NCAAAI%20UPDATES%20AND%20AUDIT%20INFORMATION%20Accountability%20Conference%202005

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NCAAAI UPDATES AND AUDIT INFORMATIONAccountabilit
y Conference 2005

• Sheila Garner Brown
• Technical Outreach for Public Schools
• North Carolina State University
• sheila_brown_at_ncsu.edu

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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 multiple-choice
  test.
• For students with disabilities and students
  identified as LEP, participation must be
  documented and students must meet specific
  criteria.

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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

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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

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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 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

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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.

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AUDIT INFORMATION
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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.

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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.

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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.

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WHAT 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.

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WHAT WE FOUND

• Most dates correct
• Appropriate work samples (content)
• Appropriate work samples (number)
• Profiles completed
• Assessment history completed
• All items scored
• Appropriate documentation

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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.

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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.

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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.

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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.

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What is a most significant cognitive disability?
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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 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

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WHATS 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

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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 states academic content standards
  (Standard Course of Study)
• Promote access to general curriculum
• Reflect professional judgment of the highest
  achievement standards possible.

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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.

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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

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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

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Additional PASI Information

• Half-day and full day sessions
• NCAAAI and NCAAP sessions for new teachers and
  experienced teachers
• Online registration through accountability
  website

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WEBSITES

• 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/

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ADDITIONAL INFORMATION NEEDED?

• Sheila Brown, NCAAAI sheila_brown_at_ncsu.edu
• 919.515.1431

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QUESTIONS?