___________________________ ncdpi division of accountability services/north carolina testing program...

___________________________NCDPI Division of Accountability Services/North Carolina Testing Program

North Carolina Alternate Assessment Academic

Inventory (NCAAAI)

LEP Overview

Performance Assessment Summer InstituteSummer 2004

Pam BiggsNCDPI Division of Accountability Services

North Carolina Testing

Program

Standard Test Administration without Accommodations

Alternate Assessment Academic Inventory (NCAAAI)

Standard Test Administration with Accommodations

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 Limited English Proficiency (LEP)

Eligible Students

Must be assigned to grades 3-8 or 10 or enrolled in a course requiring an end-of-course test for credit

Must be enrolled in U.S. schools for less than 24 months

Eligible Students (cont’d)

Scored below “Intermediate High” on reading English language proficiency test (IPT) Reading AAAI Mathematics AAAI End-of-Course AAAI

Scored below “Superior” on writing English language proficiency test (IPT) Writing AAAI

Domain Novice Low

Novice High

Intermediate Low

Intermediate High

Advanced Superior1

Oral2 K A B B C C DEF 1-3 A B C C D EF 4-6 A B C D E F 7-12 A B C D E F

Eligible for NCAAAI or State Mandated Test with

Accommodations3

Standard State Mandated Test

without Accommodations

Writing4 Grades 2-12 Conventions 0-2 3-4 5 6 7 8-10 Composition5 1) 1) Write a Story 2) 2) Write Own Story

0 1-2 3-4 5-6 7 8-9

Eligible for NCAAAI or State

Mandated Test with Accommodations3

Standard State Mandated Test with or without

Accommodations

Standard State Mandated Test

without Accommodations

Reading6 Grade 2 0-12 13-25 26-30 31-35 36-43 44-51 Grade 3 0-13 14-27 28-34 35-40 41-45 46-51 Grade 4 0-12 13-25 26-30 31-35 36-43 44-51 Grade 5 0-12 13-25 26-30 31-35 36-43 44-51 Grade 6 0-13 14-27 28-34 35-40 41-45 46-51 Grade 7-8 0-12 13-25 26-31 32-35 36-43 44-51 Grades 9-12 0-13 14-27 28-35 36-40 41-45 46-51

Cut Score ChartR

eadi

ngW

ritin

gO

ral

Decision to Participate

Made on an individual basis!

Must be documented!

First Year in U.S. Schools

March 2004 ruling by the State Board of Education in response to information from the US Department of Education (USED)

First year = first school year ever enrolled in a U.S. school

Student must score below “Intermediate High” on IPT to be eligible

First Year in U.S. Schools

Qualifying students may not be required to be assessed in reading

Must be assessed in mathematics – will not count towards AYP or ABCs

Writing and EOC tests/assessments not affected

Assessed Grade Level

All LEP students must be assessed

on grade level

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 SAME AS ASSIGNED FOR LEP STUDENTS

S t u d e n t N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S t u d e n t I D _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l C o d e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ L E A N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C i r c l e a l l t h a t a p p l y : E C L E P A s s i g n e d G r a d e L e v e l ( c i r c l e o n e ) :

3 4 5 6 7 8 1 0

G r a d e

5 M a t h e m a t i c s

2 0 0 4 - 0 5

D e s c r i p t i o n o f S t u d e n t P e r f o r m a n c e

D e s c r i p t o r s D e s c r i p t i o n o f P e r f o r m a n c e a t A s s e s s e d G r a d e - L e v e l

D i s t i n g u i s h e d 8 – H i g h 7 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e b e y o n d a s s e s s e d g r a d e - l e v e l e x p e c t a t i o n s w o r k s i n d e p e n d e n t l y u n d e r s t a n d s a d v a n c e d c o n c e p t s a p p l i e s s t r a t e g i e s c r e a t i v e l y a n a l y z e s a n d s y n t h e s i z e s j u s t i f i e s a n d e l a b o r a t e s r e s p o n s e s m a k e s c r i t i c a l j u d g m e n t s m a k e s a p p l i c a t i o n s a n d e x t e n s i o n s b e y o n d a s s e s s e d g r a d e - l e v e l ; a p p l i e s p r o f i c i e n t l e v e l

c o m p e t e n c i e s i n m o r e c h a l l e n g i n g s i t u a t i o n s

P r o f i c i e n t 6 – H i g h 5 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o n a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d / e x p e c t a t i o n s s h o w s c o n c e p t u a l u n d e r s t a n d i n g a p p l i e s s t r a t e g i e s i n m o s t s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e c o m p l e t e s t a s k s a c c u r a t e l y n e e d s m i n i m a l a s s i s t a n c e e x h i b i t s f l u e n c y a n d a p p l i e s l e a r n i n g s h o w s s o m e f l e x i b i l i t y i n t h i n k i n g r e c o g n i z e s c a u s e a n d e f f e c t r e l a t i o n s h i p s a p p l i e s a n d e x p l a i n s c o n c e p t s

A p p r e n t i c e 4 – H i g h 3 – L o w

T h e s t u d e n t : d e m o n s t r a t e s i n c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s s o m e e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g h a s d i f f i c u l t y a p p l y i n g s t r a t e g i e s o r c o m p l e t i n g t a s k s i n u n f a m i l i a r s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e s o m e t i m e s r e q u i r e s t e a c h e r g u i d a n c e f r e q u e n t l y d e m o n s t r a t e s s o m e p r o f i c i e n t l e v e l c o m p e t e n c i e s b u t i s i n c o n s i s t e n t

N o v i c e 2 – H i g h 1 – L o w

T h e s t u d e n t : d e m o n s t r a t e s m i n i m a l m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s v e r y l i m i t e d e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g a n d u s e o f s t r a t e g i e s r e s p o n d s w i t h i n a p p r o p r i a t e a n s w e r a n d / o r p r o c e d u r e f r e q u e n t l y v e r y o f t e n d i s p l a y s l a c k o f u n d e r s t a n d i n g o f g r a d e - l e v e l c o n t e n t i n f r e q u e n t l y c o m p l e t e s t a s k a p p r o p r i a t e l y a n d a c c u r a t e l y n e e d s a s s i s t a n c e a n d g u i d a n c e c o n t i n u o u s l y

0 - N o t Y e t T a u g h t

T h i s o b j e c t i v e h a s n o t y e t b e e n i n t r o d u c e d . ( A v a i l a b l e f o r b a s e l i n e a n d i n t e r i m s c o r e s o n l y . )

P o l i c i e s a n d d i r e c t i o n s r e l a t e d t o t h e c o m p l e t i o n o f t h e N C A A A I a r e f o u n d i n t h e N C A A A I T e s t A d m i n i s t r a t o r ’ s G u i d e .

D R A F T

Assigned Grade Level


Eligibility Activity

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 calendar days of beginning of school

if already in documentation

OR within 30 calendar days of decision to place

LEP student on AAAI (ex. 30 days after initial IPT)

Semester schedules have 15 days to complete baseline

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

Baseline Scoring Period

Complete baseline within 30 calendar days of 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)

Baseline Scoring

Baseline Interim Final Student’s Performance on this

objective is: Student’s Performance on this


objective is:

Not

Yet

T

aug

ht

Nov

ice

Ap

pren

tice

Pro

ficie

nt

Dis

tingu

ishe

d

Not

Yet

Tau

ght

Nov

ice

Ap

pren

tice

Pro

ficie

nt

Dis

tingu

ishe

d

Nov

ice

Ap

pren

tice

Pro

ficie

nt

Dis

tingu

ishe

d

Evidence Baseline – Baseline Student Profile Final – Final Student Profile

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.

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Competency Goal 1 Ex. This is an example of how to document scores. X 1.01 Read and write word names for numbers to 1,000. X

Objective omitted for training purposes. X


Objective omitted for training purposes. X Objective omitted for training purposes. X Objective omitted for training purposes. X

1.07 Compare and order fractions using models; describe comparisons.

X

Objective omitted for training purposes. X Objective omitted for training purposes. X

Objective omitted for training purposes.

X



X

1.13 Memorize multiplication facts/tables through 10. X


X


X

Competency Goal 1: The learner will model, identify and compute with numbers less than 10,000.

X

Competency Goal 2

2.01 Draw and classify polygons and polyhedra (solid f igures) using appropriate vocabulary: faces, angles, edges, and vertices. Describe the rules for grouping.

X

Objective omitted for training purposes. X Objective omitted for training purposes. X

2.05 Observe and describe geometry in the environment. X


S t u d e n t N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S t u d e n t I D _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o l C o d e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ L E A N a m e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C i r c l e a l l t h a t a p p l y : E C L E P A s s i g n e d G r a d e L e v e l ( c i r c l e o n e ) :

3 4 5 6 7 8 1 0

G r a d e

5 M a t h e m a t i c s

2 0 0 4 - 0 5

D e s c r i p t i o n o f S t u d e n t P e r f o r m a n c e

D e s c r i p t o r s D e s c r i p t i o n o f P e r f o r m a n c e a t A s s e s s e d G r a d e - L e v e l

D i s t i n g u i s h e d 8 – H i g h 7 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e b e y o n d a s s e s s e d g r a d e - l e v e l e x p e c t a t i o n s w o r k s i n d e p e n d e n t l y u n d e r s t a n d s a d v a n c e d c o n c e p t s a p p l i e s s t r a t e g i e s c r e a t i v e l y a n a l y z e s a n d s y n t h e s i z e s j u s t i f i e s a n d e l a b o r a t e s r e s p o n s e s m a k e s c r i t i c a l j u d g m e n t s m a k e s a p p l i c a t i o n s a n d e x t e n s i o n s b e y o n d a s s e s s e d g r a d e - l e v e l ; a p p l i e s p r o f i c i e n t l e v e l

c o m p e t e n c i e s i n m o r e c h a l l e n g i n g s i t u a t i o n s

P r o f i c i e n t 6 – H i g h 5 – L o w

T h e s t u d e n t : d e m o n s t r a t e s c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o n a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d / e x p e c t a t i o n s s h o w s c o n c e p t u a l u n d e r s t a n d i n g a p p l i e s s t r a t e g i e s i n m o s t s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e c o m p l e t e s t a s k s a c c u r a t e l y n e e d s m i n i m a l a s s i s t a n c e e x h i b i t s f l u e n c y a n d a p p l i e s l e a r n i n g s h o w s s o m e f l e x i b i l i t y i n t h i n k i n g r e c o g n i z e s c a u s e a n d e f f e c t r e l a t i o n s h i p s a p p l i e s a n d e x p l a i n s c o n c e p t s

A p p r e n t i c e 4 – H i g h 3 – L o w

T h e s t u d e n t : d e m o n s t r a t e s i n c o n s i s t e n t m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s s o m e e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g h a s d i f f i c u l t y a p p l y i n g s t r a t e g i e s o r c o m p l e t i n g t a s k s i n u n f a m i l i a r s i t u a t i o n s r e s p o n d s w i t h a p p r o p r i a t e a n s w e r o r p r o c e d u r e s o m e t i m e s r e q u i r e s t e a c h e r g u i d a n c e f r e q u e n t l y d e m o n s t r a t e s s o m e p r o f i c i e n t l e v e l c o m p e t e n c i e s b u t i s i n c o n s i s t e n t

N o v i c e 2 – H i g h 1 – L o w

T h e s t u d e n t : d e m o n s t r a t e s m i n i m a l m a s t e r y a n d p e r f o r m a n c e o f a s s e s s e d g r a d e - l e v e l a c a d e m i c

s t a n d a r d s / e x p e c t a t i o n s s h o w s v e r y l i m i t e d e v i d e n c e o f c o n c e p t u a l u n d e r s t a n d i n g a n d u s e o f s t r a t e g i e s r e s p o n d s w i t h i n a p p r o p r i a t e a n s w e r a n d / o r p r o c e d u r e f r e q u e n t l y v e r y o f t e n d i s p l a y s l a c k o f u n d e r s t a n d i n g o f g r a d e - l e v e l c o n t e n t i n f r e q u e n t l y c o m p l e t e s t a s k a p p r o p r i a t e l y a n d a c c u r a t e l y n e e d s a s s i s t a n c e a n d g u i d a n c e c o n t i n u o u s l y

0 - N o t Y e t T a u g h t

T h i s o b j e c t i v e h a s n o t y e t b e e n i n t r o d u c e d . ( A v a i l a b l e f o r b a s e l i n e a n d i n t e r i m s c o r e s o n l y . )

P o l i c i e s a n d d i r e c t i o n s r e l a t e d t o t h e c o m p l e t i o n o f t h e N C A A A I a r e f o u n d i n t h e N C A A A I T e s t A d m i n i s t r a t o r ’ s G u i d e .

D R A F T

Identifying Information

EC/LEP Designation

Assigned Grade Level

Front of Folder

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 - 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 __________

School Name ____________________________________

School System Name ______________________________

Beginning Date of Student Participation1____________

1. Describe specific math skills that are strengths for this student. 2. Describe specific math skills that are weaknesses for this student. 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 See NCAAAI Test Administrator’s Guide for more information.

Baseline Student Profile – Math (Page 2) 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.

Math Pretest/

End-of-Grade/ End-of-Course

Math NCAAAI NCAAP

Test Achievement Level

(circle one in each row as appropriate)


Achievement Level (circle one in each row as appropriate)

Achievement Level (circle one in each row as appropriate)

Grade 3 Pretest I II III IV

I II III IV I II III IV

Grade 3 EOG I II III IV I II III IV I II III IV






Any Math End-of-Course Specify: ______________

I II III IV

I II III IV I II III IV

1 If a student has been assessed more than one time for a given grade, list the results below the assessment history table.

Baseline Student Profile

Interim Scoring Period

Complete interim at a midpoint in student participation

Score each objective based on how the student is performing (0-8)


Interim Scoring




objective is:

Not

Yet

Tau

ght

Nov

ice

Ap

pren

tice

Pro

ficie

nt

Dis

tingu

ishe

d

Not

Yet

Tau

ght

Nov

ice

Ap

pren

tice

Pro

ficie

nt

Dis

tingu

ishe

d

Nov

ice

Ap

pren

tice

Pro

ficie

nt

Dis

tingu

ishe

d



0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Competency Goal 1 Ex. This is an example of how to document scores. X X 1.01 Read and write word names for numbers to 1,000. X X

Objective omitted for training purposes. X X


Objective omitted for training purposes. X X Objective omitted for training purposes. X X Objective omitted for training purposes. X X


X X

Objective omitted for training purposes. X X Objective omitted for training purposes. X X


X

X



X

X

1.13 Memorize multiplication facts/tables through 10. X X


X

X


X

X

Competency Goal 1: The learner will model, identify and compute w ith numbers less than 10,000.

X X

Competency Goal 2

2.01 Draw and classify polygons and polyhedra (solid f igures) using appropriate vocabulary: faces, angles, edges, and vertices. Describe the rules for grouping.

X

X

Objective omitted for training purposes. X X Objective omitted for training purposes. X X

2.05 Observe and describe geometry in the environment. X X


X

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


Final Scoring




objective is:

Not

Ye

t T

augh

t

Nov

ice

App

rent

ice

Pro

ficie

nt

Dis

ting

uish

ed

Not

Ye

t Tau

ght

Nov

ice

App

rent

ice

Pro

ficie

nt

Dis

ting

uish

ed

Nov

ice

App

rent

ice

Pro

ficie

nt

Dis

ting

uish

ed



0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Competency Goal 1 Ex. This is an example of how to document scores. X X X 1.01 Read and write word names for numbers to 1,000. X X X

Objective omitted for training purposes. X X X


Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X


X X X

Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X


X

X

X



X

X

X

1.13 Memorize multiplication facts/tables through 10. X X X


X

X

X


X

X

X

Competency Goal 1: The learner will model, identify and compute with numbers less than 10,000.

X X X

Competency Goal 2

2.01 Draw and classify polygons and polyhedra (solid figures) using appropriate vocabulary: faces, angles, edges, and vertices. Describe the rules for grouping.

X

X

X

Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X

2.05 Observe and describe geometry in the environment. X X X


X

X

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

SUMMARY OF FINAL SCORES Directions: Transfer assigned final scores for each 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. X Competency Goal 2: The learner will recognize, understand, and use basic geometric properties, and standard units of metric and customary measurement.

X

Competency Goal 3: The learner will demonstrate an understanding of classification, patterning, and seriation. X Competency Goal 4: The learner will demonstrate an understanding of data collection, display, and interpretation. X

OVERALL GRADE 3 MATHEMATICS SCORE (Refer to the EOG percentages) X Did the student achieve growth in mathematics?

YES NO

EOG Percentages: 3rd Grade Mathematics

Goal 1 = 40% Goal 2 = 30% Goal 3 = 15% Goal 4 = 15%

TRANSFER INFORMATION TO BE COMPLETED BY ORIGINAL 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.

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. ______________________________________ ___________ Assessor’s Signature Date ______________________________________ ___________ Principal’s Signature Date

An optional Principal’s Checklist is located in the NCAAAI Test Administrator’s Guide and is available at.

James Doe

4/29/05

4/29/05

X

Back of Folder

Summary of Final Scores

EOG Percentages

Did the student achieve growth?

Signatures at End-of-Year

OverallScore

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 ________________________

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:

Final Student Profile

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 if a student is LEP and EC?

EC designation takes precedence

IEP team determines how the student will participate in the NC Testing Program

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

Can LEP students score Proficient?

NCAAAI Score

1 2 3 4 5 6 7 8

Achievement Level

I II III IV

YES

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

How will the AAAIs be audited?

On-site audits Schools across the state Will look at

Inventories Documentation (LEP or IEP) Cumulative folders Student work folders

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

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

___________________________ ncdpi division of accountability services/north carolina testing program...

Documents

folder slide

year slide

baseline scoring slide

eligible slide

final scoring slide

baseline student profile

assessor slide

complete baseline slide