NCAAAINCAAAICHANGESCHANGES

Sheila Garner BrownSheila Garner BrownNorth Carolina State UniversityNorth Carolina State University

sheila_brown@ncsu.edusheila_brown@ncsu.edu919.515.1431919.515.1431

Why change?Why change?

New NCLB regulationsNew NCLB regulations Non-compliance with previous regulationsNon-compliance with previous regulations Better, more appropriate assessments for Better, more appropriate assessments for

students with disabilities and students students with disabilities and students with limited English proficiencywith limited English proficiency

Shorter testing windowShorter testing window

NCLB Regulation ChangesNCLB Regulation Changes

Addition of possible 2% flexibility Addition of possible 2% flexibility Allows assessment using “modified Allows assessment using “modified

achievement standards”achievement standards” Only for students with disabilitiesOnly for students with disabilities 2% is in addition to 1% flexibility for students 2% is in addition to 1% flexibility for students

with most significant disabilities.with most significant disabilities.

Regulations are being written at this time. Final Regulations are being written at this time. Final regulations have not yet been released.regulations have not yet been released.

Non-compliance?Non-compliance?

No out of level (below grade level) No out of level (below grade level) assessment will be allowed.assessment will be allowed.

NCAAAI is used as an out of level NCAAAI is used as an out of level assessment for some students.assessment for some students.

Students using out of level assessments Students using out of level assessments cannot be counted in participation rates for cannot be counted in participation rates for AYP.AYP.

Better assessments?Better assessments?

New designs give more optionsNew designs give more options All students, whatever the disability area, All students, whatever the disability area,

assessed on grade level conceptsassessed on grade level concepts Creates greater access to the Creates greater access to the Standard Standard

Course of Study Course of Study and higher expectationsand higher expectations Decreases the “gray area” of assessmentDecreases the “gray area” of assessment

Shorter Testing Window?Shorter Testing Window?

Anticipate having specific testing windows Anticipate having specific testing windows for all new assessments for all new assessments

Most information will be submitted through Most information will be submitted through scannable sheets or onlinescannable sheets or online

Proposed ChangesProposed Changes2005-06 School Year2005-06 School Year

NCAAAINCAAAI– NCAAAI has been discontinued!NCAAAI has been discontinued!– Out of level assessment for SWD (ex. 8Out of level assessment for SWD (ex. 8 thth grader grader

using 1using 1stst grade assessment) will NOT continue. grade assessment) will NOT continue.– New assessment is called NCCLAS New assessment is called NCCLAS (North (North

Carolina Checklist of Academic Standards)Carolina Checklist of Academic Standards)– On grade level assessment will continueOn grade level assessment will continue– No scoring until JanuaryNo scoring until January

Proposed ChangesProposed Changes2005-06 School Year-cont.2005-06 School Year-cont.

– Final scoring of objectives/goals/categories will Final scoring of objectives/goals/categories will be completed in an online format.be completed in an online format.

– On grade level assessment for students who On grade level assessment for students who are LEP and some students with disabilities are LEP and some students with disabilities (SWD)(SWD)

– New assessment will be created to address New assessment will be created to address students with disabilities previously assessed students with disabilities previously assessed off grade level.off grade level.

NCCLAS scoring changesNCCLAS scoring changes

New Descriptions of Student PerformanceNew Descriptions of Student Performance– Uses behavioral indicators AND performance Uses behavioral indicators AND performance

level descriptors to rate student performance on level descriptors to rate student performance on specific objectives of the specific objectives of the Standard Course of Standard Course of StudyStudy

Refer to handout for DescriptorsRefer to handout for Descriptors

The “New Stuff”:The “New Stuff”:Possibilities and IdeasPossibilities and Ideas

Modified achievement standards Modified achievement standards assessmentassessment– Will be a modified multiple choice testWill be a modified multiple choice test– Appropriate for students formerly assessed Appropriate for students formerly assessed

three or more grade levels below academically, three or more grade levels below academically, but but withoutwithout a significant cognitive disability a significant cognitive disability

– Aligned with Aligned with assigned assigned grade level content grade level content standardsstandards

– Refer to handouts from Michigan Department of Refer to handouts from Michigan Department of EducationEducation

The “New Stuff” cont.The “New Stuff” cont.

Alternate achievement standardsAlternate achievement standards– Current NCAAP 2005-2006 school yearCurrent NCAAP 2005-2006 school year– Appropriate for students identified as having a Appropriate for students identified as having a

significant cognitive disabilitysignificant cognitive disability– Appropriate for students who might have used Appropriate for students who might have used

the NCAAAI or the NCAAP for assessment.the NCAAAI or the NCAAP for assessment.– For 2006-2007 school year - task based For 2006-2007 school year - task based

assessment with criteria for guidance toward assessment with criteria for guidance toward specific tasks (NCEXTEND1)specific tasks (NCEXTEND1)

““To identify students with the most significant To identify students with the most significant cognitive disabilities, all of the following must be cognitive disabilities, all of the following must be true:true:

• The student requires extensive and explicit instruction to The student requires extensive and explicit instruction to acquire, maintain, and generalize new reading and acquire, maintain, and generalize new reading and mathematics skills for independent living. mathematics skills for independent living.

• The student exhibits severe and pervasive delays in The student exhibits severe and pervasive delays in multiple areas of development and in adaptive behavior multiple areas of development and in adaptive behavior (e.g., mobility, communication, daily living skills, and (e.g., mobility, communication, daily living skills, and self-care).self-care).

• The student’s IEP annual goals focus on the functional The student’s IEP annual goals focus on the functional application of academics (reading, mathematics, and application of academics (reading, mathematics, and writing).writing).

• The student’s performance is evaluated against The student’s performance is evaluated against alternate achievement standards.”alternate achievement standards.”

Questions to be answeredQuestions to be answered

Which students had needs that were not served Which students had needs that were not served appropriately in the “old” assessment program?appropriately in the “old” assessment program?

If you were developing the alternate assessments, If you were developing the alternate assessments, what would “make sense” to you?what would “make sense” to you?

What do you think of the proposed ideas?What do you think of the proposed ideas? What would you change about the proposals? What would you change about the proposals?

What works? What doesn’t work? What works? What doesn’t work? Any other thoughts/suggestions?Any other thoughts/suggestions?

Small Group ActivitySmall Group Activity

Work together in groups of 5-10 to attempt Work together in groups of 5-10 to attempt to answer the questions on the previous to answer the questions on the previous slide.slide.

Have someone record ideas generated.Have someone record ideas generated. Small group ideas will be shared with the Small group ideas will be shared with the

larger group.larger group. ALL input is needed and appreciated!ALL input is needed and appreciated!

Questions/Comments?Questions/Comments?

Sheila Garner BrownSheila Garner Brown

North Carolina State UniversityNorth Carolina State University

Technical Outreach for Public SchoolsTechnical Outreach for Public Schools

919.515.1431919.515.1431

sheila_brown@ncsu.edusheila_brown@ncsu.edu

Questions about the USDE Questions about the USDE regulations?regulations?

Visit the US Department of Education website atVisit the US Department of Education website atwww.ed.govwww.ed.gov

Visit the Council for Exceptional Children website atVisit the Council for Exceptional Children website atwww.cec.sped.orgwww.cec.sped.org