof-course test; and
 The IEP team determines that the student is
unable to take the standard test
administration with or without
accommodations that do not invalidate the
test results
Eligible Students (cont’d)
Some examples of EC students for whom the AAAI for
EOC might be appropriate for
 Newly blind student who does not know Braille and
cannot access the test; and
 Student who would require accommodations that
would invalidate the test results to access the
standard administration
Assessed Level

There is no off-level AAAI for EOCs

All students assessed on course objectives
and standards
What should I do first?
If not currently in IEP:
 With IEP team, decide what assessment is
most appropriate for the student
 Document decision on IEP
 Notify school test coordinator of decision
What should I do first?
If AAAI is documented in current IEP:
 Let school test coordinator know what
subjects are needed
 Must complete baseline within 30 calendar
days of beginning of course for yearlong
courses; 15 days for semester courses
The Process
Materials You Need







NCAAAI Test Administrator’s Guide for EOC
AAAI folder for specific EOC subject
Baseline student profile (2-sided)
Final student profile
Vinyl envelope
Scannable student information sheet
General purpose header sheet (1 per
assessor)
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
When do I need to start?
For YEARLONG courses:
Baseline has to be completed
 within 30 days of beginning of course if already
in documentation
OR
 within 30 days of IEP team decision to place
student on AAAI
OR
 within 30 days of decision to place LEP
student on AAAI (ex. 30 days after initial IPT)
When do I need to start?
For SEMESTER courses:
Baseline has to be completed
 within 15 days of beginning of course if already
in documentation
OR
 within 15 days of IEP team decision to place
student on AAAI
OR
 within 15 days of decision to place LEP
student on AAAI (ex. 15 days after initial IPT)
What do I do after I receive the
materials?

Verify that you have received the proper
number of folders for each subject

Complete the student’s identifying information
on the front of the folder

Begin the Baseline
Front of Folder
Identifying
Information
EC/LEP
Designation
Melissa J. Doe
Student Name ________________________
333-33-3333
Student ID ___________________________
East Mustang High School
School Name _________________________
School Code ___
___
2 ___
2 ___
2
2 ___
2 ___
2
LEA Name ___________________________
Ford Schools
Circle all that apply: EC LEP
Test Cycle (check one): X Semester Traditional
Year-Round
Quarter
Summer Other
BIOLOGY
End-of- Course
2004-05
BIOLOGY SKILLS
Description of Student Performance
Descriptors
Test Cycle
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 Grade -Level
The student:
 demonstrates consistent mastery and performance beyond 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 grade-level; applies proficient level co mpetencies in
more challenging situations
The student:
 demonstrates consistent mastery and performance on 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 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 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 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.)
Baseline Scoring Period

Complete baseline within 30 calendar days of
student participation for yearlong courses; 15
days for semester courses

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.
1.02
This is an example of how to document scores.
Objective omitted for training purposes.
Describe the structure and function of cell organelles.
X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Describe the structure and function of enzy mes and
1.05
explain their importance in biological systems.
Objective omitted for training purposes.
Com petency Goal 1: The learner will develop an understanding
of the physical, chem ical and cellular basis of life.
Com petency Goal 2
Analyze the molecular bas is of heredity/DNA inc luding:
2.01

Replication.

Pr otein synthes is (transcription, tr anslation).
Objective omitted for training purposes.
Objective omitted for training purposes.
Objective omitted for training purposes.
X
X
X
X
X
X
X
X
X
X
X
Objective omitted for training purposes.
Objective omitted for training purposes.
Com petency Goal 2: The learner will develop an understanding
of the continuity of life and the changes of organisms over
time.
Objective
Scores
X
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
I
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
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
Com petency Goal 1
Ex.
1.02
This is an example of how to document scores.
Objective omitted for training purposes.
Describe the structure and function of cell organelles.
X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Describe the structure and function of enzy mes and
1.05
explain their importance in biological systems.
Objective omitted for training purposes.
Com petency Goal 1: The learner will develop an understanding
of the physical, chem ical and cellular basis of life.
Com petency Goal 2
Analyze the molecular bas is of heredity/DNA inc luding:
2.01

Replication.

Pr otein synthes is (transcription, tr anslation).
Objective omitted for training purposes.
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
X
Objective omitted for training purposes.
Objective omitted for training purposes.
Com petency Goal 2: The learner will develop an understanding
of the continuity of life and the changes of organisms over
time.
X
X
X
X
X
X
X
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
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 for yearlong courses; 15
days for semester courses

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
Com petency Goal 1
Ex.
1.02
This is an example of how to document scores.
Objective omitted for training purposes.
Describe the structure and function of cell organelles.
X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
Describe the structure and function of enzy mes and
explain their importance in biological systems.
Objective omitted for training purposes.
Com petency Goal 1: The learner will develop an understanding
of the physical, chem ical and cellular basis of life.
Com petency Goal 2
Analyze the molecular bas is of heredity/DNA inc luding:
2.01

Replication.

Pr otein synthes is (transcription, tr anslation).
Objective omitted for training purposes.
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
X
X
X
X
X
X
X
X
X
X
Objective omitted for training purposes.
X
X
X
1.05
Objective omitted for training purposes.
Com petency Goal 2: The learner will develop an understanding
of the continuity of life and the changes of organisms over
time.
X
X
X
X
X
X
X
X
X
X
7
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 EOC 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 Biology.
1 2 3 4 5 6 7 8
Competency Goal 1 : The learner will develop an understanding of the physical, chemical and cellular basis of life.
Competency Goal 2 : The learner will de velop an understanding of the continuity of life and the changes of organisms over
time.
Competency Goal 3 : The learner will de velop an understanding of the unity and diversity of life.
X
X
X
Competency Goal 4 : The learner will de velop an understanding of ecological relationships among organisms.
Competency Goal 5 : Students will de velop an understanding of the beha vior of organisms, resulting from a combination of
heredity and environment.
X
X
OVERALL BIOLOGY SCORE (Refer to the EOC 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.
Summary of
Final Scores
X
EOC Percentages:
Biology
Goal 1 = 19%
Goal 2 = 31%
Goal 3 = 18%
Goal 4 = 19%
Goal 5 = 11%
Did the student achieve
growth in Biology?
 NO
X YES
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.
Paula J. Penny
4/29/05
______________________________________
___________
Assessor’s Signature
Date
______________________________________
James A. Doe
Principal’s Signature
___________
4/29/05
Date
Overall Score
EOC
Percentages
Did the student
achieve growth?
An optional Principal’s Checklist is located in the NCAAAI Test
Administrator’s Guide and is available at.
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 for End-ofCourse Test Administrator’s Guide
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
Will the EOC AAAI be
operational next year?
YES
It was a pilot this year and will be operational
next year
How are they audited?



On-site audits
Schools across the state
Will look at




Inventories
Documentation (LEP or IEP)
Cumulative folders
Student work folders
I heard that first year LEP
students did not have to test in
reading. Does this apply to
English I?

NO – This only applies to EOG and HSCT.

All students in courses requiring an EOC test
must be assessed to receive credit
Can students be considered
proficient?



Yes – Scores must be assigned based on
how the student is performing in the
classroom
Student must be successful/proficient on
course material according to the course
standards
Basic accommodations should not limit the
student to nonproficient scores
What if the course is part of a
series?
If the course is divided into a series (Ex.
Algebra IA and IB):




Complete Baseline scores and Student Profile
during first 30 days of the first course in the series
Complete Interim at halfway through the series
Complete Final at end of the series
Complete and scan student information sheet at
completion of series
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 particular
subject
Ask your principal
Check with your LEA curriculum specialists
Contact a DPI curriculum consultant