Title: NCAAAI%20UPDATES%20AND%20AUDIT%20INFORMATION%20Accountability%20Conference%202005
1NCAAAI UPDATES AND AUDIT INFORMATIONAccountabilit
y Conference 2005
- Sheila Garner Brown
- Technical Outreach for Public Schools
- North Carolina State University
- sheila_brown_at_ncsu.edu
2What 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 multiple-choice
test. - For students with disabilities and students
identified as LEP, participation must be
documented and students must meet specific
criteria.
3For 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
4What 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
5THE 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 students 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
6Principal 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.
7AUDIT INFORMATION
8WHAT 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.
9WHAT 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.
10WHAT 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.
11WHAT WERE WE LOOKING FOR? (cont.)
- For LEP students
- Types of accommodations routinely used in the
classroom. - Students 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.
12WHAT WE FOUND
- Most dates correct
- Appropriate work samples (content)
- Appropriate work samples (number)
- Profiles completed
- Assessment history completed
- All items scored
- Appropriate documentation
13CONCERNS
- 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.
14CONCERNS (cont.)
- Entire classes on same grade level even when
students functioned on different academic levels. - Student profiles not complete or vague answers
to questions.
15Why 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.
16Can 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.
17What is a most significant cognitive disability?
18To 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 self-care). - The students IEP annual goals focus on the
functional application of academics (reading,
mathematics, and writing). - The students 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
19WHATS 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
20WHY 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 states academic content standards
(Standard Course of Study) - Promote access to general curriculum
- Reflect professional judgment of the highest
achievement standards possible.
21WHAT 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.
22TRAINING 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
23Session 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
24Additional PASI Information
- Half-day and full day sessions
- NCAAAI and NCAAP sessions for new teachers and
experienced teachers - Online registration through accountability
website
25WEBSITES
- NCAAAI http//www.ncpublicschools.org/accountabili
ty/testing/ncaaai/ - Accountability http//www.ncpublicschools.org/acco
untability/ - Exceptional Children Division http//www.ncpublics
chools.org/ec/ - ESL http//www.learnnc.org/dpi/instserv.nsf/Catego
ry4 - North Carolina Standard Course of Study
http//www.ncpublicschools.org/curriculum/ - Testing Students with Disabilities
http//www.ncpublicschools.org/accountability/test
ing/alternate/ - National Center on Educational Outcomes
http//education.umn.edu/nceo/
26ADDITIONAL INFORMATION NEEDED?
- Sheila Brown, NCAAAI sheila_brown_at_ncsu.edu
- 919.515.1431
27QUESTIONS?