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Transcript of 1 Making Wise Decisions about Participation of Students with Disabilities in the Statewide Testing...
1
Making Wise Decisions about Participation of Students with Disabilities in the Statewide Testing Program
Accountability ConferenceFebruary 1, 2005
North Carolina Department of Public Instruction 2
A joint session by the Exceptional Children Division and the Division of Accountability Services
Bobbie Grammer, Exceptional Children Division, Policy, Monitoring, and Audit
John Thomas, Exceptional Children Division,
Areas of Exceptionality
Pam Biggs, Division of Accountability Services, Testing Policy and Operations
North Carolina Department of Public Instruction 3
Topics for Discussion
Reasons for wanting students with disabilities in the accountability system
How can students with disabilities participate in the testing program?
Specific types of test administrations Decision-making guidelines chart Questions
North Carolina Department of Public Instruction 4
Reasons for Wanting Students with Disabilities in the Accountability System
North Carolina Department of Public Instruction 5
Reason 1
For an Accurate Picture of Education
North Carolina Department of Public Instruction 6
Reason 2
For Students with Disabilities to Benefit from Reforms
North Carolina Department of Public Instruction 7
Reason 3
To Make Accurate Comparisons
North Carolina Department of Public Instruction 8
Reason 4
To Avoid Unintended Consequences of Exclusion
North Carolina Department of Public Instruction 9
Reason 5
To Meet Legal Requirements
North Carolina Department of Public Instruction 10
Reason 6
To Promote High Expectations
North Carolina Department of Public Instruction 11
Reason 7
To Promote Access to the General Curriculum for Students with Disabilities
North Carolina Department of Public Instruction 12
Test Administration Options
Standard Test Administration
Standard Test Administration with Accommodations
Alternate Assessment
North Carolina Department of Public Instruction 13
Decision Considerations
The decision regarding the test administration (with or without accommodations) or the use of the alternate assessment for participation in the North Carolina Testing Program must be based on the unique needs of the student and must be documented in the current IEP. The decision must not be made to enhance test scores for purpose of student placement or school accountability.
North Carolina Department of Public Instruction 14
Tested under Standard Conditions?
Tested with Accommodations?
Must be Assessed with a NC Alternate Assessment
YES
NO
YES
NO
NC Alternate Assessment Portfolio
(NCAAP)
NC Alternate Assessment Academic Inventory
(NCAAAI)
Procedure for IEP Team to Determine Student Participation in NC Statewide Test Administrations
Pg. 104
North Carolina Department of Public Instruction 15
Standard Test Administration with Accommodations
North Carolina Department of Public Instruction 16
Accommodations can be used on:
ALL state-mandated tests
Accommodations that would invalidate the test results may vary between tests.
North Carolina Department of Public Instruction 17
Which students may receive accommodations? Students with disabilities that have an IEP Students with disabilities that have a
Section 504 Plan Limited English proficient students that
meet specific criteria
North Carolina Department of Public Instruction 18
Guiding Principles*
Do not assume that every student with disabilities needs assessment accommodations.
Obtain approval by the IEP team. Base accommodations on student need. Be respectful of the student’s cultural and
ethnic background.
* The guiding principles are located in the Council for Exceptional Children resource referenced at the end of the presentation.
North Carolina Department of Public Instruction 19
Guiding Principles (cont’d)
Integrate assessment accommodations into classroom instruction.
Know whether your state and/or district has an approved list of accommodations.
Plan early for accommodations. Include students in decision making. Understand the purpose of the assessment.
North Carolina Department of Public Instruction 20
Guiding Principles (cont’d)
Request only those accommodations that are truly needed.
Determine if the selected accommodation requires another accommodation.
Provide practice opportunities for the student.
Remember that accommodations in test taking won’t necessarily eliminate frustration for the student.
North Carolina Department of Public Instruction 21
Process
IEP Team/Section 504 Committee meets Team/committee decides what, if any,
accommodations are necessary Find out if accommodation(s) is on
“approved” list If yes, notify school test coordinator If no, submit an Accommodation
Notification form
North Carolina Department of Public Instruction 22
Approved Accommodations
May be different depending on test Use of approved accommodations would
not invalidate the test results Are listed in each Test Administrator’s
Guide and in Testing Students with Disabilities document
North Carolina Department of Public Instruction 23
Approved Accommodations for NC Tests at Grades 3-8 (pg. 40)
North Carolina Department of Public Instruction 24
Types of Accommodations
Modified Test Formats Assistive Technology Devices and Special
Arrangements Special Test Environments
North Carolina Department of Public Instruction 25
Modified Test Formats
Braille Edition (pg. 43) Computer Skills Portfolio Assessment
Accommodation (CSPAA) (pg. 46) Large Print Edition (pg. 50) One Test Item Per Page Edition (pg. 53)
North Carolina Department of Public Instruction 26
Modified Test Formats
Large Print Edition – 11” x 17” paper– 24-point font– How will student respond?
Braille Edition– Contracted Braille– How will student respond?– Administrator must have Braille skills– Must be ordered 60 working days prior to test
North Carolina Department of Public Instruction 27
Modified Test Formats
One Test Item Per Page Edition – 8.5” x 11” paper– Standard font
Computer Skills Portfolio Assessment Accommodation (CSPAA) – Will be available for current tests of computer
skills
NOTE: Large print, one item per page editions (which require an accommodation notification form) are large volumes, both in paper size and no. of pages.
North Carolina Department of Public Instruction 28
Assistive Technology (AT) Devices and Special Arrangements
AT Devices (pg. 55) Dictation to Scribe (pg. 66) Braille Writer/Slate and Stylus (and Braille
Paper) (pg. 62) Cranmer Abacus (pg. 64) Interpreter/Transliterator Signs/Cues Test
(pg. 70)
North Carolina Department of Public Instruction 29
Assistive Technology (AT) Devices and Special Arrangements
Keyboarding Devices (pg. 73) Magnification Devices (pg. 76) Student Marks Answers in Test Book
(pg. 78) Test Administrator Reads Test Aloud
(pg. 80)
North Carolina Department of Public Instruction 30
Assistive Technology (AT) Devices and Special Arrangements
Student Marks Answers in Test Book– Does the student have visual tracking
difficulties?– Transcriber and verifier must sign test booklet
North Carolina Department of Public Instruction 31
Assistive Technology (AT) Devices and Special Arrangements
Test Administrator Reads Test Aloud– To what extent will the test be read aloud?
• Every word
• All but numbers
• Upon student request
– Administrator must not give any clues through voice
– Use with tests measuring reading comprehension invalidates the test results
North Carolina Department of Public Instruction 32
Assistive Technology (AT) Devices and Special Arrangements
Dictation to Scribe– Use with Writing Assessment invalidates
convention score– Student must have opportunity to proofread
response(s)– For multiple-choice tests, how will student
indicate answer?– How will scribe record student responses?
North Carolina Department of Public Instruction 33
Assistive Technology (AT) Devices and Special Arrangements
Assistive Technology Devices and Keyboarding Devices– For writing assessment, spell check, grammar
check, thesaurus, etc. must be disabled to receive valid conventions score
– Prediction software, word-recognition software would invalidate conventions score
– AT Devices that read aloud tests designed to measure reading comprehension would invalidate the results
North Carolina Department of Public Instruction 34
Special Test Environments
Hospital/Home Testing (pg. 84) Multiple Testing Sessions (pg. 85) Scheduled Extended Time (pg. 87) Testing in a Separate Room (pg. 90)
North Carolina Department of Public Instruction 35
Special Test Environments
Scheduled Extended Time – Approximately how much time should student
receive?– Should be able to complete test in one day (if
not used with Multiple Test Sessions)– Must allow student bathroom breaks and allow
for lunch if necessary
North Carolina Department of Public Instruction 36
Special Test Environments
Testing in a Separate Room– Individual or Small Group – If small group, what is max. for that student?– Is the student receiving another accommodation
that requires the use of the Testing in a Separate Room accommodation?
North Carolina Department of Public Instruction 37
Special Test Environments
Multiple Testing Sessions– How long will each session be?– Does the student require more frequent breaks?– Does the student require the test broken up over
multiple days?– Previous work should be paper-clipped so
student cannot change responses on previous portions
North Carolina Department of Public Instruction 38
Accommodation Notification Form
Is required if accommodation chosen by IEP team/504 committee is not specified in the Testing Students with Disabilities document
North Carolina Department of Public Instruction 39
Accommodation Notification FormSIDE 1
“The use of unauthorized accommodations may invalidate test results.”
within 30 days
WHEN: Specify test date and name(s)
This form found on pg. 133-134 of the Testing Students with Disabilities manual
WHO: Student Info.
North Carolina Department of Public Instruction 40
SIDE 2
WHAT: Describe accommodation in detail
WHY: Why the student needs it
Signatures
North Carolina Department of Public Instruction 41
Accommodation Notification Form (cont’d) Accommodation and reason for need must
be clearly described on form Signatures must be provided Must be submitted to NCDPI within 30
days of IEP team or Section 504 committee decision OR 2 weeks prior to the test administration, whichever is sooner
LEA test coordinator will receive response stating whether the accommodation will invalidate the test results
North Carolina Department of Public Instruction 42
How does dictation to scribe or word recognition software affect writing scores?
Use of these accommodations invalidates the convention score. The student would still receive a content score.
Common Accommodation Questions
North Carolina Department of Public Instruction 43
Can a student receive certain accommodations for one test and none or others for a different test?
Yes, the decision to use accommodations is on a test-by-test basis and must be documented in IEP
North Carolina Department of Public Instruction 44
How specific does the IEP need to be? Very specific Ex. Read Aloud
– Everything read including answer choices– By student request
Ex. Separate Room– Small Group – One-on-One
North Carolina Department of Public Instruction 45
North Carolina Alternate Assessment Academic Inventory (NCAAAI)
North Carolina Department of Public Instruction 46
NCAAAI is an alternate for:
Grade 3 Pretest – Reading and Mathematics End-of-Grade Tests in Reading and Mathematics
at grades 3-8 Writing Assessment at grades 4, 7, and 10 High School Comprehensive Test at Grade 10 End-of-Course Tests in 8 subjects: Algebra I,
Algebra II, Geometry, English I, Biology, Chemistry, Physical Science, and Physics
Statewide End-of-Course Field Test in 2 subjects: Civics and Economics and U.S. History
North Carolina Department of Public Instruction 47
Who is it designed for?
Must have an IEP Assigned to grades 3-8 or 10 or enrolled in a
course that requires an end-of-course for credit Unable to participate in standard test
administration with or without accommodations that do not invalidate the test results
AAP is an inappropriate assessment Also available to LEP students who meet specific
eligibility criteria
North Carolina Department of Public Instruction 48
Current Format
Folder format
Student work folder
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 DRAF
T
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 figures) 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 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
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App
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Pro
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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 figures) 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
North Carolina Department of Public Instruction 49
Common NCAAAI Questions
What is the student work folder?
The same folder teachers are probably already keeping in the classroom for their students.
North Carolina Department of Public Instruction 50
How many pieces of evidence do we need? What documentation do we need on the evidence?
NCDPI is not requiring a specific number of pieces of work, nor is labeling of corresponding objective required.
However, the evidence should show work at assessed grade level.
North Carolina Department of Public Instruction 51
Can EC students score proficient on the AAAI?
Student Final
Performance Scale Score
(1–8)
Achievement Level
Student Assessed On Grade Level
Student without a Significant
Cognitive Disability
Assessed Below Assigned
Grade Level
Student with a Significant Cognitive Disability
Assessed 3 or More Years
Below Assigned Grade Level
1-2 I I I
3-4 II I II
5-6 III II III
7-8 IV II IV
North Carolina Department of Public Instruction 52
“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 student’s 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
North Carolina Department of Public Instruction 53
Who completes the inventory?
The school principal assigns the assessor. The assessor must have training in the content area being assessed and must work routinely with the student during instruction. The NCDPI recommends that the regular education content teacher collaborate with the resource teacher to complete the NCAAAI.
North Carolina Department of Public Instruction 54
Are OCS students required to be assessed in writing? No
For 10th grade students on a block schedule, can the reading and math inventories be done in the semester they have that subject?
No, the assessment is associated with the grade and not a course. It must be done over the entire year.
North Carolina Department of Public Instruction 55
Where can I find more information about the NCAAAI? Test Administrator’s Guide
– For Grades 3-8 and 10– For End-of-Course– For End-of-Course Field Tests
www.ncpublicschools.org/accountability/
testing/ncaaai Performance Assessment Summer Institute
North Carolina Department of Public Instruction 56
North Carolina Alternate Assessment Portfolio (NCAAP)
North Carolina Department of Public Instruction 57
NCAAP is an alternate for:
Grade 3 Pretest – Reading and Mathematics End-of-Grade Tests in Reading and
Mathematics at grades 3-8 Writing Assessment at grades 4, 7, and 10 High School Comprehensive Test at grade
10
North Carolina Department of Public Instruction 58
Who is it designed for?
Must have an IEP Assigned to grades 3-8 or 10 Unable to participate in standard test
administration with or without accommodations that do not invalidate the test results
AAAI is an inappropriate assessment
North Carolina Department of Public Instruction 59
Components of AAP
3 Reading Tasks 3 Math Tasks For grades 4, 7, and 10 – one reading task
must be designated as writing task (from Essence 4 or 5)
Tasks are derived from IEP goals and aligned to Essences of the Standard Course of Study
North Carolina Department of Public Instruction 60
End-of-Year Processing
Data must be collected through April 20 Processing Guide currently in print
North Carolina Department of Public Instruction 61
Upcoming Developments for the AAP Data collection requirement changes
(2005-06) Proposed Essences for mathematics Development of grade-level standards
North Carolina Department of Public Instruction 62
Where can I find more information about the AAP? Administrative Guide Portfolio Development Designee/Teacher
Handbook www.ncpublicschools.org/accountability/
testing/alternate Performance Assessment Summer Institute
North Carolina Department of Public Instruction 63
Performance Assessment Summer Institute
June 27-30 UNC Charlotte July 11-14 UNC Wilmington July 25-28 UNC Asheville August 8-11 McKimmon Center
NC State University
Separate sessions for new and experienced teachers (NCAAAI and NCAAP)
North Carolina Department of Public Instruction 64
Guidelines for Making Decisions for the Participation of Students with Disabilities in the NC Testing Program
North Carolina Department of Public Instruction 65
GUIDELINES FOR MAKING DECISIONS FOR THE PARTICIPATION OF STUDENTS WITH DISABILITIES IN THE NORTH CAROLINA TESTING PROGRAM
According to the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB), all students with disabilities must participate in the statewide testing program. As stated in a memo (August 24, 2000) from the U.S. Office of Special Education and Rehabilitative Services and the U.S. Office of Special Education Programs, “Including all children in assessment programs can help to ensure a high quality educational experience for each student by creating high education expectations for all children and accountability for the educational results of all students.” There are several ways in which a student may participate in the North Carolina Testing Program: standard test administration without accommodations, standard test administration with accommodations, North Carolina Alternate Assessment Academic Inventory (NCAAAI), or North Carolina Alternate Assessment Portfolio (NCAAP). The following guidelines are for Individualized Education Program (IEP) teams and Section 504 committees to use when making decisions on how a student will participate in the statewide testing program. These guidelines were created in a collaborative effort by the North Carolina Department of Public Instruction (NCDPI) Division of Accountability Services and the NCDPI Exceptional Children Division.
Standard Test Administration with Accommodations
Standard Test Administration
without Accommodations
Approved Accommodations
(other than NCCATS)
North Carolina Computerized Adaptive
Testing System (NCCATS) Accommodation
North Carolina Alternate Assessment Academic Inventory
(NCAAAI) (On Grade Level)
North Carolina Alternate Assessment Academic Inventory (NCAAAI) (Below grade level)
North Carolina Alternate Assessment Portfolio (NCAAP)
May or may not have an IEP or Section 504 Plan2
Has an IEP or Section 504 Plan
Has an IEP or Section 504 Plan
Has an IEP Has an IEP and may or may not have a significant cognitive disability
Has an IEP and has a significant cognitive disability
Ass
ign
ed G
rad
e L
evel
s Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE) or enrolled in a course for credit that requires an end-of-course test
Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE) or enrolled in a course for credit that requires an end-of-course test
Assigned to grades 3-8 according to the student management system (e.g., SIMS or NC WISE)
Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE) or enrolled in a course for credit that requires an end-of-course test
Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE)
Assigned to grades 3-8 or 10 according to the student management system (e.g., SIMS or NC WISE)
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 student's IEP annual goals focus on the functional application of academics (reading, mathematics, and writing). • The student’s performance is evaluated against alternate achievement standards (essences of the standard course of study or 3 or more years below grade level).
Types of test administrations
NCCATS: not available 2004-05
NCAAAI On Grade Level includes EOC
Significant cognitive disability considerations
North Carolina Department of Public Instruction 66
North Carolina Department of Public Instruction 67
Resources
NC Department of Public Instruction. (February 2003). Testing Students with Disabilities. Raleigh, NC.
Council for Exceptional Children. (2000). Making assessment accommodations: A toolkit for educators. Reston, VA: Council for Exceptional Children.
www.ncpublicschools.org/accountability/testing/alternate
North Carolina Department of Public Instruction 68
Questions