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NCAAAI CHANGES Sheila Garner Brown North Carolina State University

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Presentation on theme: "NCAAAI CHANGES Sheila Garner Brown North Carolina State University"— Presentation transcript:

1 NCAAAI CHANGES Sheila Garner Brown North Carolina State University

2 Why change? New NCLB regulations New NCLB regulations Non-compliance with previous regulations Non-compliance with previous regulations Better, more appropriate assessments for students with disabilities and students with limited English proficiency Better, more appropriate assessments for students with disabilities and students with limited English proficiency Shorter testing window Shorter testing window

3 NCLB Regulation Changes Addition of possible 2% flexibility Addition of possible 2% flexibility Allows assessment using modified achievement standards Allows assessment using modified achievement standards Only for students with disabilities Only for students with disabilities 2% is in addition to 1% flexibility for students with most significant disabilities. 2% is in addition to 1% flexibility for students with most significant disabilities. Regulations are being written at this time. Final regulations have not yet been released.

4 Non-compliance? No out of level (below grade level) assessment will be allowed. No out of level (below grade level) assessment will be allowed. NCAAAI is used as an out of level assessment for some students. NCAAAI is used as an out of level assessment for some students. Students using out of level assessments cannot be counted in participation rates for AYP. Students using out of level assessments cannot be counted in participation rates for AYP.

5 Better assessments? New designs give more options New designs give more options All students, whatever the disability area, assessed on grade level concepts All students, whatever the disability area, assessed on grade level concepts Creates greater access to the Standard Course of Study and higher expectations Creates greater access to the Standard Course of Study and higher expectations Decreases the gray area of assessment Decreases the gray area of assessment

6 Shorter Testing Window? Anticipate having specific testing windows for all new assessments Anticipate having specific testing windows for all new assessments Most information will be submitted through scannable sheets or online Most information will be submitted through scannable sheets or online

7 Proposed Changes School Year NCAAAI NCAAAI –NCAAAI has been discontinued! –Out of level assessment for SWD (ex. 8 th grader using 1 st grade assessment) will NOT continue. –New assessment is called NCCLAS (North Carolina Checklist of Academic Standards) –On grade level assessment will continue –No scoring until January

8 Proposed Changes School Year-cont. –Final scoring of objectives/goals/categories will be completed in an online format. –On grade level assessment for students who are LEP and some students with disabilities (SWD) –New assessment will be created to address students with disabilities previously assessed off grade level.

9 NCCLAS scoring changes New Descriptions of Student Performance New Descriptions of Student Performance –Uses behavioral indicators AND performance level descriptors to rate student performance on specific objectives of the Standard Course of Study Refer to handout for Descriptors

10 The New Stuff: Possibilities and Ideas Modified achievement standards assessment Modified achievement standards assessment –Will be a modified multiple choice test –Appropriate for students formerly assessed three or more grade levels below academically, but without a significant cognitive disability –Aligned with assigned grade level content standards –Refer to handouts from Michigan Department of Education

11 The New Stuff cont. Alternate achievement standards Alternate achievement standards –Current NCAAP school year –Appropriate for students identified as having a significant cognitive disability –Appropriate for students who might have used the NCAAAI or the NCAAP for assessment. – For school year - task based assessment with criteria for guidance toward specific tasks (NCEXTEND1)

12 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 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 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 IEP annual goals focus on the functional application of academics (reading, mathematics, and writing). The students performance is evaluated against alternate achievement standards.The students performance is evaluated against alternate achievement standards.

13 Questions to be answered Which students had needs that were not served appropriately in the old assessment program? Which students had needs that were not served appropriately in the old assessment program? If you were developing the alternate assessments, what would make sense to you? If you were developing the alternate assessments, what would make sense to you? What do you think of the proposed ideas? What do you think of the proposed ideas? What would you change about the proposals? What works? What doesnt work? What would you change about the proposals? What works? What doesnt work? Any other thoughts/suggestions? Any other thoughts/suggestions?

14 Small Group Activity Work together in groups of 5-10 to attempt to answer the questions on the previous slide. Work together in groups of 5-10 to attempt to answer the questions on the previous slide. Have someone record ideas generated. Have someone record ideas generated. Small group ideas will be shared with the larger group. Small group ideas will be shared with the larger group. ALL input is needed and appreciated! ALL input is needed and appreciated!

15 Questions/Comments? Sheila Garner Brown Sheila Garner Brown North Carolina State University Technical Outreach for Public Schools

16 Questions about the USDE regulations? Visit the US Department of Education website at Visit the Council for Exceptional Children website at


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