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NCAAAI UPDATES AND AUDIT INFORMATION Accountability Conference 2005 Sheila Garner Brown Technical Outreach for Public Schools North Carolina State University.

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Presentation on theme: "NCAAAI UPDATES AND AUDIT INFORMATION Accountability Conference 2005 Sheila Garner Brown Technical Outreach for Public Schools North Carolina State University."— Presentation transcript:

1 NCAAAI UPDATES AND AUDIT INFORMATION Accountability Conference 2005 Sheila Garner Brown Technical Outreach for Public Schools North Carolina State University

2 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.

3 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

4 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

5 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

6 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.

7 AUDIT INFORMATION

8 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.

9 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.

10 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.

11 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.

12 WHAT WE FOUND Most dates correct Appropriate work samples (content) Appropriate work samples (number) Profiles completed Assessment history completed All items scored Appropriate documentation

13 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.

14 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.

15 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.

16 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.

17 What is a most significant cognitive disability?

18 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

19 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

20 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.

21 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.

22 TRAINING SESSIONS PERFORMANCE ASSESSMENT SUMMER INSTITUTE (PASI) June 27-30UNC Charlotte July 11-14UNC Wilmington July 25-28UNC Asheville August 8-11McKimmon Center NC State University

23 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

24 Additional PASI Information Half-day and full day sessions NCAAAI and NCAAP sessions for new teachers and experienced teachers Online registration through accountability website

25 WEBSITES NCAAAI Accountability Exceptional Children Division ESL North Carolina Standard Course of Study Testing Students with Disabilities National Center on Educational Outcomes

26 ADDITIONAL INFORMATION NEEDED? Sheila Brown, NCAAAI

27 QUESTIONS?


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