North Carolina Alternate Assessment Academic Inventory (NCAAAI)

___________________________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


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: ____________________________________

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*

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

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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:

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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

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



X

1.13 Memorize multiplication facts/tables through 10. X


X


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


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)


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






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)


Interim Scoring




objective is:

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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


X X

Objective omitted for training purposes. X X Objective omitted for training purposes. X X


X

X



X

X

1.13 Memorize multiplication facts/tables through 10. X X


X

X


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


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


Final Scoring




objective is:

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Nov

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App

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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


X X X

Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X


X

X

X



X

X

X

1.13 Memorize multiplication facts/tables through 10. X X X


X

X

X


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


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

North Carolina Alternate Assessment Academic Inventory (NCAAAI)

Documents

Transcript of North Carolina Alternate Assessment Academic Inventory (NCAAAI)