north carolina alternate assessment academic inventory (ncaaai)
DESCRIPTION
North Carolina Alternate Assessment Academic Inventory (NCAAAI). EC Overview Performance Assessment Summer Institute Summer 2004 Pam Biggs NCDPI Division of Accountability Services. Standard Test Administration without Accommodations. Standard Test Administration with Accommodations. - PowerPoint PPT PresentationTRANSCRIPT
___________________________NCDPI Division of Accountability Services/North Carolina Testing Program
North Carolina Alternate Assessment Academic
Inventory (NCAAAI)
EC Overview
Performance Assessment Summer InstituteSummer 2004
Pam BiggsNCDPI Division of Accountability Services
North Carolina Testing
Program
Standard Test Administration without Accommodations
Alternate Assessment Portfolio (NCAAP)
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 Disabilities(EC)
Eligible Students
Students with disabilities are eligible if they: Have a current IEP; and Are assigned to grades 3-8 or 10 or enrolled
in a course the requires an end-of-course test for credit; and
Access the NCSCS Competency Goals at or below assigned grade level
Eligible Students (cont’d)
Are unable to access statewide testing with or without the use of accommodations that do not invalidate the test results
It is an individual IEP team decision
**Additional guidelines can be found in the
Test Administrator’s Guide**
Assessed Grade Level
Students with disabilities may be assessed using the NCAAAI:
On grade level
Below grade level (not available for writing and EOC)
Assigned Grade Level Determined by School Principal What student is listed as in student management
system (Ex. SIMS,NCWISE) Assessed Grade Level
Determined by IEP Team The grade level at which the student is being
assessed on the competency goals May be below assigned grade level for reading
and math (EC only) Must be at assigned grade level for writing
Assigned vs. Assessed
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
Assessed Grade Level
Front of Inventory FolderReading, Math, and Writing Inventories
Student Name ________________________ Student ID ___________________________ School Name _________________________ School Code ___ ___ ___ ___ ___ ___ LEA Name ___________________________ Circle all that apply: EC LEP Test Cycle (check one): S emester Traditional Year -Round Quarter Summer Other
ENGLISH I 2004-05
DESCRIPTION OF STUDENT PERFORMANCE
Descriptors Description of Performance
Distinguished 8 – High 7 – Low
The student: demonstrates consistent mastery and performance beyond course expectations works independently understands advanced concepts applies strategies creatively analyzes and synthesizes justifies and elaborates responses makes critical judgments makes applications and extensions beyond course expectations; applies proficient level
competencies in more challenging situations
Proficient 6 – High 5 – Low
The student: demonstrates consistent mastery and performance on course academic standard/expectations shows conceptual understanding applies strategies in most situations responds with appropriate answer or procedure completes tasks accurately needs minimal assistance exhibits fluency and applies learning shows some flexibility in thinking recognizes cause and effect relationships applies and explains concepts
Apprentice 4 – High 3 – Low
The student: demonstrates inconsistent mastery and performance of course academic standards/expectations shows some evidence of conceptual understanding has difficulty applying strategies or completing tasks in unfamiliar situations responds with appropriate answer or procedure sometimes requires teacher guidance frequently demonstrates some proficient level competencies but is inconsistent
Novice 2 – High 1 – Low
The student: demonstrates minimal mastery and performance of course 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 course content infrequently completes task appropriately and accurately needs assistance and guidance continuously
0 - Not Yet Taught
This objective has not yet been introduced. (Available for baseline and interim scores only.)
Policies and directions related to the completion of the NCAAAI are found in the NCAAAI for EOC Test Administrator’s Guide
DRAFT
Subject Area Being Assessed
Front of Inventory FolderEnd-of-Course Inventories
What should I do first?
If not currently in IEP: With IEP team, decide what assessment is
most appropriate for the student If decision is AAAI for one or more content
areas, decide assessed grade-level (may be different for each content area)
Document decision on IEP including NCTP Table 2 (for grades 3-8 and 10)
Notify school test coordinator of decision
Documentation of Assessed Grade Level
NCTPTable 2
North Carolina Testing Program Tests and Sample/Field Tests at Grades 3 Through 8
Student: _________________________________________ Grade: _______________ Date: ________________School System: _____________________________________School: ____________________________________
Sta
nd
ard
Ad
min
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atio
n
Bra
ille
Ed
itio
n
La
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Pri
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diti
on
On
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est
Ite
m P
er
Pa
ge
Ed
itio
n
Co
mp
ute
rize
d A
da
ptiv
e-R
ea
din
g
Co
mp
ute
rize
d A
da
ptiv
e-M
ath
em
atic
s
Ass
istiv
e T
ech
no
log
ies/
De
vice
s
Ma
gn
ifica
tion
De
vice
s
Cra
nm
er
Ab
acu
s
Te
st A
dm
inis
tra
tor
Re
ad
s T
est
Alo
ud
(no
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ing
ski
lls)
Inte
rpre
ter
Sig
ns
Te
st
(no
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ski
lls)
Dic
tatio
n to
a S
crib
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Stu
de
nt M
ark
s A
nsw
ers
in T
est
Bo
ok
Bra
ille
Wri
ter
Typ
ew
rite
r/W
ord
Pro
cess
or
Te
stin
g in
a S
ep
ara
te R
oo
m
Sch
ed
ule
d E
xte
nd
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Tim
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Mu
ltip
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est
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Se
ssio
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Ho
spita
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Alte
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te A
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Inve
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atio
ns*
*
Grade 3 Pretest Reading Mathematics
Writing Test: 4 and 7 Writing/Grade
End-of-Grade Tests: 3-8
Reading/Grade
Mathematics/Grade
NAEP*: 4 and 8 Reading/Grade
Writing/Grade
Mathematics/Grade
Science/Grade
Other:
*Note: NAEP (grades 4 and 8) is a national test administered to a representative sample of students for national comparisions. School personnel must refer to the test publisher's manual for accommodation information. Every effort must be made to ensure that selected students have an opportunity to participate in NAEP using the available accommodations from the test publisher. IEP Teams are reminded that NAEP is not a high stakes test for students.
Administration with Accommodations
TestFormat
Assistive Technologies/Devicesand
Special Test Arrangements
Test Environment
N
C A
lter
nat
e
Ass
essm
ents
Specifics Regarding Accommodation Use:________________________
________________________
________________________
________________________
________________________
________________________If Alternate Assessment Academic Inventory is to be used for reading and/or math, designate Assessed Grade Level below:Reading Assessed Grade ___
Math Assessed Grade ____
NCTP Table 2
What should I do first?
If AAAI is documented in current IEP: Let school test coordinator know what
content areas and grade levels are needed Must begin within 30 calendar days of school
beginning (yearlong schedule)
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 days of beginning of school if already
in IEPOR within 30 days of IEP team decision to place
student on AAAI
For semester schedules, baseline has to be completed within 15 days.
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
Identifying Information
EC/LEP Designation
Assigned Grade Level
Front of FolderMargaret Echo
Student Name ________________________ Student ID _________________________ School Name ________________________ School Code ___ ___ ___ ___ ___ ___ LEA Name ___________________________ Circle all that apply: EC LEP Assigned Grade Level (circle one):
3 4 5 6 7 8 10
Grade
3 Mathematics
2004-05
MATHEMATICS SKILLS Description of Student Performance
Descriptors Description of Performance at Assessed Grade -Level
Distinguished 8 – High 7 – Low
The student: demonstrates consistent mastery and performance beyond assessed grade-level expectations works independently understands advanced concepts applies strategies creatively analyzes and synthesizes justifies and elaborates responses makes crit ical judgments makes applications and extensions beyond assessed grade-level; applies proficient level
competencies in more challenging situations
Proficient 6 – High 5 – Low
The student: demonstrates consistent mastery and performance on assessed 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
Apprentice 4 – High 3 – Low
The student: demonstrates inconsistent mastery and performance of assessed grade-level academic
standards/expectations shows some evidence of conceptual understanding has difficulty applying strategies or completing tasks in unfamiliar situations responds with appropriate answer or p rocedure sometimes requires teacher guidance frequently demonstrates some proficient level competencies but is inconsistent
Novice 2 – High 1 – Low
The student: demonstrates minimal or no mastery and performance of assessed 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 completes task appropriately and accurately needs assistance and guidance continuously
0 - Not Yet This objective has not yet been introduced. (Available for baseline and interim scores only.)
Policies and directions related to the completion of the NCAAAI are found in the NCAAAI Test Administrator’s Guide
333-33-3333 Mustang Elementary School
1 1 1 1 1 1 1111 Ford Schools
Baseline Scoring Period
Complete baseline within 30 calendar days of student participation (15 for semester schedules)
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
Objective Scores
Goal or Category Score
Baseline Interim Final Student’s Performance on this
objective is: Student’s Performance on this
objective is: Student’s Performance on this
objective is:
Not
Yet
Tau
ght
Nov
ice
Ap
pren
tice
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ficie
nt
Dis
tingu
ishe
d
Not
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nt
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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 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
Objective omitted for training purposes. X
Objective omitted for training purposes.
X
1.13 Memorize multiplication facts/tables through 10. X
Objective omitted for training purposes.
X
Objective omitted for training purposes.
X
Competency Goal 1: The learner will model, identify and compute w ith 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
Objective omitted for training purposes. X
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)
Assessed Grade Level
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
Grade 4 EOG I II III IV I II III IV I II III IV
Grade 5 EOG I II III IV I II III IV I II III IV
Grade 6 EOG I II III IV I II III IV I II III IV
Grade 7 EOG I II III IV I II III IV I II III IV
Grade 8 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)
Score each goal based on the objectives within that goal (0-8)
Interim Scoring
Baseline Interim Final Student’s Performance on this
objective is: Student’s Performance on this
objective is: Student’s Performance on this
objective is:
Not
Yet
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ght
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pren
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Not
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Nov
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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 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 Objective omitted for training purposes. X X
1.07 Compare and order fractions using models; describe comparisons.
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
Objective omitted for training purposes.
X
X
1.13 Memorize multiplication facts/tables through 10. X X
Objective omitted for training purposes.
X
X
Objective omitted for training purposes.
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
Objective omitted for training purposes. 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
Score each goal based on the objectives within that goal (1-8)
Final Scoring
Baseline Interim Final Student’s Performance on this
objective is: Student’s Performance on this
objective is: Student’s Performance on this
objective is:
Not
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t T
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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 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 Objective omitted for training purposes. X X X
1.07 Compare and order fractions using models; describe comparisons.
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
Objective omitted for training purposes.
X
X
X
1.13 Memorize multiplication facts/tables through 10. X X X
Objective omitted for training purposes.
X
X
X
Objective omitted for training purposes.
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
Objective omitted for training purposes. 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 is meant by “first 30 days of student participation?”
If documented on IEP when student enters school, the first 30 calendar days from start of school
If not documented on IEP, first 30 days from IEP team decision to place student on AAAI
Can the ASSESSED grade level be changed?
Yes - Once the student’s participation in the NCAAAI has begun, you have 30 calendar days to make a change
If a change is decided upon, notify the school test coordinator
Once new inventory or downloaded forms are received, begin immediately
Are grades K, 1, and 2 on the same inventory?
No, each is on its own folder.
Can a student assessed below grade level get scores above 4?
Yes – The full range of the 1-8 scale is available to all students.
The scores should be assigned based on how the student performs on the competency goals at the ASSESSED grade level
Can EC students score Proficient on the inventory?
NCAAAI Score
1 2 3 4 5 6 7 8
On Grade Level
I II III IV
1-2 Grade Levels Below
I II
3 or More Grade Levels Below*
I II III IV
* Who have significant cognitive disabilities
Can a student be switched to the EOG during the year?
Yes – If the IEP team feels the student should take the EOG
IEP team decision, documented in IEP Notify school and LEA test coordinators
immediately The inventory must be complete up to that
point Code a student information sheet with proper
reason code
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
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 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