___________________________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
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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
Assessed 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: Student’s Performance on this
objective is:
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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 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 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
Objective omitted for training purposes. 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)
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:
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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:
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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 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