Report of student performance on the North Carolina Alternate Assessments : reading, mathematics, and writing, grades 3-8 |
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North Carolina Testing Program Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2003- 04 Published April 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing STATE BOARD OF EDUCATION HOWARD N. LEE Chairman Raleigh JANE P. NORWOOD Vice Chair Charlotte KATHY A. TAFT Greenville MICHELLE HOWARD- VITAL Wilmington EDGAR D. MURPHY Durham EVELYN B. MONROE West End MARIA T. PALMER Chapel Hill ROBERT “ TOM” SPEED Boone WAYNE MCDEVITT Asheville JOHN TATE III Charlotte BEVERLY PERDUE Lieutenant Governor New Bern RICHARD MOORE State Treasurer Kittrell NC DEPARTMENT OF PUBLIC INSTRUCTION Patricia N. Willoughby, State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601- 2825 :: www. ncpublicschools. org In compliance with federal laws, N C Public Schools administers all state- operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic orgin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to: Dr. Elsie C. Leak, Associate Superintendent Office of Curriculum and School Reform Services 6307 Mail Services Center Raleigh, NC 27699- 6307 Telephone ( 919) 807- 3761; fax ( 919) 807- 3767 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2003- 04 Published April 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing © 2005 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Division of Accountability Services, North Carolina Testing Program, Raleigh, North Carolina 27601- 2825. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Acknowledgments This report is the collaborative work of many individuals. The North Carolina Testing Program is conducted by the North Carolina Department of Public Instruction ( NCDPI), Division of Accountability Services. Technical support services for the program are carried out in collaboration with the Center for Urban Affairs and Community Services at North Carolina State University under the Technical Outreach for Public Schools ( TOPS) program. Mildred Bazemore, Chief of the North Carolina Test Development Section, and Charles Lanier, Educational Research and Evaluation Consultant in the North Carolina Test Development Section, directed the design of the report. Staff at TOPS assisted in analysis and report production. At TOPS we thank Alissa Bernholc, Erin Bohner, Sheila Brown, Nancy Lanier, Marcy Roan, Corre Robinson, Stephen Ward, Anthony Wells, and Karin Wolfe for assistance in creating tables and figures, verifying data accuracy, and coordinating report editing and production. At DPI, we thank Mildred Bazemore, Pam Biggs, Jim Kroening, Charles Lanier, and Scott Ragsdale for assistance in preparing all phases of this publication. Thanks are due especially to the Regional Accountability Coordinators, and the Test Coordinators and Accountability staff at the 117 public school systems and the charter schools who provided the data presented in this report. This report could not exist without the dedication of these professionals. This publication and the information contained within must not be used for personal or financial gain. North Carolina LEA school officials and teachers, parents, and students may download and duplicate this publication for instructional and educational purposes only. Others may not duplicate this publication without prior written permission from the North Carolina Department of Public Instruction ( NCDPI) Division of Accountability Services/ North Carolina Testing Program. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments 2003- 04 Table of Contents Introduction .............................................................................................................................. 1 General Findings and Trends ................................................................................................... 3 Maps of Statewide Totals by LEA ........................................................................................... 8 Statewide Performance NCAAP and NCAAAI Combined ................................................... 17 NCAAP and NCAAAI Combined ................................................................................... 19 NCAAAI On- Level and Off- Level Combined................................................................. 22 Statewide Performance NCAAP and NCAAAI..................................................................... 25 Performance by Subject Area........................................................................................... 27 Performance by Achievement Level ................................................................................ 29 Performance by Ethnicity, by Subject Area ..................................................................... 42 Performance by Gender, by Subject Area........................................................................ 48 Performance of Students with Disabilities, by Subject Area ........................................... 50 Performance of Limited English Proficient Students, by Subject Area........................... 56 Appendices..................................................................................................................... ....... 57 Appendix A: NCAAP Sample............................................................................................... 59 Appendix B: NCAAAI Sample............................................................................................. 61 Appendix C: List of North Carolina Charter Schools, 2003- 04............................................ 63 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 1 Introduction North Carolina Alternate Assessment Portfolio ( NCAAP) To comply with the Individuals with Disabilities in Education Act ( IDEA) of 1997, the North Carolina Alternate Assessment Portfolio ( NCAAP) was administered statewide during the 2000– 2001 school year to students with disabilities in grades 3 through 8 and grade 10. The assessment is a year- long, performance- based assessment process in which assessors collect and evaluate student work and progress relative to goals outlined in the student’s Individualized Education Program ( IEP). In order to participate in NCAAP, students must be in grades 3 through 8 or in grade 10 according to the student information management system, ( e. g., SIMS/ NCWISE). Students must have a significant cognitive disability and a current IEP. Criteria also dictate that students be instructed in the North Carolina Standard Course of Study through the North Carolina Standard Course of Study Essences. In the initial 2000- 2001 program, student performance and growth were assessed in certain functional areas, or “ domains.” These domains included Communication, Personal and Home Management, Career and Vocational, and Community. Based on the goals in their IEP, student tasks were evaluated according to four performance levels: Novice, Apprentice, Proficient, and Distinguished. These categorizations correspond to the Achievement Levels I through IV currently used by assessors to evaluate student performance. Prior to the enactment of the federal No Child Left Behind Act ( NCLB) of 2001, it was recommended that teachers include literacy, numeracy, and technology goals in students’ portfolios. This legislation mandated that reading, mathematics, and writing areas be addressed in the NCAAP. The transitional portfolio retained the original four functional domains. However the recommendation to include literacy and numeracy in the IEP tasks selected for the portfolio became a requirement for the 2001- 2002 portfolio. The full transition to an academic portfolio occurred with the 2002- 2003 portfolio and the original functional domains were changed to the academic components of English/ language arts, and mathematics. Writing is addressed within the English/ language arts component of the NCAAP. Within the North Carolina Standard Course of Study for English/ language arts, there are five competency goals and within the North Carolina Standard Course of Study for Mathematics, there are four strands. Each competency goal and strand is paired with a statement of its critical “ essence.” These essence statements provide a broad interpretation of the competency goal to promote the inclusion of students with the most significant disabilities. The fourth and fifth competency goals in English/ language arts are used in the NCAAP to demonstrate performance in writing for fourth, seventh, and tenth grade students participating in this year- long, performance- based assessment. North Carolina Alternate Assessment Academic Inventory ( NCAAAI) Initiated in March 2001, the North Carolina Alternate Assessment Academic Inventory ( NCAAAI) was developed to address the needs of exceptional children not met by the NCAAP and the North Carolina Computerized Adaptive Testing System ( NCCATS). The NCAAAI is an assessment in which teachers utilize a checklist to evaluate student performance in the areas of reading and mathematics at grades 3 through 8 and 10, writing at grades 4, 7, and 10, and in high school courses in which an end- of- course ( EOC) test is administered. Data are collected at the Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 2 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) ( continued) beginning of the school year or course ( baseline), in the middle ( interim), and at the end of the school year or course ( final). Eligible students with disabilities and students with limited English proficiency ( LEP) may participate in the NCAAAI instead of taking the multiple- choice test as stated in State Board of Education ( SBE) policy HSP- C- 005. For students with disabilities, participation must be documented in each student’s current IEP. Beginning with the 2002- 03 school year, LEP students that met length of enrollment and language proficiency requirements as set forth in SBE policy HSP- C- 005 were eligible to participate in the NCAAAI. If the student is LEP and has an IEP, the IEP determines NCAAAI eligibility. Beginning with the 2003- 04 school year, students with a Section 504 plan must participate in the standard test administration with or without test accommodations and are ineligible for participation in alternate assessments including the NCAAP. For each student participating in the NCAAAI, the assessor ( teacher) receives an individual inventory folder. The folder includes the inventory ( reading, mathematics, and/ or writing or EOC) for the student, score descriptors, and baseline and student profiles to record individual student strengths and needs, as well as the student’s assessment history. Additionally, assessors are required to keep a student work folder as evidence to support the assessor’s scores for the student. The academic inventory is designed to monitor an individual student’s progress throughout the school year. Assessed objectives are the same as the North Carolina Standard Course of Study for reading, mathematics, and writing at each grade level or for high school courses. Objectives are listed by goals for mathematics, and by categories for reading and writing. Students with disabilities assessed using the NCAAAI in reading and mathematics may be assessed below grade level, depending on the decision of the IEP team. Students with LEP must be assessed on grade level for reading and mathematics. Students with disabilities and students with LEP who participate in high school courses that require an EOC exam may be assessed using the NCAAAI on grade level. As part of the writing assessment at grades 4, 7, and 10, the NCAAAI for writing was piloted during the 2002- 03 school year as an alternate assessment for the standard administration. All students participating in the NCAAAI in writing must be assessed on grade level ( at the assigned grade level) in grades 4, 7, and 10. There is no below grade level administration of the NCAAAI for writing or EOC assessments. Students assessed on grade level in any area may receive an Achievement Level of I, II, III, or IV if the assessor has assigned goal or category scores in the 5 to 8 range. Students that are assessed one or two grade levels below their assigned grade may not receive an Achievement Level of III or IV. Students that are assessed three or more grade levels below their assigned grade level and deemed to have the most significant cognitive disability may receive Achievement Levels of I, II, III, or IV if the assessor has assigned goal or category scores in the 5 to 8 range. The assessor ( the teacher) also indicates on the academic checklist if the student achieved growth on the content being assessed. A PDF version of this report is available at: http:// www. ncpublicschools. org/ accountability/ testing/ reports. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 3 General Findings and Trends Demographic Trends The graph below shows the total number of NCAAP students for 2002- 03 and 2003- 04. Figure 1. 2002- 03 & 2003- 04 Number of NCAAP Students* * Refer to Tables 2 - 4 for the number of NCAAP and NCAAAI students combined by subject. The number of students in NCAAP increased to 3,417 in 2003- 04 from 3,146 in 2002- 03 for reading and mathematics. This represents an 8.6 percent increase in the number of students. Totals also increased among NCAAP students in writing, from 1,213 in 2002- 03 to 1,422 in 2003- 04, representing a 17.2 percent increase. As the following graph ( Figure 2) indicates, the number of students in NCAAAI decreased overall in 2003- 04 compared to 2002- 03. The number of on- level reading and mathematics students decreased by 1,771 and 896, respectively, in 2003- 04. This represents a 30.2 percent decrease in on- level reading students and a 16.5 percent decrease in on- level mathematics students. Off- level reading and mathematics students decreased by 3,687 and 3,262, respectively, in 2003- 04. This represents a 30.3 percent decrease in off- level reading students and a 30.3 percent decrease in off- level mathematics students. Of the 12,583 students tested for reading in 2003- 04, and the 18,041 in 2002- 03, 32.5 percent were on- level. Of the 12,039 students tested for mathematics, 37.5 percent were on- level in 2003- 04 vs. 33.4 percent of 16,197 students in 2002- 03. 2002- 03 N= 1,213 2002- 03 N= 3,146 2003- 04 N= 1,422 2003- 04 N= 3,417 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 Reading & Mathematics Writing Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 4 4,086 4,518 4,224 8,497 7,521 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing 5,857 5,414 4,988 12,184 10,783 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing Off- Level On- Level Demographic Trends ( continued) Figure 2. 2002- 03 & 2003- 04 Number of NCAAAI Students* * Students can be tested on- level and/ or off- level in one or more subjects. In 2003- 04, there were 471 students who participated in the reading inventory and 142 students who participated in the mathematics inventory who were not included due to missing values. Male students outnumbered female students by almost two to one for both NCAAP and NCAAAI students in 2003- 04. Males composed 63.7 percent of the 3,417 NCAAP students and 63.3 percent of the 14,480 NCAAAI students. 1 Among ethnicity groups representing the 3,417 students in NCAAP: • White males composed 30.8 percent of all students and 48.3 percent of all males, • Black males composed 27.1 percent of all students and 42.5 percent of all males, • White females made up 18.3 percent of all students and 50.6 percent of all females, • Black females made up 14.3 percent of all students and 39.5 percent of all females, • Hispanic males made up 2.2 percent of all students and 3.5 percent of all males, • Hispanic females made up 1.6 percent of all students and 4.4 percent of all females, • Multi- racial males represented 1.1 percent of all students and 1.8 percent of all males, • Asian males represented 1.0 percent of all students and 1.6 percent of all males, • American Indian males represented .9 percent of all students and 1.4 percent of all males, • Multi- racial females represented .7 percent of all students and 1.9 percent of all females, • Asian and American Indian females each represented .5 percent of all students and 1.3 percent of all females. Among ethnicity groups representing the 14,480 students in NCAAAI in 2003- 04: • Black males constituted 22.8 percent of all students and 36.0 percent of all males, 1 The 14,480 NCAAAI students includes students with no indication of whether they were tested on- or off- level. 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 5 Demographic Trends ( continued) • White males constituted 19.5 percent of all students and 30.7 percent of all males, • Hispanic males made up 16.6 percent of all students and 26.2 percent of all males, • Hispanic females made up 13.6 percent of all students and 37.1 percent of all females, • Black females represented 10.9 percent of all students and 29.8 percent of all females, • White females represented 9.4 percent of all students and 25.7 percent of all females, • Asian males represented 1.9 percent of all students and 3.0 percent of all males, • Asian females represented 1.5 percent of all students and 4.2 percent of all females, • American Indian males composed 1.7 percent of all students and 2.8 percent of all males, • Multi- racial males composed 0.8 percent of all students and 1.3 percent of all males, • American Indian females composed 0.8 percent of all students and 2.2 percent of all females, • Multi- racial females composed 0.4 percent of all students and 1.0 percent of all females. A higher proportion of NCAAAI students ( 28.2%) are designated as LEP than NCAAP students ( 1.8%) in 2003- 04. This difference is due in large part to the fact that LEP status is one reason students participate in NCAAAI. The chart below displays the notable differences in the distribution of exceptional students within each alternate assessment. Figure 3. 2003- 04 Percent of NCAAP and NCAAAI Students with Exceptionalities 7.7 0.6 1.1 0.6 0.4 23.8 1.8 0.2 34.3 0.2 0.1 17.2 0.8 11.7 0.2 0.1 0.2 2.8 0.2 0.4 3.5 3.9 2.8 5.6 13.5 3.0 28.2 0.2 36.5 1.2 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 Autistic Behaviorally- Emotionally Disabled Deaf- Blind Educable Mentally Disabled Hearing Impaired Multihandicapped Not Identified/ Non- LEP Orthopedically Impaired Other Health Impai red Severely/ Profoundly Mentally Disabled Specific Learning Disabled Speec h / Language Impaired Trainable Mentally Disabled Traumatic Brain Injury Visually Impaired Limited English Proficient ( LEP) Percent NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 6 Demographic Trends ( continued) In 2003- 04, the NCAAP students were distributed among the exceptionality categories as follows: trainable mentally disabled ( 34.3%), autistic ( 23.8%), multihandicapped ( 17.2%), and severely/ profoundly mentally disabled ( 11.7%). Of all NCAAAI students, more than a third ( 36.5%) were in the educable mentally disabled and 13.5 percent were in the specific learning disabled categories respectively. Performance Trends Overall, students in both NCAAP and NCAAAI performed at higher Achievement Levels in 2003- 04 compared to 2002- 03. In every subject a larger proportion of NCAAP and NCAAAI students were performing either at or above Achievement Level III. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Over 96.0 percent of all NCAAP students demonstrated growth ( where both scorers agree), 1.8 percent demonstrated some growth ( where one scorer agrees and the other does not), and 1.5 percent of students demonstrated no growth. NCAAAI NCAAP NCAAAI Figure 4. 2002- 03 & 2003- 04 Percent of All NCAAP and NCAAAI Students At or Above Level III for All Subject Areas 47.7 47.6 13.2 17.2 7.4 70.3 61.7 24.1 26.2 11.7 31.1 * 52.2 * 74.3 28.4 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading On- Level Mathematics Writing Off- Level Reading Off- Level Mathematics 2002- 03 2003- 04 NCAAAI Percent Proficient NCAAP Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 7 Of the 90.2 percent of students in NCAAAI participating in reading and/ or receiving an Achievement Level or growth score, 91.3 percent demonstrated growth, 5.1 percent did not, and 3.6 percent were missing responses. Of the 84.1 percent of NCAAAI students participating in mathematics, 93.2 percent demonstrated growth, 5.6 percent did not, and 1.2 percent were missing responses. Of the 30.6 percent tested in writing, 80.2 percent demonstrated growth, 15.9 percent did not, and 3.9 percent were missing responses. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 8 Maps of Statewide Totals by LEA Out of the 117 LEAs in 2003- 04, ( including city units but not charter schools), the average number of NCAAP students in any particular LEA was 29 ( SD= 52.44) while the median was 13 students. The average density of NCAAP students in each LEA was 2.5 NCAAP students per 1,000 students enrolled ( SD= 2.82). 2 The median number of NCAAP students per 1,000 was 2.19. The average number of NCAAAI students in each LEA was 141 while the median number was 77 students ( SD= 244.33). On average, LEAs contained about 12.44 NCAAAI students per 1,000 students enrolled in 2003- 04 ( SD= 7.38). The median number of NCAAAI students per 1,000 was 11.3. Nineteen LEAs ( not including Charter schools) contained no NCAAP students and one contained no NCAAAI students. The maps in Figures 5 and 6 show the distribution of NCAAP and NCAAAI students per 1,000 students for each LEA in North Carolina in 2003- 04. Totals for city units and charter schools are not depicted in the maps but are listed in Table 1 at the end of this section. Figure 5. 2003- 04 Number of NCAAP Students Per 1,000 Students by LEA2 2 The number of NCAAP or NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, and multiplying by 1,000. Although there are LEAs and charter schools with fewer than 1,000 students in grades 3 and 8- 10, all calculations are based on 1,000 students for comparison purposes. , Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 9 Maps of Statewide Totals by LEA ( continued) LEAs with the highest concentration were Newton- Conover City which had 16.4 NCAAP students per 1,000 and Shelby City which had 22.3 NCAAP students per 1,000. Figure 6. 2003- 04 Number of NCAAAI Students Per 1,000 Students by LEA In 2003- 04, one LEA ( Clay County) had zero NCAAAI students and Hyde County had the highest number of NCAAAI students per 1,000 with 40.4 students. , Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 10 Table 1. 2003- 04 Number of NCAAP and NCAAAI Students Per 1,000 Students Enrolled, by LEA and Charter School3 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 ALAMANCE- BURLINGTON 1.0 5.2 ALEXANDER COUNTY 2.7 9.5 ALLEGHANY COUNTY 0.0 13.5 ANSON COUNTY 3.9 6.6 ASHE COUNTY 0.0 10.7 AVERY COUNTY 1.7 8.2 BEAUFORT COUNTY 3.5 1.7 BERTIE COUNTY 4.4 7.9 BLADEN COUNTY 1.2 9.9 BRUNSWICK COUNTY 1.2 12.6 BUNCOMBE COUNTY 2.8 12.8 ASHEVILLE CITY 0.0 35.2 BURKE COUNTY 2.3 6.1 CABARRUS COUNTY 2.5 15.0 KANNAPOLIS CITY 2.4 21.8 CALDWELL COUNTY 0.3 11.0 CAMDEN COUNTY 0.6 9.5 CARTERET COUNTY 1.9 12.6 CASWELL COUNTY 0.0 11.7 CATAWBA COUNTY 0.7 8.8 HICKORY CITY 0.0 11.5 NEWTON- CONOVER 16.4 26.9 CHATHAM COUNTY 0.0 24.4 CHEROKEE COUNTY 3.0 5.7 EDENTON/ CHOWAN 1.2 3.6 CLAY COUNTY 0.0 0.0 CLEVELAND COUNTY 0.1 9.6 KINGS MOUNTAIN CITY 2.4 3.6 SHELBY CITY 22.3 15.6 COLUMBUS COUNTY 3.1 16.7 WHITEVILLE CITY 1.8 5.5 CRAVEN COUNTY 4.7 7.2 CUMBERLAND COUNTY 3.0 9.1 CURRITUCK COUNTY 0.0 11.5 DARE COUNTY 0.8 8.0 3The number of NCAAP and NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, multiplying by 1,000 and rounding to one decimal place. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 11 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 DAVIDSON COUNTY 2.2 6.0 LEXINGTON CITY 0.0 36.6 THOMASVILLE CITY 0.0 29.2 DAVIE COUNTY 0.5 15.1 DUPLIN COUNTY 1.9 13.8 DURHAM COUNTY 3.8 12.7 EDGECOMBE COUNTY 4.7 7.0 FORSYTH COUNTY 3.3 17.8 FRANKLIN COUNTY 2.9 9.3 GASTON COUNTY 2.8 19.2 GATES COUNTY 2.5 6.1 GRAHAM COUNTY 5.9 0.8 GRANVILLE COUNTY 2.8 7.8 GREENE COUNTY 6.6 4.7 GUILFORD COUNTY 3.5 12.3 HALIFAX COUNTY 5.7 22.6 ROANOKE RAPIDS CITY 1.7 10.0 WELDON CITY 4.7 5.6 HARNETT COUNTY 0.7 22.3 HAYWOOD COUNTY 1.0 9.9 HENDERSON COUNTY 1.6 14.5 HERTFORD COUNTY 2.8 27.0 HOKE COUNTY 2.2 23.3 HYDE COUNTY 0.0 40.4 IREDELL- STATESVILLE 2.1 14.8 MOORESVILLE CITY 1.6 5.6 JACKSON COUNTY 4.1 7.7 JOHNSTON COUNTY 3.6 18.3 JONES COUNTY 7.3 22.5 LEE COUNTY 2.9 11.3 LENOIR COUNTY 4.2 10.6 LINCOLN COUNTY 1.9 6.8 MACON COUNTY 0.7 14.5 MADISON COUNTY 3.1 4.7 MARTIN COUNTY 0.0 2.7 MCDOWELL COUNTY 0.0 19.9 MECKLENBURG COUNTY 3.1 18.3 MITCHELL COUNTY 0.0 13.7 MONTGOMERY COUNTY 3.4 19.3 MOORE COUNTY 2.3 7.6 NASH- ROCKY MOUNT 0.0 9.5 NEW HANOVER COUNTY 4.3 9.7 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 12 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 NORTHAMPTON COUNTY 5.5 4.9 ONSLOW COUNTY 2.5 7.1 ORANGE COUNTY 0.8 10.0 CHAPEL HILL- CARRBORO 3.4 21.2 PAMLICO COUNTY 3.5 15.0 PASQUOTANK COUNTY 1.0 11.7 PENDER COUNTY 2.1 10.3 PERQUIMANS COUNTY 4.0 6.4 PERSON COUNTY 4.3 14.2 PITT COUNTY 1.5 13.0 POLK COUNTY 2.5 8.4 RANDOLPH COUNTY 1.7 6.1 ASHEBORO CITY 1.3 14.2 RICHMOND COUNTY 4.3 6.0 ROBESON COUNTY 3.0 25.9 ROCKINGHAM COUNTY 0.3 11.0 ROWAN- SALISBURY 0.0 11.9 RUTHERFORD COUNTY 3.9 3.5 SAMPSON COUNTY 1.6 15.7 CLINTON CITY 0.0 13.5 SCOTLAND COUNTY 6.5 14.9 STANLY COUNTY 1.9 16.0 STOKES COUNTY 1.9 4.4 SURRY COUNTY 1.4 13.4 ELKIN CITY 0.8 14.2 MOUNT AIRY CITY 1.1 23.1 SWAIN COUNTY 0.0 4.4 TRANSYLVANIA COUNTY 3.4 5.3 TYRRELL COUNTY 0.0 26.6 UNION COUNTY 2.3 12.1 VANCE COUNTY 4.5 14.0 WAKE COUNTY 2.7 8.1 WARREN COUNTY 4.5 8.3 WASHINGTON COUNTY 0.5 16.7 WATAUGA COUNTY 1.5 6.6 WAYNE COUNTY 3.1 11.5 WILKES COUNTY 3.2 9.3 WILSON COUNTY 2.5 5.3 YADKIN COUNTY 2.5 15.4 YANCEY COUNTY 1.6 15.0 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 13 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 LAKESIDE SCHOOL 0.0 38.5 RIVER MILL ACADEMY 0.0 0.0 CLOVER GARDEN 0.0 2.9 NEW CENTURY CHARTER 0.0 9.4 GRANDFATHER ACADEMY 0.0 0.0 CROSSNORE ACADEMY 0.0 43.5 WASHINGTON MONTESSORI 0.0 16.1 CHARTER DAY SCHOOL 0.0 2.6 EVERGREEN COMMUNITY CHARTER 0.0 17.3 ARTSPACE CHARTER 0.0 38.1 F DELANY NEW SCHOOL 0.0 35.0 THE NEW DIMENSIONS 0.0 0.0 CAPE LOOKOUT HIGH SCHOOL 0.0 0.0 TILLER SCHOOL 0.0 17.7 ENGELMANN SCH OF ART 0.0 14.3 CHATHAM CHARTER 0.0 0.0 WOODS CHARTER 0.0 5.9 THE LEARNING CENTER 0.0 76.0 ALPHA ACADEMY 0.0 0.0 MAUREEN JOY CHARTER 0.0 20.1 HEALTHY START ACADEMY 0.0 0.0 CARTER COMMUNITY 0.0 43.9 KESTREL HEIGHTS SCHOOL 0.0 6.2 OMUTEKO GWAMAZIIMA 0.0 10.4 RESEARCH TRI CHARTER 0.0 0.0 ANN ATWATER CMTY 0.0 0.0 QUALITY EDUC ACADEMY 0.0 113.1 DOWNTOWN MIDDLE SCHOOL 0.0 27.3 WOODSON SCH OF CHAL 0.0 0.0 THE E WINSTON PRIM 0.0 8.2 FORSYTH ACADEMIES 0.0 1.6 ARTS BASED ELEMENTARY 0.0 5.9 A CHILD'S GARDEN SCHOOL 0.0 0.0 HIGHLAND CHARTER 0.0 0.0 PIEDMONT COMMTY CHAR 0.0 6.2 IMANI INSTITUTE 0.0 0.0 GREENSBORO ACADEMY 0.0 0.0 GUILFORD CHARTER 0.0 0.0 PHOENIX ACADEMY INC 0.0 0.0 THE MOUNTAIN COMMUNITY SCHOOL 0.0 67.1 AMERICAN RENAISSANCE 0.0 0.0 AM RENAISSANCE MID 0.0 5.7 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 14 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 SUCCESS INSTITUTE 0.0 129.4 SUMMIT CHARTER 0.0 11.5 PROVISIONS ACADEMY 0.0 0.0 CHILDREN'S VILLAGE 0.0 15.9 LINCOLN CHARTER 0.0 0.0 COMMUNITY CHARTER SC 0.0 12.8 SUGAR CREEK CHARTER 0.0 10.3 KENNEDY CHARTER 0.0 14.9 LAKE NORMAN CHARTER 0.0 0.0 METROLINA REG SCH ACADEMY 0.0 0.0 QUEEN'S GRANT CMTY 0.0 9.0 CROSSROADS CHARTER 0.0 0.0 ACADEMY OF MOORE COUNTY 0.0 97.2 STARS CHARTER 0.0 0.0 ROCKY MOUNT PREP 0.0 26.7 CAPE FEAR CENTER INQUIRY 0.0 0.0 GASTON COLLEGE PREP 0.0 0.0 ORANGE CHARTER 0.0 11.1 ARAPAHOE CHARTER 0.0 0.0 BETHEL HILL CHARTER 0.0 0.0 CIS ACADEMY 0.0 0.0 BETHANY CMTY MIDDLE 0.0 0.0 ROWAN ACADEMY 0.0 0.0 THOMAS JEFFERSON ACADEMY 0.0 3.1 LAURINBURG CHARTER 0.0 0.0 LAURINBURG HOMEWORK CENTER 0.0 0.0 GRAY STONE DAY 0.0 0.0 MILLENNIUM CHARTER 0.0 0.0 MOUNTAIN DISCOVERY 0.0 12.2 BREVARD ACADEMY 0.0 15.0 UNION ACADEMY 0.0 1.9 VANCE CHARTER SCHOOL 0.0 0.0 EXPLORIS 0.0 0.0 BAKER CHARTER HIGH 0.0 0.0 MAGELLAN CHARTER 0.0 0.0 STERLING MONTESSORI 0.0 15.2 FRANKLIN ACADEMY 0.0 2.5 EAST WAKE ACADEMY 0.0 0.0 SPARC ACADEMY 0.0 0.0 RALEIGH CHARTER HIGH 0.0 0.0 TORCHLIGHT ACADEMY 0.0 0.0 PREEMINENT CHARTER 0.0 0.0 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 15 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 QUEST ACADEMY 0.0 0.0 COMMUNITY PARTNERS 0.0 10.6 HOPE ELEMENTARY 0.0 0.0 HALIWA- SAPONI TRIBAL 0.0 0.0 DILLARD ACADEMY 0.0 0.0 BRIDGES CHARTER SCHOOL 0.0 49.6 SALLIE B HOWARD SCHOOL 0.0 55.3 17 Statewide Performance NCAAP and NCAAAI Combined 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 16,469 100.0 25.3 34.9 26.1 10.5 36.7 92.7 ≤ 5.0.0 Gender Female 5,917 35.9 26.8 35.5 23.6 10.2 33.8 92.0 ≤ 5.0.0 Male 10,546 64.0 24.5 34.6 27.6 10.7 38.3 93.0 ≤ 5.0.0 Not Coded 6 0.0 16.7 16.7 0.0 66.7 66.7 ≥ 95.0 ≤ 5.0.0 Ethnicity American Indian 362 2.2 10.2 27.6 47.8 14.4 62.2 ≥ 95.0 ≤ 5.0 Asian 447 2.7 37.4 36.1 14.3 ≤ 5.0 18.4 84.8 7.2 Black 6,012 36.5 20.9 35.9 29.5 12.7 42.2 ≥ 95.0 ≤ 5.0 Hispanic 3,757 22.8 41.8 32.7 13.8 ≤ 5.0 16.2 82.2 8.9 Multi- Racial 225 1.4 17.4 37.5 27.7 15.2 42.9 ≥ 95.0 ≤ 5.0 White 5,627 34.2 19.4 35.8 30.3 13.5 43.8 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,538 21.5 46.2 31.8 9.8 ≤ 5.0 10.5 78.5 10.3 All Students with Disabilities 12,926 78.5 19.6 35.8 30.6 13.2 43.9 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 386 2.3 23.6 42.0 27.5 6.0 33.4 94.0 ≤ 5.0 Hearing Impaired 163 1.0 29.4 44.2 19.6 6.1 25.8 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 5,298 32.2 21.7 41.0 29.5 6.8 36.4 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,814 11.0 21.0 40.4 29.7 7.7 37.3 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 1,979 12.0 22.4 40.0 29.7 7.0 36.7 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,233 7.5 23.7 41.0 29.0 5.1 34.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 1,421 8.6 22.9 40.8 29.3 6.1 35.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 101 0.6 25.7 44.6 20.8 7.9 28.7 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 55 0.3 27.3 43.6 21.8 7.3 29.1 ≥ 95.0 ≤ 5.0 Visually Impaired 29 0.2 20.7 34.5 31.0 13.8 44.8 ≥ 95.0 ≤ 5.0 Other Health Impaired 853 5.2 21.2 38.6 29.9 9.4 39.3 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 107 0.6 19.6 47.7 26.2 5.6 31.8 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 78 0.5 15.4 38.5 30.8 14.1 44.9 ≥ 95.0 ≤ 5.0 Autistic 1,350 8.2 16.5 26.5 34.0 22.2 56.2 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 405 2.5 17.5 19.0 32.6 30.9 63.5 ≥ 95.0 ≤ 5.0 Multihandicapped 752 4.6 16.9 24.0 30.8 27.6 58.4 ≥ 95.0 ≤ 5.0 Deaf- Blind 7 0.0 ≤ 5.0 28.6 57.1 14.3 71.4 ≥ 95.0 ≤ 5.0 Trainable Mentally Disabled 1,606 9.8 12.3 25.6 34.7 27.3 62.0 ≥ 95.0 ≤ 5.0 Section 504 23 0.1 39.1 26.1 30.4 ≤ 5.0 30.4 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,833 23.3 43.6 33.1 11.6 ≤ 5.0 13.1 80.6 9.7 Not Served by Title I 9,494 57.6 24.1 35.5 25.5 11.8 37.3 93.0 ≤ 5.0 Schoolwide Title I Program 6,608 40.1 26.1 34.1 27.7 9.2 36.8 92.6 ≤ 5.0 Targeted Assistance 203 1.2 39.4 38.9 17.2 ≤ 5.0 19.7 89.2 9.4 Migrant 497 3.0 42.7 29.4 20.3 ≤ 5.0 23.3 86.5 9.5 Assigned Grade 3 2,486 15.1 34.6 36.2 20.0 5.7 25.7 91.4 ≤ 5.0 4 2,880 17.5 26.4 36.5 25.3 8.9 34.2 93.2 ≤ 5.0 5 2,804 17.0 20.9 33.6 30.2 12.4 42.6 93.8 ≤ 5.0 6 2,518 15.3 25.5 35.4 26.7 9.6 36.3 92.8 ≤ 5.0 7 2,345 14.2 24.6 34.4 26.6 11.3 37.9 92.5 ≤ 5.0 8 2,169 13.2 21.0 33.4 28.7 13.6 42.3 92.8 ≤ 5.0 9 2 0.0 * * * * * * * 10 1,263 7.7 22.9 34.5 24.6 15.0 39.7 91.1 5.1 Notes: 1Combines the total number of students in NCAAP reading and NCAAAI on- level and off- level reading 2Total number of students assessed for reading; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 2. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Reading* 19 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 15,595 100.0 27.8 33.4 27.9 9.7 37.6 94.2 ≤ 5.0 Gender Female 5,898 37.8 29.0 34.5 26.3 9.0 35.3 94.1 ≤ 5.0 Male 9,691 62.1 27.0 32.7 28.9 10.1 39.0 94.3 ≤ 5.0 Not Coded 6 0.0 ≤ 5.0 33.3 16.7 50.0 66.7 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 303 1.9 13.2 25.4 43.9 16.8 60.7 ≥ 95.0 ≤ 5.0 Asian 426 2.7 32.2 35.5 25.2 5.2 30.4 90.8 7.0 Black 5,569 35.7 23.1 33.1 31.0 11.7 42.7 ≥ 95.0 ≤ 5.0 Hispanic 3,875 24.8 42.8 34.3 18.5 ≤ 5.0 21.0 89.2 9.6 Multi- Racial 213 1.4 22.2 33.0 27.8 15.6 43.4 ≥ 95.0 ≤ 5.0 White 5,170 33.2 22.3 33.5 30.8 12.5 43.3 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,828 24.5 44.9 34.3 16.8 ≤ 5.0 18.8 87.9 10.8 All Students with Disabilities 11,763 75.4 22.2 33.1 31.5 12.3 43.8 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 328 2.1 29.0 40.2 23.2 6.7 29.9 93.6 5.5 Hearing Impaired 132 0.8 25.8 44.7 23.5 5.3 28.8 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 5,077 32.6 24.7 39.9 28.0 6.5 34.5 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,035 6.6 22.8 42.5 26.2 5.6 31.8 94.1 ≤ 5.0 Learning Disabled- Reading 1,183 7.6 23.1 41.8 27.6 5.3 32.9 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,048 6.7 23.1 42.8 27.6 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 913 5.9 24.2 42.4 26.8 ≤ 5.0 31.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 85 0.5 35.3 47.1 16.5 ≤ 5.0 17.6 90.6 9.4 Speech- Language Impaired 49 0.3 26.5 46.9 16.3 8.2 24.5 ≥ 95.0 ≤ 5.0 Visually Impaired 26 0.2 15.4 42.3 30.8 11.5 42.3 ≥ 95.0 ≤ 5.0 Other Health Impaired 780 5.0 26.3 36.6 27.1 9.2 36.3 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 112 0.7 24.1 37.5 30.4 6.3 36.6 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 77 0.5 19.5 41.6 27.3 11.7 39.0 ≥ 95.0 ≤ 5.0 Autistic 1,354 8.7 18.1 23.3 39.7 18.1 57.7 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 405 2.6 23.7 14.3 37.3 24.7 62.0 ≥ 95.0 ≤ 5.0 Multihandicapped 750 4.8 20.3 20.2 37.3 21.4 58.7 ≥ 95.0 ≤ 5.0 Deaf- Blind 7 0.0 ≤ 5.0 28.6 71.4 ≤ 5.0 71.4 ≥ 95.0 ≤ 5.0 Trainable Mentally Disabled 1,610 10.3 14.0 19.2 40.0 26.6 66.7 ≥ 95.0 ≤ 5.0 Section 504 21 0.1 23.8 38.1 28.6 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,898 25.0 43.4 34.7 17.8 ≤ 5.0 19.9 88.4 10.2 Not Served by Title I 9,166 58.8 26.9 33.0 27.9 10.8 38.7 94.5 ≤ 5.0 Schoolwide Title I Program 6,074 38.9 28.6 33.6 28.3 8.5 36.8 94.3 ≤ 5.0 Targeted Assistance 184 1.2 37.0 40.2 15.8 ≤ 5.0 19.6 85.9 13.6 Migrant 534 3.4 32.4 38.8 25.7 ≤ 5.0 28.1 91.2 8.6 Assigned Grade 3 2,285 14.7 35.6 35.8 22.0 5.8 27.8 94.4 ≤ 5.0 4 2,647 17.0 31.5 34.6 25.7 7.3 33.0 ≥ 95.0 ≤ 5.0 5 2,581 16.6 26.4 31.3 31.1 10.0 41.2 ≥ 95.0 ≤ 5.0 6 2,416 15.5 28.3 33.8 27.6 9.1 36.7 92.8 5.6 7 2,281 14.6 24.5 34.6 28.5 11.0 39.5 94.8 ≤ 5.0 8 2,158 13.8 22.3 32.7 30.4 13.4 43.8 94.2 ≤ 5.0 9 3 0.0 * * * * * * * 10 1,222 7.8 22.6 28.8 31.9 14.1 45.9 91.0 5.8 Notes: 1Combines the total number of students in NCAAP mathematics and NCAAAI on- level and off- level mathematics 2Total number of students assessed for mathematics; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 3. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Mathematics* 20 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 5,641 100.0 44.7 30.2 13.7 10.7 24.5 87.0 12.3 Gender Female 2,150 38.1 45.6 30.0 13.3 10.5 23.8 88.0 11.3 Male 3,489 61.9 44.2 30.3 14.0 10.9 24.8 86.4 13.0 Not Coded 2 0.0 * * * * * * * Ethnicity American Indian 148 2.6 37.8 29.7 25.0 7.4 32.4 79.1 20.9 Asian 205 3.6 47.1 36.3 10.3 ≤ 5.0 15.2 90.7 8.3 Black 1,913 33.9 40.0 29.7 16.2 13.6 29.8 88.6 10.5 Hispanic 1,557 27.6 56.5 32.5 8.5 ≤ 5.0 10.3 84.9 15.1 Multi- Racial 69 1.2 30.4 27.5 18.8 23.2 42.0 ≥ 95.0 ≤ 5.0 White 1,736 30.8 40.5 28.0 14.9 15.9 30.8 86.9 12.0 Not Exceptional4 1,574 27.9 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6 All Students with Disabilities 4,066 72.1 40.3 28.9 15.7 14.6 30.3 87.6 11.4 Behaviorally- Emotionally Disabled 109 1.9 36.7 36.7 23.9 ≤ 5.0 26.6 87.2 12.8 Hearing Impaired 60 1.1 48.3 43.3 ≤ 5.0 ≤ 5.0 6.7 85.0 15.0 Educable Mentally Disabled 1,574 27.9 48.7 34.3 11.8 ≤ 5.0 16.0 84.9 14.8 Specific Learning Disabled4 448 7.9 34.9 44.6 17.8 ≤ 5.0 20.5 86.8 12.1 Learning Disabled- Reading 485 8.6 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8 Learning Disabled- Mathematics 311 5.5 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9 Learning Disabled- Written Expression 450 8.0 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9 Learning Disabled- Other 27 0.5 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8 Speech- Language Impaired 26 0.5 57.7 34.6 7.7 ≤ 5.0 7.7 84.6 15.4 Visually Impaired 3 0.1 * * * * * * * Other Health Impaired 224 4.0 49.6 28.1 13.8 7.6 21.4 87.1 12.9 Orthopedically Impaired 33 0.6 48.5 30.3 18.2 ≤ 5.0 21.2 87.9 12.1 Traumatic Brain Injury 21 0.4 38.1 ≤ 5.0 28.6 23.8 52.4 85.7 9.5 Autistic 442 7.8 31.7 21.3 20.4 26.4 46.8 90.0 7.9 Severely/ Profoundly Mentally Disabled 177 3.1 28.5 15.1 20.9 35.5 56.4 ≥ 95.0 ≤ 5.0 Multihandicapped 282 5.0 30.6 18.0 19.8 31.3 51.1 93.3 ≤ 5.0 Deaf- Blind 5 0.1 20.0 20.0 40.0 20.0 60.0 80.0 20.0 Trainable Mentally Disabled 650 11.5 32.0 16.9 16.9 34.2 51.1 88.6 10.3 Section 504 12 0.2 50.0 8.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 1,592 28.2 56.2 32.9 8.8 ≤ 5.0 10.0 85.2 14.8 Not Served by Title I 3,341 59.2 44.5 29.0 12.8 13.1 25.9 88.2 10.9 Schoolwide Title I Program 2,171 38.5 44.7 31.5 15.6 7.7 23.2 84.8 14.8 Targeted Assistance 57 1.0 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5 Migrant 194 3.4 47.9 32.0 14.9 ≤ 5.0 17.0 88.7 11.3 Assigned Grade 4 2,637 46.7 46.3 31.1 14.0 8.0 22.0 86.7 13.0 7 2,230 39.5 45.7 30.2 13.5 9.8 23.3 87.1 12.4 10 774 13.7 36.4 26.7 13.4 22.6 36.0 87.7 9.8 Notes: 1Combines total number of students in NCAAP and NCAAAI Writing 2Total number of students assessed for writing. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 4. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Writing 21 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 13,054 100.0 29.0 39.3 23.4 ≤ 5.0 27.8 91.3 5.1 Gender Female 4,684 35.9 30.7 39.8 20.7 ≤ 5.0 24.6 90.4 ≤ 5.0 Male 8,369 64.1 28.1 39.0 24.9 ≤ 5.0 29.6 91.8 5.2 Not Coded 1 0.0 * * * * * * * Ethnicity American Indian 316 2.4 10.1 31.0 51.3 7.6 58.9 ≥ 95.0 ≤ 5.0 Asian 396 3.0 40.2 37.4 11.6 ≤ 5.0 13.4 83.3 8.1 Black 4,597 35.2 23.8 41.3 27.5 6.1 33.7 ≥ 95.0 ≤ 5.0 Hispanic 3,629 27.8 43.0 33.2 12.7 ≤ 5.0 14.2 81.5 9.2 Multi- Racial 163 1.2 20.9 42.9 25.2 8.0 33.1 ≥ 95.0 ≤ 5.0 White 3,953 30.3 23.1 43.2 27.2 ≤ 5.0 32.3 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,540 27.1 46.2 31.9 9.8 ≤ 5.0 10.5 78.5 10.3 All Students with Disabilities 9,512 72.9 22.7 42.0 28.4 5.8 34.3 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 381 2.9 23.6 42.5 26.8 6.0 32.8 94.2 ≤ 5.0 Hearing Impaired 155 1.2 31.0 43.2 19.4 5.8 25.2 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 5,034 38.6 22.3 42.4 29.0 5.3 34.4 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,809 13.9 21.1 40.4 29.7 7.6 37.3 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 1,979 15.2 22.4 40.0 29.7 7.0 36.7 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,233 9.4 23.7 41.0 29.0 5.1 34.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 1,421 10.9 22.9 40.8 29.3 6.1 35.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 101 0.8 25.7 44.6 20.8 7.9 28.7 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 49 0.4 28.6 46.9 22.4 ≤ 5.0 24.5 ≥ 95.0 ≤ 5.0 Visually Impaired 24 0.2 25.0 33.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0 Other Health Impaired 757 5.8 22.3 41.5 28.9 6.3 35.3 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 80 0.6 23.8 53.8 18.8 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 56 0.4 17.9 50.0 23.2 7.1 30.4 ≥ 95.0 ≤ 5.0 Autistic 537 4.1 27.7 39.1 26.1 ≤ 5.0 31.1 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 71.4 14.3 ≤ 5.0 14.3 ≥ 95.0 ≤ 5.0 Multihandicapped 164 1.3 18.9 41.5 32.3 ≤ 5.0 36.6 ≥ 95.0 ≤ 5.0 Deaf- Blind 3 0.0 * * * * * * * Trainable Mentally Disabled 433 3.3 25.2 44.6 24.9 5.1 30.0 ≥ 95.0 ≤ 5.0 Section 504 23 0.2 39.1 26.1 30.4 ≤ 5.0 30.4 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,772 28.9 44.2 33.3 11.0 ≤ 5.0 12.2 80.2 9.9 Not Served by Title I 7,058 54.1 28.6 41.4 21.5 ≤ 5.0 25.9 91.3 ≤ 5.0 Schoolwide Title I Program 5,644 43.2 28.6 36.9 26.4 ≤ 5.0 30.9 91.7 ≤ 5.0 Targeted Assistance 201 1.5 39.8 39.3 16.9 ≤ 5.0 18.9 89.1 9.5 Migrant 486 3.7 43.6 29.8 20.2 ≤ 5.0 21.8 86.2 9.7 Assigned Grade 3 2,082 15.9 38.9 39.5 16.0 ≤ 5.0 17.3 89.9 6.0 4 2,407 18.4 30.0 40.2 22.6 ≤ 5.0 26.3 92.1 ≤ 5.0 5 2,253 17.3 24.5 37.3 28.5 6.2 34.7 92.7 ≤ 5.0 6 2,000 15.3 29.5 39.5 23.9 ≤ 5.0 27.5 91.7 ≤ 5.0 7 1,818 13.9 28.4 38.9 23.8 ≤ 5.0 28.6 90.9 5.4 8 1,647 12.6 23.5 38.9 26.6 6.7 33.3 91.1 ≤ 5.0 9 1 0.0 * * * * * * * 10 846 6.5 25.4 42.0 22.2 6.0 28.3 89.0 7.7 Notes: 1Combines total number of NCAAAI students in on- level and off- level reading including those students without a score for growth. 2Total number of students assessed for reading. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 5. 2003- 04 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Reading Combined 22 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 12,181 100.0 31.7 39.5 23.3 ≤ 5.0 27.3 93.2 5.6 Gender Female 4,666 38.3 32.7 40.5 22.0 ≤ 5.0 25.2 93.1 5.6 Male 7,514 61.7 31.1 38.8 24.1 ≤ 5.0 28.5 93.3 5.6 Not Coded 1 0.0 * * * * * * * Ethnicity American Indian 257 2.1 14.0 28.4 47.1 9.7 56.8 ≥ 95.0 ≤ 5.0 Asian 376 3.1 33.2 38.8 22.6 ≤ 5.0 25.8 89.9 8.0 Black 4,154 34.1 26.6 40.4 26.3 5.3 31.6 94.8 ≤ 5.0 Hispanic 3,747 30.8 43.7 34.9 17.4 ≤ 5.0 19.4 88.7 9.9 Multi- Racial 151 1.2 25.2 43.7 20.5 8.6 29.1 ≥ 95.0 ≤ 5.0 White 3,496 28.7 26.3 43.9 24.4 ≤ 5.0 28.5 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,831 31.5 44.9 34.3 16.9 ≤ 5.0 18.8 87.8 10.8 All Students with Disabilities 8,349 68.5 25.6 41.8 26.2 ≤ 5.0 31.2 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 323 2.7 29.1 40.9 22.9 6.2 29.1 93.8 5.6 Hearing Impaired 124 1.0 27.4 46.0 21.0 ≤ 5.0 25.8 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 4,813 39.5 25.3 41.5 27.2 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,030 8.5 22.8 42.5 26.2 5.5 31.7 94.5 ≤ 5.0 Learning Disabled- Reading 1,183 9.7 23.1 41.8 27.6 5.3 32.9 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,048 8.6 23.1 42.8 27.6 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 913 7.5 24.2 42.4 26.8 ≤ 5.0 31.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 85 0.7 35.3 47.1 16.5 ≤ 5.0 17.6 90.6 9.4 Speech- Language Impaired 43 0.4 27.9 51.2 11.6 7.0 18.6 ≥ 95.0 ≤ 5.0 Visually Impaired 21 0.2 19.0 52.4 23.8 ≤ 5.0 28.6 ≥ 95.0 ≤ 5.0 Other Health Impaired 684 5.6 27.8 39.8 25.3 6.3 31.6 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 85 0.7 28.2 43.5 21.2 ≤ 5.0 25.9 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 55 0.5 23.6 50.9 18.2 7.3 25.5 ≥ 95.0 ≤ 5.0 Autistic 541 4.4 29.9 40.3 24.0 ≤ 5.0 27.4 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 57.1 28.6 ≤ 5.0 28.6 85.7 14.3 Multihandicapped 162 1.3 19.1 45.7 26.5 ≤ 5.0 31.5 ≥ 95.0 ≤ 5.0 Deaf- Blind 3 0.0 * * * * * * * Trainable Mentally Disabled 437 3.6 26.3 44.2 26.1 ≤ 5.0 28.8 ≥ 95.0 ≤ 5.0 Section 504 21 0.2 23.8 38.1 28.6 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,839 31.5 43.9 34.9 17.2 ≤ 5.0 19.1 88.1 10.3 Not Served by Title I 6,731 55.3 31.8 40.7 22.0 ≤ 5.0 25.7 93.3 5.4 Schoolwide Title I Program 5,110 42.0 31.2 37.9 25.2 ≤ 5.0 29.6 93.5 5.5 Targeted Assistance 182 1.5 37.4 40.7 14.8 ≤ 5.0 18.7 85.7 13.7 Migrant 523 4.3 33.1 39.6 25.2 ≤ 5.0 26.6 91.0 8.8 Assigned Grade 3 1,880 15.4 40.2 40.5 16.2 ≤ 5.0 18.2 93.5 5.7 4 2,175 17.9 35.8 39.4 21.0 ≤ 5.0 23.8 94.8 ≤ 5.0 5 2,030 16.7 30.3 37.4 26.7 ≤ 5.0 30.9 94.2 ≤ 5.0 6 1,898 15.6 32.3 39.3 22.7 ≤ 5.0 26.8 91.7 7.2 7 1,754 14.4 28.1 40.9 24.3 ≤ 5.0 29.2 93.8 ≤ 5.0 8 1,637 13.4 25.5 39.3 27.0 6.5 33.5 92.9 5.6 9 2 0.0 * * * * * * * 10 805 6.6 23.2 40.1 28.7 ≤ 5.0 32.7 88.7 8.8 Notes: 1Combines total number of NCAAAI students in on- level and off- level mathematics including those students without a score for growth. 2Total number of students assessed for mathematics. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 6. 2003- 04 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Mathematics Combined 23 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,224 100.0 52.7 34.6 10.7 ≤ 5.0 11.7 83.5 16.5 Gender Female 1,615 38.2 53.1 33.9 11.0 ≤ 5.0 12.2 85.0 15.0 Male 2,609 61.8 52.5 35.1 10.5 ≤ 5.0 11.5 82.6 17.3 Ethnicity American Indian 132 3.1 40.2 31.8 28.0 ≤ 5.0 28.0 76.5 23.5 Asian 186 4.4 50.0 37.6 9.1 ≤ 5.0 10.8 90.9 9.1 Black 1,300 30.8 48.3 35.8 13.2 ≤ 5.0 15.2 84.5 15.5 Hispanic 1,506 35.7 57.7 33.1 7.8 ≤ 5.0 8.4 84.4 15.6 Multi- Racial 38 0.9 50.0 31.6 15.8 ≤ 5.0 18.4 92.1 7.9 White 1,062 25.1 53.3 35.3 9.5 ≤ 5.0 10.3 80.3 19.6 Not Exceptional4 1,574 37.3 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6 All Students with Disabilities 2,650 62.7 50.7 35.4 11.8 ≤ 5.0 13.1 82.4 17.5 Behaviorally- Emotionally Disabled 107 2.5 37.4 37.4 23.4 ≤ 5.0 25.2 86.9 13.1 Hearing Impaired 56 1.3 50.0 42.9 5.4 ≤ 5.0 5.4 83.9 16.1 Educable Mentally Disabled 1,447 34.3 51.4 36.0 10.7 ≤ 5.0 11.5 83.8 16.1 Specific Learning Disabled4 444 10.5 34.9 44.6 17.8 ≤ 5.0 20.5 87.6 12.2 Learning Disabled- Reading 485 11.5 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8 Learning Disabled- Mathematics 311 7.4 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9 Learning Disabled- Written Expression 450 10.7 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9 Learning Disabled- Other 27 0.6 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8 Speech- Language Impaired 24 0.6 58.3 33.3 8.3 ≤ 5.0 8.3 83.3 16.7 Visually Impaired 3 0.1 * * * * * * * Other Health Impaired 185 4.4 55.7 29.2 13.0 ≤ 5.0 14.1 84.3 15.7 Orthopedically Impaired 25 0.6 60.0 28.0 12.0 ≤ 5.0 12.0 84.0 16.0 Traumatic Brain Injury 11 0.3 45.5 9.1 27.3 9.1 36.4 81.8 18.2 Autistic 151 3.6 55.0 35.1 8.6 ≤ 5.0 9.3 76.8 23.2 Severely/ Profoundly Mentally Disabled 2 0.0 * * * * * * * Multihandicapped 45 1.1 71.1 22.2 ≤ 5.0 ≤ 5.0 ≤ 5.0 73.3 26.7 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 136 3.2 83.8 13.2 ≤ 5.0 ≤ 5.0 2.9 50.7 49.3 Section 504 12 0.3 50.0 8.3 33.3 8.3 41.7 * * Limited English Proficient ( LEP) 1,563 37.0 56.9 33.1 8.3 ≤ 5.0 9.0 84.9 15.1 Not Served by Title I 2,269 53.7 55.7 34.5 8.1 ≤ 5.0 8.9 83.9 16.1 Schoolwide Title I Program 1,833 43.4 49.0 34.6 14.1 ≤ 5.0 15.7 82.4 17.5 Targeted Assistance 57 1.3 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5 Migrant 188 4.5 49.5 32.4 14.4 ≤ 5.0 14.9 88.3 11.7 Assigned Grade 4 2,164 51.2 52.5 34.8 11.2 ≤ 5.0 12.0 84.1 15.9 7 1,703 40.3 53.4 34.1 10.3 ≤ 5.0 11.6 83.7 16.2 10 357 8.5 51.3 35.9 9.2 ≤ 5.0 10.9 78.7 21.3 Notes: 1Total number of NCAAAI students in writing; does not include thirty- one students who were tested off- level for writing ( scores invalidated). 2Total number of students assessed for writing. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 7. 2003- 04 NCAAAI1 Statewide Student Performance in Writing 24 Statewide Performance NCAAP and NCAAAI 2003- 04 25 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Not Number Percent of at at at at At or Above at at at at At or Above Achieving Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Level I Level II Level III Level IV Level III Growth Growth All Students 3,417 100.0 10.9 18.1 36.5 33.8 70.3 13.5 11.5 44.2 30.1 74.3 ≥ 95.0 ≤ 5.0 Gender Females 1,234 36.1 11.6 19.4 34.2 34.3 68.5 14.8 11.6 42.3 30.7 73.0 ≥ 95.0 ≤ 5.0 Males 2,178 63.7 10.5 17.4 37.9 33.4 71.3 12.9 11.4 45.3 29.7 75.0 ≥ 95.0 ≤ 5.0 Not Coded 5 0.1 20.0 * * 80.0 80.0 * 20.0 20.0 60.0 80.0 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 46 1.3 10.9 4.3 23.9 60.9 84.8 8.7 8.7 26.1 56.5 82.6 ≥ 95.0 ≤ 5.0 Asian 51 1.5 15.7 25.5 35.3 21.6 56.9 23.5 9.8 45.1 19.6 64.7 ≥ 95.0 ≤ 5.0 Black 1,415 41.4 11.4 18.4 35.6 33.9 69.5 12.8 11.6 44.6 30.4 75.0 ≥ 95.0 ≤ 5.0 Hispanic 130 3.8 8.5 20.0 44.6 26.9 71.5 16.9 15.4 48.5 19.2 67.7 ≥ 95.0 ≤ 5.0 Multi- Racial 62 1.8 8.1 22.6 33.9 33.9 67.7 14.5 6.5 45.2 32.3 77.4 ≥ 95.0 ≤ 5.0 White 1,674 49.0 10.6 18.0 37.3 33.4 70.7 13.9 11.5 44.0 29.9 73.9 ≥ 95.0 ≤ 5.0 Not Coded 39 1.1 12.8 5.1 28.2 53.8 82.1 7.7 7.7 41.0 43.6 84.6 ≥ 95.0 ≤ 5.0 27 All Students with Disabilities 3,414 99.9 10.9 18.1 36.5 33.8 70.3 13.5 11.5 44.2 30.1 74.3 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 5 0.1 20.0 * 80.0 * 80.0 20.0 * 40.0 40.0 80.0 80.0 20.0 Hearing Impaired 8 0.2 ≤ 5.0 62.5 25.0 12.5 37.5 ≤ 5.0 25.0 62.5 12.5 75.0 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 264 7.7 10.2 14.0 38.6 34.8 73.5 12.1 9.8 41.3 34.5 75.8 ≥ 95.0 ≤ 5.0 Specific Learning Disabled 5 0.1 * * * 20.0 20.0 * * * 20.0 20.0 20.0 ≤ 5.0 Speech- Language Impaired 6 0.2 16.7 16.7 16.7 50.0 66.7 16.7 16.7 50.0 16.7 66.7 ≥ 95.0 ≤ 5.0 Visually Impaired 5 0.1 * 40.0 20.0 40.0 60.0 * * 60.0 40.0 ≥ 95.0 ≥ 95.0 ≤ 5.0 Other Health Impaired 96 2.8 12.5 15.6 37.5 33.3 70.8 15.6 13.5 39.6 30.2 69.8 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 27 0.8 7.4 29.6 48.1 14.8 63.0 11.1 18.5 59.3 11.1 70.4 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 22 0.6 9.1 9.1 50.0 31.8 81.8 9.1 18.2 50.0 22.7 72.7 ≥ 95.0 ≤ 5.0 Autistic 813 23.8 8.9 18.0 38.9 33.3 72.2 10.0 11.7 49.7 27.7 77.4 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 398 11.6 17.6 18.1 32.9 31.4 64.3 23.9 13.6 37.4 25.1 62.6 ≥ 95.0 ≤ 5.0 Multihandicapped 588 17.2 16.3 19.0 30.3 34.0 64.3 20.6 13.1 40.1 25.9 66.0 ≥ 95.0 ≤ 5.0 Deaf- Blind 4 0.1 * * * * * * * * * * * * Trainable Mentally Disabled 1,173 34.3 7.6 18.6 38.2 35.5 73.7 9.4 9.8 45.2 35.5 80.6 ≥ 95.0 ≤ 5.0 Not Coded 3 0.1 * * * * * * * * * * * * Limited English Proficient ( LEP) 62 1.8 11.3 21.0 46.8 21.0 67.7 12.9 19.4 51.6 16.1 67.7 ≥ 95.0 ≤ 5.0 Not Served by Title I 2,437 71.3 10.8 18.3 37.1 33.0 70.1 13.3 11.7 44.1 30.3 74.4 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 965 28.2 11.1 17.4 35.1 36.1 71.2 14.4 10.9 44.5 29.9 74.4 ≥ 95.0 ≤ 5.0 Targeted Assistance 2 0.1 * * * * * * * * * * * * Migrant 11 0.3 ≤ 5.0 9.1 27.3 63.6 90.9 ≤ 5.0 ≤ 5.0 45.5 54.5 ≥ 95.0 ≥ 95.0 ≤ 5.0 Notes 1" Percent of All Students" within a category may not sum to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 8. 2003- 04 NCAAP Statewide Student Performance at Each Achievement Level, Percent Achieving Growth, and Percent Not Achieving Growth, Reading Mathematics in Reading and Mathematics Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Growth Growth All Students 1,422 100.0 20.1 16.2 22.5 39.2 61.7 ≥ 95.0 ≤ 5.0 Gender Females 538 37.8 22.1 17.7 19.9 38.3 58.2 ≥ 95.0 ≤ 5.0 Males 882 62.0 18.9 15.3 24.1 39.8 63.9 ≥ 95.0 ≤ 5.0 Not Coded 2 0.1 * * * * * * * Ethnicity American Indian 16 1.1 18.8 12.5 ≤ 5.0 68.8 68.8 ≥ 95.0 ≤ 5.0 Asian 19 1.3 15.8 21.1 21.1 36.8 57.9 89.5 5.3 Black 614 43.2 21.5 16.0 22.0 37.9 59.9 ≥ 95.0 ≤ 5.0 Hispanic 51 3.6 19.6 13.7 31.4 35.3 66.7 ≥ 95.0 ≤ 5.0 Multi- Racial 31 2.2 6.5 22.6 22.6 48.4 71.0 ≥ 95.0 ≤ 5.0 White 678 47.7 19.9 16.2 23.0 39.5 62.5 ≥ 95.0 ≤ 5.0 Not Coded 13 0.9 ≤ 5.0 23.1 15.4 23.1 38.5 ≥ 95.0 ≤ 5.0 All Students with Disabilities 1,421 99.9 20.1 16.2 22.5 39.3 61.8 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 2 0.1 * * * * * * * Hearing Impaired 6 0.4 33.3 50.0 ≤ 5.0 16.7 16.7 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 127 8.9 16.5 14.2 23.6 44.1 67.7 ≥ 95.0 ≤ 5.0 Specific Learning Disabled 4 0.3 * * * * * * * Speech- Language Impaired 2 0.1 * * * * * * * Visually Impaired 1 0.1 * * * * * * * Other Health Impaired 39 2.7 20.5 23.1 17.9 38.5 56.4 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 8 0.6 12.5 37.5 37.5 12.5 50.0 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 10 0.7 30.0 ≤ 5.0 30.0 40.0 70.0 90.0 10.0 Autistic 292 20.5 19.2 13.7 26.0 39.0 65.1 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 175 12.3 27.4 14.3 20.6 34.9 55.4 ≥ 95.0 ≤ 5.0 Multihandicapped 238 16.7 22.3 16.8 22.3 37.0 59.2 ≥ 95.0 ≤ 5.0 Deaf- Blind 3 0.2 * * * * * * * Trainable Mentally Disabled 514 36.1 17.9 17.7 21.2 42.0 63.2 ≥ 95.0 ≤ 5.0 Not Coded 1 0.1 * * * * * * * Limited English Proficient ( LEP) 29 2.0 17.2 17.2 37.9 27.6 65.5 ≥ 95.0 ≤ 5.0 Not Served by Title I 1,077 75.7 20.1 16.7 22.3 38.9 61.2 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 338 23.8 20.7 14.2 23.4 40.8 64.2 ≥ 95.0 ≤ 5.0 Targeted Assistance 0 0.0 * * * * * * * Migrant 6 0.4 ≤ 5.0 16.7 33.3 50.0 83.3 ≥ 95.0 ≤ 5.0 Notes: 1" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 9. 2003- 04 NCAAP Statewide Student Performance at Each Achievment Level, Percent Achieving Growth, and Percent Not Achieving Growth, in Writing Writing 28 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 29 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 7. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Reading, Percent at Each Achievement Level, 2002- 03 ( N= 3,146) and 2003- 04 ( N= 3,417) 15.9 31.9 29.8 17.9 10.9 18.1 36.5 33.8 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 30 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 8. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Mathematics, Percent at Each Achievement Level, 2002- 03 ( N= 3,146) and 2003- 04 ( N= 3,417) 20.4 22.9 37.0 13.5 11.5 15.2 44.2 30.1 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 31 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 9. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Writing, Percent at Each Achievement Level, 2002- 03 ( N= 1,213) and 2003- 04 ( N= 1,422) 19.5 27.9 21.8 25.8 20.1 16.2 22.5 39.2 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,086 100.0 42.3 33.2 21.4 ≤ 5.0 24.1 90.1 9.9 Gender Female 1,739 42.6 43.6 35.1 18.8 ≤ 5.0 21.0 90.9 9.1 Male 2,347 57.4 41.4 31.8 23.3 ≤ 5.0 26.4 89.6 10.4 Ethnicity American Indian 186 4.6 5.4 26.3 61.3 7.0 68.3 ≥ 95.0 ≤ 5.0 Asian 291 7.1 49.5 39.2 10.0 ≤ 5.0 10.7 90.4 9.6 Black 540 13.2 19.6 22.2 48.9 9.3 58.1 93.1 6.9 Hispanic 2,699 66.1 52.2 34.8 11.8 ≤ 5.0 12.6 88.3 11.7 Multi- Racial 22 0.5 13.6 45.5 31.8 9.1 40.9 ≥ 95.0 ≤ 5.0 White 348 8.5 17.0 35.9 41.1 5.5 46.6 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,088 75.6 51.8 35.9 11.0 ≤ 5.0 11.9 88.3 11.7 All Students with Disabilities 997 24.4 12.9 24.8 53.6 8.3 61.9 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 41 1.0 17.1 22.0 53.7 7.3 61.0 90.2 9.8 Hearing Impaired 14 0.3 57.1 7.1 35.7 ≤ 5.0 35.7 85.7 14.3 Educable Mentally Disabled 465 11.4 12.7 25.4 54.4 7.5 61.9 94.8 5.2 Specific Learning Disabled4 305 7.5 8.5 23.3 55.4 12.1 67.5 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 354 8.7 9.9 24.0 55.9 9.6 65.5 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 186 4.6 11.3 27.4 55.4 5.4 60.8 94.6 5.4 Learning Disabled- Written Expression 210 5.1 10.5 23.3 55.7 10.0 65.7 94.8 5.2 Learning Disabled- Other 8 0.2 12.5 62.5 25.0 ≤ 5.0 25.0 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 12 0.3 25.0 50.0 25.0 ≤ 5.0 25.0 ≥ 95.0 ≤ 5.0 Visually Impaired 8 0.2 0.0 25.0 62.5 12.5 75.0 ≥ 95.0 ≤ 5.0 Other Health Impaired 80 2.0 10.0 21.3 63.8 ≤ 5.0 67.5 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 3 0.1 * * * * * * * Traumatic Brain Injury 5 0.1 0.0 60.0 20.0 20.0 40.0 ≥ 95.0 ≤ 5.0 Autistic 34 0.8 20.6 29.4 44.1 5.9 50.0 94.1 5.9 Multihandicapped 5 0.1 0.0 60.0 40.0 ≤ 5.0 40.0 ≥ 95.0 ≤ 5.0 Deaf- Blind 1 0.0 * * * * * * * Trainable Mentally Disabled 7 0.2 42.9 28.6 14.3 14.3 28.6 71.4 28.6 Not Coded 1 0.0 * * * * * * * Section 504 17 0.4 47.1 11.8 35.3 ≤ 5.0 35.3 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 2,966 72.6 52.7 35.4 10.7 ≤ 5.0 11.5 88.0 12.0 Not Served by Title I 1,794 43.9 47.6 37.5 13.2 ≤ 5.0 14.5 89.7 10.3 Schoolwide Title I Program 2,089 51.1 36.2 30.1 29.4 ≤ 5.0 33.3 91.0 9.0 Targeted Assistance 88 2.2 51.1 28.4 17.0 ≤ 5.0 19.3 81.8 18.2 Migrant 399 9.8 51.1 28.3 19.5 ≤ 5.0 20.3 88.7 11.3 Assigned Grade 3 702 17.2 40.3 29.3 28.8 ≤ 5.0 30.1 88.0 12.0 4 762 18.6 37.7 33.6 26.2 ≤ 5.0 28.5 91.1 8.9 5 684 16.7 38.2 32.6 25.6 ≤ 5.0 28.8 91.2 8.8 6 594 14.5 49.2 32.3 16.3 ≤ 5.0 18.4 90.6 9.4 7 628 15.4 46.7 35.7 15.1 ≤ 5.0 17.0 89.8 10.2 8 541 13.2 42.5 36.4 16.5 ≤ 5.0 20.5 92.2 7.8 10 175 4.3 48.0 33.7 9.7 8.6 18.3 82.9 17.1 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program Table 10. 2003- 04 NCAAAI1 Statewide Performance of On- Level Students1 in Reading 32 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 33 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than 5.0 percent, or greater tha or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 10. 2002- 03 to 2003- 04 NCAAAI Statewide Performance1 of On- Level Students in Reading, at Each Achievement Level, 2002- 03 ( N= 5,857) and 2003- 04 ( N= 4,086) 58.2 27.9 12.3 42.3 33.2 21.4 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 8,497 100.0 24.2 44.2 25.6 5.5 31.1 ≥ 95.0 ≤ 5.0 Gender Female 2,726 32.1 24.9 45.8 23.6 5.3 28.8 ≥ 95.0 ≤ 5.0 Male 5,770 67.9 23.9 43.5 26.6 5.6 32.2 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 130 1.5 16.9 37.7 36.9 8.5 45.4 ≥ 95.0 ≤ 5.0 Asian 72 0.8 20.8 47.2 23.6 6.9 30.6 93.1 5.6 Black 4,015 47.3 24.6 44.3 25.0 5.8 30.7 ≥ 95.0 ≤ 5.0 Hispanic 591 7.0 25.5 44.5 24.2 5.2 29.4 ≥ 95.0 ≤ 5.0 Multi- Racial 137 1.6 22.6 43.8 24.8 8.0 32.8 ≥ 95.0 ≤ 5.0 White 3,552 41.8 24.0 44.4 26.2 ≤ 5.0 31.3 ≥ 95.0 ≤ 5.0 Not Exceptional4 57 0.7 57.9 29.8 8.8 ≤ 5.0 8.8 89.5 10.5 All Students with Disabilities 8,439 99.3 24.0 44.3 25.7 5.6 31.3 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 336 4.0 24.7 45.5 23.8 6.0 29.8 ≥ 95.0 ≤ 5.0 Hearing Impaired 141 1.7 28.4 46.8 17.7 6.4 24.1 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 4,534 53.4 23.4 44.4 26.6 5.2 31.8 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,488 17.5 23.8 44.4 24.7 6.8 31.5 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 1,612 19.0 25.2 43.8 24.1 6.5 30.6 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,033 12.2 26.1 43.9 24.5 5.1 29.6 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 1,200 14.1 25.2 44.3 24.9 5.4 30.3 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 92 1.1 27.2 43.5 20.7 8.7 29.3 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 37 0.4 29.7 45.9 21.6 ≤ 5.0 24.3 ≥ 95.0 ≤ 5.0 Visually Impaired 16 0.2 37.5 37.5 18.8 6.3 25.0 ≥ 95.0 ≤ 5.0 Other Health Impaired 672 7.9 24.0 44.2 25.0 6.7 31.7 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 75 0.9 25.3 53.3 18.7 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 51 0.6 19.6 49.0 23.5 5.9 29.4 ≥ 95.0 ≤ 5.0 Autistic 494 5.8 28.7 40.5 25.3 5.1 30.4 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 71.4 14.3 ≤ 5.0 14.3 ≥ 95.0 ≤ 5.0 Multihandicapped 155 1.8 20.0 41.9 32.9 ≤ 5.0 37.4 ≥ 95.0 ≤ 5.0 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 425 5.0 24.9 44.9 25.2 ≤ 5.0 30.1 ≥ 95.0 ≤ 5.0 Section 504 6 0.1 16.7 66.7 16.7 ≤ 5.0 16.7 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 434 5.1 23.7 47.7 23.0 ≤ 5.0 27.6 ≥ 95.0 ≤ 5.0 Not Served by Title I 4,992 58.8 23.2 44.9 25.6 5.7 31.3 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 3,370 39.7 25.5 43.1 25.9 5.3 31.2 ≥ 95.0 ≤ 5.0 Targeted Assistance 110 1.3 31.8 49.1 17.3 ≤ 5.0 19.1 ≥ 95.0 ≤ 5.0 Migrant 67 0.8 11.9 47.8 29.9 7.5 37.3 ≥ 95.0 ≤ 5.0 Assigned Grade 3 1,294 15.2 40.7 47.4 10.2 ≤ 5.0 11.6 ≥ 95.0 ≤ 5.0 4 1,567 18.4 27.8 45.4 21.9 ≤ 5.0 26.5 ≥ 95.0 ≤ 5.0 5 1,496 17.6 19.4 41.2 31.1 7.9 39.0 ≥ 95.0 ≤ 5.0 6 1,338 15.7 22.1 44.5 28.4 ≤ 5.0 32.9 ≥ 95.0 ≤ 5.0 7 1,125 13.2 19.9 42.8 30.0 6.8 36.7 ≥ 95.0 ≤ 5.0 8 1,032 12.1 15.0 42.8 33.5 8.5 42.1 ≥ 95.0 ≤ 5.0 10 644 7.6 20.3 46.0 26.6 5.6 32.1 94.4 5.4 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 11. 2003- 04 NCAAAI Statewide Performance of Off- Level1 Students in Reading 34 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 35 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 11. 2002- 03 to 2003- 04 NCAAAI Statewide Performance of Off- Level Students in Reading at Each Achievement Level, 2002- 03 ( N= 12,184) and 2003- 04 ( N= 8,497) 54.0 45.1 24.2 44.2 25.6 5.5 * * 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,518 100.0 40.1 33.2 23.2 ≤ 5.0 26.2 90.1 9.9 Gender Female 2,043 45.2 40.4 35.0 21.8 ≤ 5.0 24.0 90.6 9.3 Male 2,475 54.8 39.8 31.7 24.3 ≤ 5.0 28.0 89.6 10.4 Ethnicity American Indian 136 3.0 6.6 25.7 60.3 7.4 67.6 ≥ 95.0 ≤ 5.0 Asian 306 6.8 34.0 39.2 23.5 ≤ 5.0 26.8 91.5 8.5 Black 486 10.8 24.5 21.8 44.9 8.8 53.7 92.0 8.0 Hispanic 3,267 72.3 45.7 34.7 17.2 ≤ 5.0 18.9 89.0 11.0 Multi- Racial 26 0.6 26.9 46.2 19.2 7.7 26.9 100.0 ≤ 5.0 White 297 6.6 26.6 31.3 36.4 ≤ 5.0 41.1 93.6 6.1 Not Exceptional4 3,725 82.4 45.4 34.8 17.3 ≤ 5.0 19.2 89.0 11.0 All Students with Disabilities 792 17.5 15.2 25.5 51.1 7.8 59.0 94.8 5.1 Behaviorally- Emotionally Disabled 38 0.8 18.4 28.9 39.5 10.5 50.0 92.1 7.9 Hearing Impaired 10 0.2 70.0 20.0 10.0 ≤ 5.0 10.0 90.0 10.0 Educable Mentally Disabled 433 9.6 14.1 23.8 54.5 7.6 62.1 94.5 5.5 Specific Learning Disabled4 151 3.3 9.9 25.2 53.6 9.9 63.6 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 197 4.4 8.6 27.4 53.8 8.6 62.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 167 3.7 7.8 28.7 54.5 7.2 61.7 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 125 2.8 11.2 26.4 52.0 8.0 60.0 93.6 6.4 Learning Disabled- Other 5 0.1 40.0 40.0 20.0 ≤ 5.0 20.0 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 9 0.2 11.1 55.6 33.3 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Visually Impaired 7 0.2 14.3 57.1 28.6 ≤ 5.0 28.6 ≥ 95.0 ≤ 5.0 Other Health Impaired 71 1.6 14.1 21.1 59.2 5.6 64.8 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 4 0.1 * * * * * * * Traumatic Brain Injury 3 0.1 * * * * * * * Autistic 35 0.8 22.9 34.3 31.4 11.4 42.9 91.4 8.6 Severely/ Profoundly Mentally Disabled 1 0.0 * * * * * * * Multihandicapped 4 0.1 * * * * * * * Deaf- Blind 1 0.0 * * * * * * * Trainable Mentally Disabled 10 0.2 40.0 30.0 30.0 ≤ 5.0 30.0 80.0 20.0 Not Coded 1 0.0 * * * * * * * Section 504 16 0.4 25.0 31.3 37.5 6.3 43.8 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,466 76.7 45.7 34.5 17.4 ≤ 5.0 19.2 88.7 11.3 Not Served by Title I 2,117 46.9 45.4 34.0 17.6 ≤ 5.0 19.9 89.8 10.2 Schoolwide Title I Program 2,165 47.9 35.1 32.1 29.0 ≤ 5.0 32.6 90.7 9.2 Targeted Assistance 101 2.2 35.6 36.6 18.8 ≤ 5.0 23.8 84.2 15.8 Migrant 465 10.3 35.3 38.5 24.7 ≤ 5.0 25.8 90.3 9.7 Assigned Grade 3 781 17.3 35.2 35.0 26.6 ≤ 5.0 29.4 89.8 10.2 4 848 18.8 39.0 32.1 25.9 ≤ 5.0 28.1 92.3 7.7 5 744 16.5 41.9 29.7 25.5 ≤ 5.0 27.8 89.2 10.8 6 688 15.2 44.0 32.7 19.5 ≤ 5.0 22.4 87.6 12.4 7 689 15.3 41.9 35.7 19.6 ≤ 5.0 22.2 91.7 8.1 8 618 13.7 40.0 35.3 18.8 5.3 24.1 90.8 9.2 10 150 3.3 36.0 30.0 30.0 ≤ 5.0 34.0 83.3 16.7 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 12. 2003- 04 NCAAAI Statewide Performance of On- Level1 Students in Mathematics 36 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 37 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 12. 2002- 03 to 2003- 04 NCAAAI Statewide Performance1 of On- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 5,414) and 2003- 04 ( N= 4,518) 50.1 31.6 15.6 40.1 33.2 23.2 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 7,521 100.0 27.2 44.0 23.7 ≤ 5.0 28.4 ≥ 95.0 ≤ 5.0 Gender Female 2,566 34.1 27.2 45.6 22.6 ≤ 5.0 26.7 ≥ 95.0 ≤ 5.0 Male 4,954 65.9 27.2 43.1 24.3 ≤ 5.0 29.2 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 120 1.6 22.5 31.7 32.5 12.5 45.0 ≥ 95.0 ≤ 5.0 Asian 62 0.8 33.9 41.9 19.4 ≤ 5.0 22.6 93.5 6.5 Black 3,626 48.2 27.2 43.4 24.1 ≤ 5.0 29.0 ≥ 95.0 ≤ 5.0 Hispanic 428 5.7 33.6 40.7 21.0 ≤ 5.0 25.5 ≥ 95.0 ≤ 5.0 Multi- Racial 123 1.6 25.2 43.9 21.1 8.9 30.1 ≥ 95.0 ≤ 5.0 White 3,162 42.0 26.5 45.6 23.4 ≤ 5.0 27.5 ≥ 95.0 ≤ 5.0 Not Exceptional4 50 0.7 58.0 32.0 ≤ 5.0 ≤ 5.0 6.0 92.0 8.0 All Students with Disabilities 7,471 99.3 27.0 44.0 23.8 ≤ 5.0 28.5 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 283 3.8 30.7 42.8 20.8 5.7 26.5 94.7 5.3 Hearing Impaired 113 1.5 23.9 48.7 22.1 5.3 27.4 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 4,344 57.8 26.6 43.6 24.6 ≤ 5.0 29.3 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 853 11.3 25.8 46.9 22.2 ≤ 5.0 27.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 964 12.8 26.6 45.6 22.8 ≤ 5.0 27.6 ≥ 95.0 ≤ 5.0 Learning Disable- Mathematics 865 11.5 26.5 46.4 22.9 ≤ 5.0 26.9 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 774 10.3 26.7 45.7 23.3 ≤ 5.0 27.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 80 1.1 35.0 47.5 16.3 ≤ 5.0 17.5 90.0 10.0 Speech- Language Impaired 33 0.4 33.3 51.5 6.1 9.1 15.2 ≥ 95.0 ≤ 5.0 Visually Impaired 14 0.2 21.4 50.0 21.4 7.1 28.6 ≥ 95.0 ≤ 5.0 Other Health Impaired 609 8.1 29.6 42.2 21.5 6.4 27.9 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 78 1.0 29.5 44.9 20.5 5.1 25.6 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 52 0.7 23.1 51.9 19.2 5.8 25.0 ≥ 95.0 ≤ 5.0 Autistic 498 6.6 30.9 41.4 23.9 ≤ 5.0 26.7 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 57.1 28.6 ≤ 5.0 28.6 85.7 14.3 Multihandicapped 154 2.0 20.1 46.8 26.6 5.2 31.8 ≥ 95.0 ≤ 5.0 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 426 5.7 26.1 44.6 26.1 ≤ 5.0 28.9 ≥ 95.0 ≤ 5.0 Section 504 5 0.1 20.0 60.0 ≤ 5.0 ≤ 5.0 ≤ 5.0 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 312 4.1 31.7 45.8 18.6 ≤ 5.0 21.8 ≥ 95.0 ≤ 5.0 Not Served by Title I 4,524 60.2 26.0 44.5 24.4 ≤ 5.0 28.9 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 2,895 38.5 28.9 42.9 22.8 5.1 28.0 ≥ 95.0 ≤ 5.0 Targeted Assistance 79 1.1 40.5 46.8 10.1 ≤ 5.0 12.7 88.6 11.4 Migrant 57 0.8 15.8 49.1 29.8 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Assigned Grade 3 1,084 14.4 44.4 45.0 8.9 ≤ 5.0 10.4 ≥ 95.0 ≤ 5.0 4 1,312 17.4 34.1 44.5 18.1 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0 5 1,266 16.8 24.0 42.5 27.9 5.3 33.2 ≥ 95.0 ≤ 5.0 6 1,188 15.8 26.0 43.9 24.9 ≤ 5.0 29.9 ≥ 95.0 ≤ 5.0 7 1,041 13.8 19.6 45.3 27.9 6.5 34.4 ≥ 95.0 ≤ 5.0 8 993 13.2 16.9 42.8 32.4 7.5 39.9 ≥ 95.0 ≤ 5.0 10 635 8.4 20.9 43.8 29.3 ≤ 5.0 33.4 92.8 7.2 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 13. 2003- 04 NCAAAI Statewide Performance of Off- Level1 Students in Mathematics 38 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 39 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater 95.0 percent, are not displayed. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 13. 2002- 03 to 2003- 04 NCAAAI Statewide Performance1 of Off- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 10,783) and 2003- 04 ( N= 7,521) 58.4 40.9 27.2 44.0 23.7 * * ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students ¹ All Students ² Level I Level II Level III Level IV Level III Growth Growth All Students 4,224 100.0 52.7 34.6 10.7 ≤ 5.0 11.7 83.5 16.5 Gender Females 1,615 38.2 53.1 33.9 11.0 ≤ 5.0 12.2 85.0 15.0 Males 2,609 61.8 52.5 35.1 10.5 ≤ 5.0 11.5 82.6 17.3 Ethnicity American Indian 132 3.1 40.2 31.8 28.0 ≤ 5.0 28.0 76.5 23.5 Asian 186 4.4 50.0 37.6 9.1 ≤ 5.0 10.8 90.9 9.1 Black 1,300 30.8 48.3 35.8 13.2 ≤ 5.0 15.2 84.5 15.5 Hispanic 1,506 35.7 57.7 33.1 7.8 ≤ 5.0 8.4 84.4 15.6 Multi- Racial 38 0.9 50.0 31.6 15.8 ≤ 5.0 18.4 92.1 7.9 White 1,062 25.1 53.3 35.3 9.5 ≤ 5.0 10.3 80.3 19.6 Not Exceptional ³ 1,574 37.3 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6 All Students with Disabilities 2,650 62.7 50.7 35.4 11.8 ≤ 5.0 13.1 82.4 17.5 Behaviorally- Emotionally Disabled 107 2.5 37.4 37.4 23.4 ≤ 5.0 25.2 86.9 13.1 Hearing Impaired 56 1.3 50.0 42.9 5.4 ≤ 5.0 5.4 83.9 16.1 Educable Mentally Disabled 1,447 34.3 51.4 36.0 10.7 ≤ 5.0 11.5 83.8 16.1 Specific Learning Disabled ³ 444 10.5 34.9 44.6 17.8 ≤ 5.0 20.5 87.6 12.2 Learning Disabled- Reading 485 11.5 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8 Learning Disabled- Mathematics 311 7.4 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9 Learning Disabled- Written Expression 450 10.7 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9 Learning Disabled- Other 27 0.6 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8 Speech- Language Impaired 24 0.6 58.3 33.3 8.3 ≤ 5.0 8.3 83.3 16.7 Visually Impaired 3 0.1 * * * * * * * Other Health Impaired 185 4.4 55.7 29.2 13.0 ≤ 5.0 14.1 84.3 15.7 Orthopedically Impaired 25 0.6 60.0 28.0 12.0 ≤ 5.0 12.0 84.0 16.0 Traumatic Brain Injury 11 0.3 45.5 9.1 27.3 9.1 36.4 81.8 18.2 Autistic 151 3.6 55.0 35.1 8.6 ≤ 5.0 9.3 76.8 23.2 Severely/ Profoundly Mentally Disabled 2 0.0 * * * * * * * Multihandicapped 45 1.1 71.1 22.2 ≤ 5.0 ≤ 5.0 ≤ 5.0 73.3 26.7 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 136 3.2 83.8 13.2 ≤ 5.0 ≤ 5.0 ≤ 5.0 50.7 49.3 Section 504 12 0.3 50.0 8.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 1,563 37.0 56.9 33.1 8.3 ≤ 5.0 9.0 84.9 15.1 Not Served by Title I 2,269 53.7 55.7 34.5 8.1 ≤ 5.0 8.9 83.9 16.1 Schoolwide Title I Program 1,833 43.4 49.0 34.6 14.1 ≤ 5.0 15.7 82.4 17.5 Targeted Assistance 57 1.3 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5 Migrant 188 4.5 49.5 32.4 14.4 ≤ 5.0 14.9 88.3 11.7 Assigned Grade 4 2,164 51.2 52.5 34.8 11.2 ≤ 5.0 12.0 84.1 15.9 7 1,703 40.3 53.4 34.1 10.3 ≤ 5.0 11.6 83.7 16.2 10 357 8.5 51.3 35.9 9.2 ≤ 5.0 10.9 78.7 21.3 Notes: 1Total number of students including those without a growth score. 2" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 3Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 14. 2003- 04 NCAAAI Statewide Student Performance at Each Achievment Level, Statewide Student Performance in Writing Writing 40 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 41 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 14. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance1 in Writing at Each Achievement Level, 2002- 03 ( N= 4,988) and 2003- 04 ( N= 4,224) 58.9 32.7 7.1 52.7 34.6 10.7 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 42 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 15. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, by Ethnicity 64.7 49.2 37.4 46.2 84.8 69.5 71.5 70.7 49.0 56.9 54.9 67.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 43 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 16. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, by Ethnicity 70.6 53.5 49.6 50.1 82.6 75.0 67.7 73.9 62.7 51.0 64.7 77.4 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 44 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equalto 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 17. 2002- 03 to 2003- 04 NCAAP Statewide Performance of Students in Writing, Percent At or Above Level III, by Ethnicity 48.6 37.0 47.0 59.9 66.7 62.5 * * * * 71.0 * 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 45 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 18. 2002- 03 to 2003- 04 NCAAAI Statewide Performance of Students in On- Level Reading, Percent At or Above Level III, by Ethnicity 61.0 30.2 6.5 20.6 29.9 68.3 58.1 12.6 46.6 11.0 40.9 10.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 46 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 19. 2002- 03 to 2003- 04 NCAAAI Statewide Performance of Students in On- Level Mathematics, Percent At or Above Level III, by Ethnicity 62.0 30.8 11.3 29.2 67.6 53.7 18.9 41.1 15.4 27.4 26.8 26.9 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 47 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 20. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, by Ethnicity 24.6 9.7 5.3 28.0 15.2 8.4 10.3 * 5.8 10.0 18.4 10.8 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 48 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 21. 2003- 04 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 68.5 58.2 21.0 28.8 24.0 26.7 71.3 63.9 26.4 32.2 28.0 29.2 12.1 73.0 11.5 75.0 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 49 Notes: * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 22. 2002- 03 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 45.9 43.8 11.1 16.0 48.9 49.9 14.9 18.2 * * 7.6 51.0 * * 7.2 53.0 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 50 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 23. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, Students with Disabilities 46.8 45.1 43.6 44.7 52.2 73.5 72.2 64.3 64.3 73.7 49.4 70.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 51 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 24. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, Students with Disabilities 55.1 50.6 44.3 47.6 57.8 75.8 77.4 62.6 66.0 80.6 53.1 69.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 52 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 25. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 42.9 45.4 47.9 43.1 52.4 67.7 65.1 55.4 59.2 63.2 45.2 56.4 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 53 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 26. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance in On- Level Reading, Percent At or Above Level III, Students with Disabilities 30.8 42.3 45.1 42.1 41.4 52.4 61.0 67.5 65.5 60.8 65.7 67.5 44.3 38.1 61.9 50.0 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 54 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 27. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance* in On- Level Mathematics, Percent At or Above Level III, Students with Disabilities 22.9 33.8 40.8 40.1 39.8 50.0 50.0 63.6 62.4 61.7 60.0 64.8 45.0 * 62.1 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Severely/ Profoundly Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 55 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 28. 2002- 03 to 2003- 03 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 8.8 7.6 12.2 13.7 11.6 14 8.6 25.2 11.5 20.5 17.9 16.1 19.6 * 12.0 7.3 * * * 5.4 14.1 9.3 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Hearing Impaired Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Multihandicapped Deaf- Blind Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 56 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 29. 2002- 03 to 2003- 04 NCAAP and NCAAAI Statewide Percent At or Above Level III Performance of Limited English Proficient Students 37.4 47.3 36.4 6.9 13.1 5.4 67.7 67.7 11.5 27.6 19.2 21.8 9.0 * * * 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading On- Level Mathematics Off- Level Reading Off- Level Mathematics Writing Percent of Students 2002- 03 2003- 04 Appendices 57 Appendix A NCAAP Sample 59 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Name Student Grade ( Circle) 3 4 5 6 7 8 10 Student ID Number School School System Teacher Beginning Date NORTH CAROLINA ALTERNATE ASSESSMENT PORTFOLIO Public Schools of North Carolina www. ncpublicschools. org State Board of Education Department of Public Instruction Division of Accountability and Technology Services Division of Accountability Services/ North Carolina Testing Program Raleigh, North Carolina 27699- 6314 Stock No. 9036 © 2004 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Raleigh, North Carolina. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Final Evaluation Sheet The Portfolio Development Designee is required to reference the NCAAP Administrative Guide as she/ he completes the student portfolio. If an Administrative Guide is not included, the designee should notify the school test coordinator immediately. Student Assessment History Student Name Grade School Date Completed School System Student Information Sheet Accurately and Completely Coded Yes No Previous and Current IEPs Included in the Portfolio Yes No Comments: The signature below verifies that the Portfolio Development Designee attests that the enclosed materials and evidence are accurate, valid, and appropriate, and are a true representation of the student’s knowledge, skill, and performance. © 2004 NCDPI © 2004 NCDPI Portfolio Development Designee Date Assigned Grade Level NC Testing Program Assessment Achievement Level Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Principal Documentation The North Carolina Alternate Assessment Portfolio is a yearlong assessment process. It provides information about what a student knows and is able to do. It documents progress that has been made in relation to tasks specified in the student’s Individual Education Program ( IEP). Testing Code of Ethics The North Carolina Testing Code of Ethics addresses appropriate professional practices for central office and school administrators, test coordinators, test administrators, and proctors in the areas of securing tests, administering tests, and reporting and interpreting test results. Ethical practices ensure validity of the test results. School system personnel who participate in the use of the NCAAP are expected to use the same high standard of professional practices. Ethics in Data Collection All data recorded in the portfolio must be accurate and true indications of a student’s response. The dates of student responses must be the actual dates that the student attempted the activity. Data that is found to be fabricated will be considered a testing violation. The NCDPI will render the appropriate actions that are consistent with violations of the Testing Code of Ethics. Test Security State Board of Education policy specifies that the North Carolina Alternate Assessment Portfolio is a secure test. Access to secure test materials is limited to school personnel who have a legitimate need. Persons who have access to secure test materials shall not use those materials for personal gain. The signature below verifies that the principal has reviewed this portfolio with the Portfolio Development Designee, and, to the best of his or her knowledge, the materials and evidence are complete, valid, accurate, and appropriate. The following items have been examined: • Student Profile Complete □ Yes □ No • Three ( 3) tasks included for English/ Language Arts □ Yes □ No • Three ( 3) tasks included for Mathematics □ Yes □ No • Writing task is designated for grades 4, 7, and 10 □ Yes □ No □ NA • All tasks aligned to Standard Course of Study Essences □ Yes □ No • Each task sheet contains only one task □ Yes □ No • Data reflect actual student responses and the appropriate dates □ Yes □ No • Required data sheets and task descriptions are included □ Yes □ No • IEP is current and included in portfolio □ Yes □ No • If student work is included, only three ( 3) examples per task are submitted □ Yes □ No Principal Date Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Task Rubric Reading, Mathematics, and Writing © 2004 NCDPI © 2004 NCDPI Level IV The evidence demonstrates that the student: • Consistently performs the task ( or all parts of the task) correctly with only rare lapses; • Consistently “ initiates” 1 the task, when applicable; • Applies skills across three or more environments/ situations and three or more people, when applicable to the task; and • Shows progress overall. Level III The evidence demonstrates that the student: • Often performs the task ( or all parts of the task) correctly; • Often “ initiates” 1 the task, when applicable; • Applies skills across more than one environment/ situation or more than one person, when applicable to the task; and • Shows some progress or the student shows no regression2 as outlined in an appropriate standard. Level II The evidence demonstrates that the student: • Occasionally performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • Shows little or no regression2 overall. Level I The evidence demonstrates that the student: • Rarely or never performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • May or may not show regression2 overall. Non- Scorable Categories • Insufficient evidence provided to determine task level • Task does not have required academic focus ( Reading, Math, Writing) • Student responses not dated • Task is not on the student’s IEP or IEP that covers the assessment period is not included in portfolio • Invalid data or evidence • Student inappropriately placed in North Carolina Alternate Assessment Portfolio • Task is used more than once in the North Carolina Alternate Assessment Portfolio • Task is not measurable or quantifiable • Data cannot be interpreted 1 “ Initiation” is when the student performs a task without being told or shown, or performs a task in response to a natural cue from the teacher/ supervisor/ parent, etc., such as “ What time is it?” 2 “ Regression” will be considered as a pattern of loss of attained skill level at the end of the assessment period. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 English/ Language Arts © 2004 NCDPI © 2004 NCDPI Standard Course of Study Competency Goals and Essences NC Standard Course of Study Competency Goals and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate, and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Reading Requirements for All Portfolios All portfolios require three student tasks addressing Reading. All tasks must come from a student’s IEP and must address at least two of the above Competencies. Writing Requirements for All Students in Grades 4, 7, and 10 One of the three student tasks selected as a reading task must address Competency Goal 4 or Competency Goal 5. These are the writing competencies for grades 4, 7, and 10. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Task Sheet – English/ Language Arts Student Name:___________________________________ Grade_________ Check the Standard Course of Study Competency Goal to which the student task is connected. Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Check box to indicate if task is to be scored for Reading ( Grades 3– 8 and 10) or Writing ( Grades 4, 7, and 10 only) One Student Task per Student Task Sheet Reading Task Writing Task — Applies to Competency Goal 4 or 5 only ( Grades 4, 7, and 10 only) Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at www. ncpublicschools. org/ accountability/ testing/ alternate/. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — such as writing his/ her name, making a mark on a paper, student produced picture sentences — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Mathematics Standard Course of Study Mathematics Strands and Essences © 2004 NCDPI © 2004 NCDPI NC Standard Course of Study Mathematics Strands and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Mathematics Strand 1: Number Sense, Numeration, and Numerical Operations Essence 1: Representing and utilizing numbers Standard Course of Study Mathematics Strand 2: Spatial Sense, Measurement, and Geometry Essence 2: Recognizing size, measurement, spatial orientation, and shape Standard Course of Study Mathematics Strand 3: Patterns, Relationships, and Functions Essence 3: Sorting and patterning Standard Course of Study Mathematics Strand 4: Data, Probability, and Statistics Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling Mathematics Requirements for All Portfolios All portfolios require three student tasks addressing Mathematics. All tasks must come from a student’s IEP and must address at least two of the above competencies. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Task Sheet – Mathematics Student Name:___________________________________ Grade_________ Check the Standard Course of Study Mathematics Strand to which the student task is connected. Standard Course of Study Mathematics Strand 1: Number Sense, Numeration, and Numerical Operations Essence 1: Representing and utilizing numbers Standard Course of Study Mathematics Strand 2: Spatial Sense, Measurement, and Geometry Essence 2: Recognizing size, measurement, spatial orientation, and shape Standard Course of Study Mathematics Strand 3: Patterns, Relationships, and Functions Essence 3: Sorting and patterning Standard Course of Study Mathematics Strand 4: Data, Probability, and Statistics Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling One Student Task per Student Task Sheet Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at www. ncpublicschools. org/ accountability/ testing/ alternate/. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — mathematics problems, cutting paper, time/ money work — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Types of Tasks Data System Definition What Teacher Scores and Charts Examples Task Analysis The steps needed to complete a chained task • • • • • • Each step completed Number of steps correct Will follow picture recipe Buys a soda Folds laundry from picture directions Collate papers following changing pattern Repeated Trial Teacher- delivered teaching trials on one or more than one response in a set • • • • • • Each trial correct Number correct or items correct Reads sight words Will mark on a paper as an emerging signature Will identify sets using 1- 1 correspondence Will identify coins Repeated Opportunity Responses taught throughout the day when they typically occur • • • • • • Each correct response Number or types of responses correct Uses object schedule Signs name on each paper given Tells clock time at start of each lesson Utilizes augmentative communication device to answer comprehension questions Frequency Count Goal is to increase the number of times student uses this new response; may be throughout the day or in one lesson • • • • • Tally number of times response is observed Total number of responses Works: e. g., number of envelopes stuffed Uses picture to ask for help Lifts head to acknowledge that a story is being read Duration/ Distance Recording Total amount of time student engages in task • • • • • • Time seconds or minutes with stopwatch Total number of seconds or minutes Works on a vocational task for specific time Maintains position for 7 seconds Performs seatwork in general ed class for specific time Ambulates 10 feet Cumulative Recording One discrete response with goal that it will be used consistently each day ( may be used more than once daily) • • • • • • Yes/ no response made each day Chart cumulative responses ( total across days) Uses picture to ask to “ eat” at 11: 30 Turns head toward reader Sets timer on microwave Lifts head on specific count Appendix B NCAAAI Sample 61 NORTH CAROLINA ALTERNATE ASSESSMENT ACADEMIC INVENTORY ( NCAAAI) Student Name ________________________ Student ID ___________________________ School Name _________________________ School Code ___ ___ ___ ___ ___ ___ LEA Name ___________________________ Circle all that apply: EC LEP Test Cycle ( check one): Semester Traditional Year- Round Quarter Summer Other BIOLOGY End- of- Course 2004- 05 BIOLOGY SKILLS Description of Student Performance Descriptors Description of Performance at Grade- Level Distinguished 8 – High 7 – Low The student: • demonstrates consistent mastery and performance beyond grade- level expectations • works independently • understands advanced concepts • applies strategies creatively • analyzes and synthesizes • justifies and elaborates responses • makes critical judgments • makes applications and extensions beyond grade- level; applies proficient level competencies in more challenging situations Proficient 6 – High 5 – Low The student: • demonstrates consistent mastery and performance on grade- level 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 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 procedure 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 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. Melissa J. Doe 333- 33- 3333 East Mustang High School 2 2 2 2 2 2 Ford Schools 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 Novice Apprentice Proficient Distinguished Not Yet Novice Apprentice Proficient Distinguished Novice Apprentice Proficient Distinguished 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 Objective omitted for training purposes. X X X 1.0 2 Describe the structure and function of cell organelles. X X X Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X 1.0 5 Describe the structure and function of enzymes and explain their importance in biological systems. X X X Objective omitted for training purposes. X X X Competency Goal 1: The learner will develop an understanding of the physical, chemical and cellular basis of life. X X X Competency Goal 2 2.0 1 Analyze the molecular basis of heredity/ DNA including: • Replication. • Protein synthesis ( transcription, translation). 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 Competency Goal 2: The learner will develop an understanding of the continuity of life and the changes of organisms over time. X X X Competency Goal 3 3. 01 Relate the variety of living organisms to their evolutionary relationships. X X X Objective omitted for training purposes. X X X 3. 03 Determine the form and function of organisms including: • Organ systems of animals. • Functional systems of plants, including transport, reproduction, and regulation. X X X Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X Competency Goal 3: The learner will develop an understanding of the unity and diversity of life. X X X Competency Goal 4 Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X 4. 03 Explain the flow of energy through ecosystems. X X X Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X Competency Goal 4: The learner will develop an understanding of ecological relationships among organisms. X X X Competency Goal 5 5. 01 Evaluate the survival of organisms and suitable adaptive responses to environmental pressures. X X X 5. 02 Assess and examine plant tropisms and other responses. 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 Competency Goal 5: Students will develop an understanding of the behavior of organisms, resulting from a combination of heredity and environment. X X X 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 Baseline Interim Final Date scoring was completed for each scoring period Baseline Date: 8/ 26/ 04 Interim Date: 1/ 13/ 05 Final Date: 4/ 29/ 05 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 Biology. 1 2 3 4 5 6 7 8 Competency Goal 1: The learner will develop an understanding of the physical, chemical and cellular basis of life. X Competency Goal 2: The learner will develop an understanding of the continuity of life and the changes of organisms over time. X Competency Goal 3: The learner will develop an understanding of the unity and diversity of life. X Competency Goal 4: The learner will develop an understanding of ecological relationships among organisms. X Competency Goal 5: Students will develop an understanding of the behavior of organisms, resulting from a combination of heredity and environment. X OVERALL BIOLOGY SCORE ( Refer to the EOC percentages) X Did the student achieve growth in Biology? ο YES ο NO EOC Percentages: Biology Goal 1 = 19% Goal 2 = 31% Goal 3 = 18% Goal 4 = 19% Goal 5 = 11% TRANSFER INFORMATION TO BE COMPLETED BY ORIGINAL SCHOOL IF STUDENT TRANSFERS: If student has been enrolled for at least 30 days, the bas
Object Description
Description
Title | Report of student performance on the North Carolina Alternate Assessments : reading, mathematics, and writing, grades 3-8 |
Other Title | Reading, mathematics, and writing, grades 3-8 |
Date | 2005-04 |
Description | 2003/2004 |
Digital Characteristics-A | 3.8 MB; 77 p. |
Digital Format | application/pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_borndigital\images_master\ |
Full Text | North Carolina Testing Program Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2003- 04 Published April 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing STATE BOARD OF EDUCATION HOWARD N. LEE Chairman Raleigh JANE P. NORWOOD Vice Chair Charlotte KATHY A. TAFT Greenville MICHELLE HOWARD- VITAL Wilmington EDGAR D. MURPHY Durham EVELYN B. MONROE West End MARIA T. PALMER Chapel Hill ROBERT “ TOM” SPEED Boone WAYNE MCDEVITT Asheville JOHN TATE III Charlotte BEVERLY PERDUE Lieutenant Governor New Bern RICHARD MOORE State Treasurer Kittrell NC DEPARTMENT OF PUBLIC INSTRUCTION Patricia N. Willoughby, State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601- 2825 :: www. ncpublicschools. org In compliance with federal laws, N C Public Schools administers all state- operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic orgin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to: Dr. Elsie C. Leak, Associate Superintendent Office of Curriculum and School Reform Services 6307 Mail Services Center Raleigh, NC 27699- 6307 Telephone ( 919) 807- 3761; fax ( 919) 807- 3767 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2003- 04 Published April 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing © 2005 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Division of Accountability Services, North Carolina Testing Program, Raleigh, North Carolina 27601- 2825. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Acknowledgments This report is the collaborative work of many individuals. The North Carolina Testing Program is conducted by the North Carolina Department of Public Instruction ( NCDPI), Division of Accountability Services. Technical support services for the program are carried out in collaboration with the Center for Urban Affairs and Community Services at North Carolina State University under the Technical Outreach for Public Schools ( TOPS) program. Mildred Bazemore, Chief of the North Carolina Test Development Section, and Charles Lanier, Educational Research and Evaluation Consultant in the North Carolina Test Development Section, directed the design of the report. Staff at TOPS assisted in analysis and report production. At TOPS we thank Alissa Bernholc, Erin Bohner, Sheila Brown, Nancy Lanier, Marcy Roan, Corre Robinson, Stephen Ward, Anthony Wells, and Karin Wolfe for assistance in creating tables and figures, verifying data accuracy, and coordinating report editing and production. At DPI, we thank Mildred Bazemore, Pam Biggs, Jim Kroening, Charles Lanier, and Scott Ragsdale for assistance in preparing all phases of this publication. Thanks are due especially to the Regional Accountability Coordinators, and the Test Coordinators and Accountability staff at the 117 public school systems and the charter schools who provided the data presented in this report. This report could not exist without the dedication of these professionals. This publication and the information contained within must not be used for personal or financial gain. North Carolina LEA school officials and teachers, parents, and students may download and duplicate this publication for instructional and educational purposes only. Others may not duplicate this publication without prior written permission from the North Carolina Department of Public Instruction ( NCDPI) Division of Accountability Services/ North Carolina Testing Program. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments 2003- 04 Table of Contents Introduction .............................................................................................................................. 1 General Findings and Trends ................................................................................................... 3 Maps of Statewide Totals by LEA ........................................................................................... 8 Statewide Performance NCAAP and NCAAAI Combined ................................................... 17 NCAAP and NCAAAI Combined ................................................................................... 19 NCAAAI On- Level and Off- Level Combined................................................................. 22 Statewide Performance NCAAP and NCAAAI..................................................................... 25 Performance by Subject Area........................................................................................... 27 Performance by Achievement Level ................................................................................ 29 Performance by Ethnicity, by Subject Area ..................................................................... 42 Performance by Gender, by Subject Area........................................................................ 48 Performance of Students with Disabilities, by Subject Area ........................................... 50 Performance of Limited English Proficient Students, by Subject Area........................... 56 Appendices..................................................................................................................... ....... 57 Appendix A: NCAAP Sample............................................................................................... 59 Appendix B: NCAAAI Sample............................................................................................. 61 Appendix C: List of North Carolina Charter Schools, 2003- 04............................................ 63 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 1 Introduction North Carolina Alternate Assessment Portfolio ( NCAAP) To comply with the Individuals with Disabilities in Education Act ( IDEA) of 1997, the North Carolina Alternate Assessment Portfolio ( NCAAP) was administered statewide during the 2000– 2001 school year to students with disabilities in grades 3 through 8 and grade 10. The assessment is a year- long, performance- based assessment process in which assessors collect and evaluate student work and progress relative to goals outlined in the student’s Individualized Education Program ( IEP). In order to participate in NCAAP, students must be in grades 3 through 8 or in grade 10 according to the student information management system, ( e. g., SIMS/ NCWISE). Students must have a significant cognitive disability and a current IEP. Criteria also dictate that students be instructed in the North Carolina Standard Course of Study through the North Carolina Standard Course of Study Essences. In the initial 2000- 2001 program, student performance and growth were assessed in certain functional areas, or “ domains.” These domains included Communication, Personal and Home Management, Career and Vocational, and Community. Based on the goals in their IEP, student tasks were evaluated according to four performance levels: Novice, Apprentice, Proficient, and Distinguished. These categorizations correspond to the Achievement Levels I through IV currently used by assessors to evaluate student performance. Prior to the enactment of the federal No Child Left Behind Act ( NCLB) of 2001, it was recommended that teachers include literacy, numeracy, and technology goals in students’ portfolios. This legislation mandated that reading, mathematics, and writing areas be addressed in the NCAAP. The transitional portfolio retained the original four functional domains. However the recommendation to include literacy and numeracy in the IEP tasks selected for the portfolio became a requirement for the 2001- 2002 portfolio. The full transition to an academic portfolio occurred with the 2002- 2003 portfolio and the original functional domains were changed to the academic components of English/ language arts, and mathematics. Writing is addressed within the English/ language arts component of the NCAAP. Within the North Carolina Standard Course of Study for English/ language arts, there are five competency goals and within the North Carolina Standard Course of Study for Mathematics, there are four strands. Each competency goal and strand is paired with a statement of its critical “ essence.” These essence statements provide a broad interpretation of the competency goal to promote the inclusion of students with the most significant disabilities. The fourth and fifth competency goals in English/ language arts are used in the NCAAP to demonstrate performance in writing for fourth, seventh, and tenth grade students participating in this year- long, performance- based assessment. North Carolina Alternate Assessment Academic Inventory ( NCAAAI) Initiated in March 2001, the North Carolina Alternate Assessment Academic Inventory ( NCAAAI) was developed to address the needs of exceptional children not met by the NCAAP and the North Carolina Computerized Adaptive Testing System ( NCCATS). The NCAAAI is an assessment in which teachers utilize a checklist to evaluate student performance in the areas of reading and mathematics at grades 3 through 8 and 10, writing at grades 4, 7, and 10, and in high school courses in which an end- of- course ( EOC) test is administered. Data are collected at the Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 2 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) ( continued) beginning of the school year or course ( baseline), in the middle ( interim), and at the end of the school year or course ( final). Eligible students with disabilities and students with limited English proficiency ( LEP) may participate in the NCAAAI instead of taking the multiple- choice test as stated in State Board of Education ( SBE) policy HSP- C- 005. For students with disabilities, participation must be documented in each student’s current IEP. Beginning with the 2002- 03 school year, LEP students that met length of enrollment and language proficiency requirements as set forth in SBE policy HSP- C- 005 were eligible to participate in the NCAAAI. If the student is LEP and has an IEP, the IEP determines NCAAAI eligibility. Beginning with the 2003- 04 school year, students with a Section 504 plan must participate in the standard test administration with or without test accommodations and are ineligible for participation in alternate assessments including the NCAAP. For each student participating in the NCAAAI, the assessor ( teacher) receives an individual inventory folder. The folder includes the inventory ( reading, mathematics, and/ or writing or EOC) for the student, score descriptors, and baseline and student profiles to record individual student strengths and needs, as well as the student’s assessment history. Additionally, assessors are required to keep a student work folder as evidence to support the assessor’s scores for the student. The academic inventory is designed to monitor an individual student’s progress throughout the school year. Assessed objectives are the same as the North Carolina Standard Course of Study for reading, mathematics, and writing at each grade level or for high school courses. Objectives are listed by goals for mathematics, and by categories for reading and writing. Students with disabilities assessed using the NCAAAI in reading and mathematics may be assessed below grade level, depending on the decision of the IEP team. Students with LEP must be assessed on grade level for reading and mathematics. Students with disabilities and students with LEP who participate in high school courses that require an EOC exam may be assessed using the NCAAAI on grade level. As part of the writing assessment at grades 4, 7, and 10, the NCAAAI for writing was piloted during the 2002- 03 school year as an alternate assessment for the standard administration. All students participating in the NCAAAI in writing must be assessed on grade level ( at the assigned grade level) in grades 4, 7, and 10. There is no below grade level administration of the NCAAAI for writing or EOC assessments. Students assessed on grade level in any area may receive an Achievement Level of I, II, III, or IV if the assessor has assigned goal or category scores in the 5 to 8 range. Students that are assessed one or two grade levels below their assigned grade may not receive an Achievement Level of III or IV. Students that are assessed three or more grade levels below their assigned grade level and deemed to have the most significant cognitive disability may receive Achievement Levels of I, II, III, or IV if the assessor has assigned goal or category scores in the 5 to 8 range. The assessor ( the teacher) also indicates on the academic checklist if the student achieved growth on the content being assessed. A PDF version of this report is available at: http:// www. ncpublicschools. org/ accountability/ testing/ reports. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 3 General Findings and Trends Demographic Trends The graph below shows the total number of NCAAP students for 2002- 03 and 2003- 04. Figure 1. 2002- 03 & 2003- 04 Number of NCAAP Students* * Refer to Tables 2 - 4 for the number of NCAAP and NCAAAI students combined by subject. The number of students in NCAAP increased to 3,417 in 2003- 04 from 3,146 in 2002- 03 for reading and mathematics. This represents an 8.6 percent increase in the number of students. Totals also increased among NCAAP students in writing, from 1,213 in 2002- 03 to 1,422 in 2003- 04, representing a 17.2 percent increase. As the following graph ( Figure 2) indicates, the number of students in NCAAAI decreased overall in 2003- 04 compared to 2002- 03. The number of on- level reading and mathematics students decreased by 1,771 and 896, respectively, in 2003- 04. This represents a 30.2 percent decrease in on- level reading students and a 16.5 percent decrease in on- level mathematics students. Off- level reading and mathematics students decreased by 3,687 and 3,262, respectively, in 2003- 04. This represents a 30.3 percent decrease in off- level reading students and a 30.3 percent decrease in off- level mathematics students. Of the 12,583 students tested for reading in 2003- 04, and the 18,041 in 2002- 03, 32.5 percent were on- level. Of the 12,039 students tested for mathematics, 37.5 percent were on- level in 2003- 04 vs. 33.4 percent of 16,197 students in 2002- 03. 2002- 03 N= 1,213 2002- 03 N= 3,146 2003- 04 N= 1,422 2003- 04 N= 3,417 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 Reading & Mathematics Writing Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 4 4,086 4,518 4,224 8,497 7,521 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing 5,857 5,414 4,988 12,184 10,783 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing Off- Level On- Level Demographic Trends ( continued) Figure 2. 2002- 03 & 2003- 04 Number of NCAAAI Students* * Students can be tested on- level and/ or off- level in one or more subjects. In 2003- 04, there were 471 students who participated in the reading inventory and 142 students who participated in the mathematics inventory who were not included due to missing values. Male students outnumbered female students by almost two to one for both NCAAP and NCAAAI students in 2003- 04. Males composed 63.7 percent of the 3,417 NCAAP students and 63.3 percent of the 14,480 NCAAAI students. 1 Among ethnicity groups representing the 3,417 students in NCAAP: • White males composed 30.8 percent of all students and 48.3 percent of all males, • Black males composed 27.1 percent of all students and 42.5 percent of all males, • White females made up 18.3 percent of all students and 50.6 percent of all females, • Black females made up 14.3 percent of all students and 39.5 percent of all females, • Hispanic males made up 2.2 percent of all students and 3.5 percent of all males, • Hispanic females made up 1.6 percent of all students and 4.4 percent of all females, • Multi- racial males represented 1.1 percent of all students and 1.8 percent of all males, • Asian males represented 1.0 percent of all students and 1.6 percent of all males, • American Indian males represented .9 percent of all students and 1.4 percent of all males, • Multi- racial females represented .7 percent of all students and 1.9 percent of all females, • Asian and American Indian females each represented .5 percent of all students and 1.3 percent of all females. Among ethnicity groups representing the 14,480 students in NCAAAI in 2003- 04: • Black males constituted 22.8 percent of all students and 36.0 percent of all males, 1 The 14,480 NCAAAI students includes students with no indication of whether they were tested on- or off- level. 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 5 Demographic Trends ( continued) • White males constituted 19.5 percent of all students and 30.7 percent of all males, • Hispanic males made up 16.6 percent of all students and 26.2 percent of all males, • Hispanic females made up 13.6 percent of all students and 37.1 percent of all females, • Black females represented 10.9 percent of all students and 29.8 percent of all females, • White females represented 9.4 percent of all students and 25.7 percent of all females, • Asian males represented 1.9 percent of all students and 3.0 percent of all males, • Asian females represented 1.5 percent of all students and 4.2 percent of all females, • American Indian males composed 1.7 percent of all students and 2.8 percent of all males, • Multi- racial males composed 0.8 percent of all students and 1.3 percent of all males, • American Indian females composed 0.8 percent of all students and 2.2 percent of all females, • Multi- racial females composed 0.4 percent of all students and 1.0 percent of all females. A higher proportion of NCAAAI students ( 28.2%) are designated as LEP than NCAAP students ( 1.8%) in 2003- 04. This difference is due in large part to the fact that LEP status is one reason students participate in NCAAAI. The chart below displays the notable differences in the distribution of exceptional students within each alternate assessment. Figure 3. 2003- 04 Percent of NCAAP and NCAAAI Students with Exceptionalities 7.7 0.6 1.1 0.6 0.4 23.8 1.8 0.2 34.3 0.2 0.1 17.2 0.8 11.7 0.2 0.1 0.2 2.8 0.2 0.4 3.5 3.9 2.8 5.6 13.5 3.0 28.2 0.2 36.5 1.2 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 Autistic Behaviorally- Emotionally Disabled Deaf- Blind Educable Mentally Disabled Hearing Impaired Multihandicapped Not Identified/ Non- LEP Orthopedically Impaired Other Health Impai red Severely/ Profoundly Mentally Disabled Specific Learning Disabled Speec h / Language Impaired Trainable Mentally Disabled Traumatic Brain Injury Visually Impaired Limited English Proficient ( LEP) Percent NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 6 Demographic Trends ( continued) In 2003- 04, the NCAAP students were distributed among the exceptionality categories as follows: trainable mentally disabled ( 34.3%), autistic ( 23.8%), multihandicapped ( 17.2%), and severely/ profoundly mentally disabled ( 11.7%). Of all NCAAAI students, more than a third ( 36.5%) were in the educable mentally disabled and 13.5 percent were in the specific learning disabled categories respectively. Performance Trends Overall, students in both NCAAP and NCAAAI performed at higher Achievement Levels in 2003- 04 compared to 2002- 03. In every subject a larger proportion of NCAAP and NCAAAI students were performing either at or above Achievement Level III. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Over 96.0 percent of all NCAAP students demonstrated growth ( where both scorers agree), 1.8 percent demonstrated some growth ( where one scorer agrees and the other does not), and 1.5 percent of students demonstrated no growth. NCAAAI NCAAP NCAAAI Figure 4. 2002- 03 & 2003- 04 Percent of All NCAAP and NCAAAI Students At or Above Level III for All Subject Areas 47.7 47.6 13.2 17.2 7.4 70.3 61.7 24.1 26.2 11.7 31.1 * 52.2 * 74.3 28.4 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading On- Level Mathematics Writing Off- Level Reading Off- Level Mathematics 2002- 03 2003- 04 NCAAAI Percent Proficient NCAAP Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 7 Of the 90.2 percent of students in NCAAAI participating in reading and/ or receiving an Achievement Level or growth score, 91.3 percent demonstrated growth, 5.1 percent did not, and 3.6 percent were missing responses. Of the 84.1 percent of NCAAAI students participating in mathematics, 93.2 percent demonstrated growth, 5.6 percent did not, and 1.2 percent were missing responses. Of the 30.6 percent tested in writing, 80.2 percent demonstrated growth, 15.9 percent did not, and 3.9 percent were missing responses. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 8 Maps of Statewide Totals by LEA Out of the 117 LEAs in 2003- 04, ( including city units but not charter schools), the average number of NCAAP students in any particular LEA was 29 ( SD= 52.44) while the median was 13 students. The average density of NCAAP students in each LEA was 2.5 NCAAP students per 1,000 students enrolled ( SD= 2.82). 2 The median number of NCAAP students per 1,000 was 2.19. The average number of NCAAAI students in each LEA was 141 while the median number was 77 students ( SD= 244.33). On average, LEAs contained about 12.44 NCAAAI students per 1,000 students enrolled in 2003- 04 ( SD= 7.38). The median number of NCAAAI students per 1,000 was 11.3. Nineteen LEAs ( not including Charter schools) contained no NCAAP students and one contained no NCAAAI students. The maps in Figures 5 and 6 show the distribution of NCAAP and NCAAAI students per 1,000 students for each LEA in North Carolina in 2003- 04. Totals for city units and charter schools are not depicted in the maps but are listed in Table 1 at the end of this section. Figure 5. 2003- 04 Number of NCAAP Students Per 1,000 Students by LEA2 2 The number of NCAAP or NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, and multiplying by 1,000. Although there are LEAs and charter schools with fewer than 1,000 students in grades 3 and 8- 10, all calculations are based on 1,000 students for comparison purposes. , Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 9 Maps of Statewide Totals by LEA ( continued) LEAs with the highest concentration were Newton- Conover City which had 16.4 NCAAP students per 1,000 and Shelby City which had 22.3 NCAAP students per 1,000. Figure 6. 2003- 04 Number of NCAAAI Students Per 1,000 Students by LEA In 2003- 04, one LEA ( Clay County) had zero NCAAAI students and Hyde County had the highest number of NCAAAI students per 1,000 with 40.4 students. , Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 10 Table 1. 2003- 04 Number of NCAAP and NCAAAI Students Per 1,000 Students Enrolled, by LEA and Charter School3 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 ALAMANCE- BURLINGTON 1.0 5.2 ALEXANDER COUNTY 2.7 9.5 ALLEGHANY COUNTY 0.0 13.5 ANSON COUNTY 3.9 6.6 ASHE COUNTY 0.0 10.7 AVERY COUNTY 1.7 8.2 BEAUFORT COUNTY 3.5 1.7 BERTIE COUNTY 4.4 7.9 BLADEN COUNTY 1.2 9.9 BRUNSWICK COUNTY 1.2 12.6 BUNCOMBE COUNTY 2.8 12.8 ASHEVILLE CITY 0.0 35.2 BURKE COUNTY 2.3 6.1 CABARRUS COUNTY 2.5 15.0 KANNAPOLIS CITY 2.4 21.8 CALDWELL COUNTY 0.3 11.0 CAMDEN COUNTY 0.6 9.5 CARTERET COUNTY 1.9 12.6 CASWELL COUNTY 0.0 11.7 CATAWBA COUNTY 0.7 8.8 HICKORY CITY 0.0 11.5 NEWTON- CONOVER 16.4 26.9 CHATHAM COUNTY 0.0 24.4 CHEROKEE COUNTY 3.0 5.7 EDENTON/ CHOWAN 1.2 3.6 CLAY COUNTY 0.0 0.0 CLEVELAND COUNTY 0.1 9.6 KINGS MOUNTAIN CITY 2.4 3.6 SHELBY CITY 22.3 15.6 COLUMBUS COUNTY 3.1 16.7 WHITEVILLE CITY 1.8 5.5 CRAVEN COUNTY 4.7 7.2 CUMBERLAND COUNTY 3.0 9.1 CURRITUCK COUNTY 0.0 11.5 DARE COUNTY 0.8 8.0 3The number of NCAAP and NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, multiplying by 1,000 and rounding to one decimal place. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 11 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 DAVIDSON COUNTY 2.2 6.0 LEXINGTON CITY 0.0 36.6 THOMASVILLE CITY 0.0 29.2 DAVIE COUNTY 0.5 15.1 DUPLIN COUNTY 1.9 13.8 DURHAM COUNTY 3.8 12.7 EDGECOMBE COUNTY 4.7 7.0 FORSYTH COUNTY 3.3 17.8 FRANKLIN COUNTY 2.9 9.3 GASTON COUNTY 2.8 19.2 GATES COUNTY 2.5 6.1 GRAHAM COUNTY 5.9 0.8 GRANVILLE COUNTY 2.8 7.8 GREENE COUNTY 6.6 4.7 GUILFORD COUNTY 3.5 12.3 HALIFAX COUNTY 5.7 22.6 ROANOKE RAPIDS CITY 1.7 10.0 WELDON CITY 4.7 5.6 HARNETT COUNTY 0.7 22.3 HAYWOOD COUNTY 1.0 9.9 HENDERSON COUNTY 1.6 14.5 HERTFORD COUNTY 2.8 27.0 HOKE COUNTY 2.2 23.3 HYDE COUNTY 0.0 40.4 IREDELL- STATESVILLE 2.1 14.8 MOORESVILLE CITY 1.6 5.6 JACKSON COUNTY 4.1 7.7 JOHNSTON COUNTY 3.6 18.3 JONES COUNTY 7.3 22.5 LEE COUNTY 2.9 11.3 LENOIR COUNTY 4.2 10.6 LINCOLN COUNTY 1.9 6.8 MACON COUNTY 0.7 14.5 MADISON COUNTY 3.1 4.7 MARTIN COUNTY 0.0 2.7 MCDOWELL COUNTY 0.0 19.9 MECKLENBURG COUNTY 3.1 18.3 MITCHELL COUNTY 0.0 13.7 MONTGOMERY COUNTY 3.4 19.3 MOORE COUNTY 2.3 7.6 NASH- ROCKY MOUNT 0.0 9.5 NEW HANOVER COUNTY 4.3 9.7 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 12 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 NORTHAMPTON COUNTY 5.5 4.9 ONSLOW COUNTY 2.5 7.1 ORANGE COUNTY 0.8 10.0 CHAPEL HILL- CARRBORO 3.4 21.2 PAMLICO COUNTY 3.5 15.0 PASQUOTANK COUNTY 1.0 11.7 PENDER COUNTY 2.1 10.3 PERQUIMANS COUNTY 4.0 6.4 PERSON COUNTY 4.3 14.2 PITT COUNTY 1.5 13.0 POLK COUNTY 2.5 8.4 RANDOLPH COUNTY 1.7 6.1 ASHEBORO CITY 1.3 14.2 RICHMOND COUNTY 4.3 6.0 ROBESON COUNTY 3.0 25.9 ROCKINGHAM COUNTY 0.3 11.0 ROWAN- SALISBURY 0.0 11.9 RUTHERFORD COUNTY 3.9 3.5 SAMPSON COUNTY 1.6 15.7 CLINTON CITY 0.0 13.5 SCOTLAND COUNTY 6.5 14.9 STANLY COUNTY 1.9 16.0 STOKES COUNTY 1.9 4.4 SURRY COUNTY 1.4 13.4 ELKIN CITY 0.8 14.2 MOUNT AIRY CITY 1.1 23.1 SWAIN COUNTY 0.0 4.4 TRANSYLVANIA COUNTY 3.4 5.3 TYRRELL COUNTY 0.0 26.6 UNION COUNTY 2.3 12.1 VANCE COUNTY 4.5 14.0 WAKE COUNTY 2.7 8.1 WARREN COUNTY 4.5 8.3 WASHINGTON COUNTY 0.5 16.7 WATAUGA COUNTY 1.5 6.6 WAYNE COUNTY 3.1 11.5 WILKES COUNTY 3.2 9.3 WILSON COUNTY 2.5 5.3 YADKIN COUNTY 2.5 15.4 YANCEY COUNTY 1.6 15.0 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 13 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 LAKESIDE SCHOOL 0.0 38.5 RIVER MILL ACADEMY 0.0 0.0 CLOVER GARDEN 0.0 2.9 NEW CENTURY CHARTER 0.0 9.4 GRANDFATHER ACADEMY 0.0 0.0 CROSSNORE ACADEMY 0.0 43.5 WASHINGTON MONTESSORI 0.0 16.1 CHARTER DAY SCHOOL 0.0 2.6 EVERGREEN COMMUNITY CHARTER 0.0 17.3 ARTSPACE CHARTER 0.0 38.1 F DELANY NEW SCHOOL 0.0 35.0 THE NEW DIMENSIONS 0.0 0.0 CAPE LOOKOUT HIGH SCHOOL 0.0 0.0 TILLER SCHOOL 0.0 17.7 ENGELMANN SCH OF ART 0.0 14.3 CHATHAM CHARTER 0.0 0.0 WOODS CHARTER 0.0 5.9 THE LEARNING CENTER 0.0 76.0 ALPHA ACADEMY 0.0 0.0 MAUREEN JOY CHARTER 0.0 20.1 HEALTHY START ACADEMY 0.0 0.0 CARTER COMMUNITY 0.0 43.9 KESTREL HEIGHTS SCHOOL 0.0 6.2 OMUTEKO GWAMAZIIMA 0.0 10.4 RESEARCH TRI CHARTER 0.0 0.0 ANN ATWATER CMTY 0.0 0.0 QUALITY EDUC ACADEMY 0.0 113.1 DOWNTOWN MIDDLE SCHOOL 0.0 27.3 WOODSON SCH OF CHAL 0.0 0.0 THE E WINSTON PRIM 0.0 8.2 FORSYTH ACADEMIES 0.0 1.6 ARTS BASED ELEMENTARY 0.0 5.9 A CHILD'S GARDEN SCHOOL 0.0 0.0 HIGHLAND CHARTER 0.0 0.0 PIEDMONT COMMTY CHAR 0.0 6.2 IMANI INSTITUTE 0.0 0.0 GREENSBORO ACADEMY 0.0 0.0 GUILFORD CHARTER 0.0 0.0 PHOENIX ACADEMY INC 0.0 0.0 THE MOUNTAIN COMMUNITY SCHOOL 0.0 67.1 AMERICAN RENAISSANCE 0.0 0.0 AM RENAISSANCE MID 0.0 5.7 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 14 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 SUCCESS INSTITUTE 0.0 129.4 SUMMIT CHARTER 0.0 11.5 PROVISIONS ACADEMY 0.0 0.0 CHILDREN'S VILLAGE 0.0 15.9 LINCOLN CHARTER 0.0 0.0 COMMUNITY CHARTER SC 0.0 12.8 SUGAR CREEK CHARTER 0.0 10.3 KENNEDY CHARTER 0.0 14.9 LAKE NORMAN CHARTER 0.0 0.0 METROLINA REG SCH ACADEMY 0.0 0.0 QUEEN'S GRANT CMTY 0.0 9.0 CROSSROADS CHARTER 0.0 0.0 ACADEMY OF MOORE COUNTY 0.0 97.2 STARS CHARTER 0.0 0.0 ROCKY MOUNT PREP 0.0 26.7 CAPE FEAR CENTER INQUIRY 0.0 0.0 GASTON COLLEGE PREP 0.0 0.0 ORANGE CHARTER 0.0 11.1 ARAPAHOE CHARTER 0.0 0.0 BETHEL HILL CHARTER 0.0 0.0 CIS ACADEMY 0.0 0.0 BETHANY CMTY MIDDLE 0.0 0.0 ROWAN ACADEMY 0.0 0.0 THOMAS JEFFERSON ACADEMY 0.0 3.1 LAURINBURG CHARTER 0.0 0.0 LAURINBURG HOMEWORK CENTER 0.0 0.0 GRAY STONE DAY 0.0 0.0 MILLENNIUM CHARTER 0.0 0.0 MOUNTAIN DISCOVERY 0.0 12.2 BREVARD ACADEMY 0.0 15.0 UNION ACADEMY 0.0 1.9 VANCE CHARTER SCHOOL 0.0 0.0 EXPLORIS 0.0 0.0 BAKER CHARTER HIGH 0.0 0.0 MAGELLAN CHARTER 0.0 0.0 STERLING MONTESSORI 0.0 15.2 FRANKLIN ACADEMY 0.0 2.5 EAST WAKE ACADEMY 0.0 0.0 SPARC ACADEMY 0.0 0.0 RALEIGH CHARTER HIGH 0.0 0.0 TORCHLIGHT ACADEMY 0.0 0.0 PREEMINENT CHARTER 0.0 0.0 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 15 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 QUEST ACADEMY 0.0 0.0 COMMUNITY PARTNERS 0.0 10.6 HOPE ELEMENTARY 0.0 0.0 HALIWA- SAPONI TRIBAL 0.0 0.0 DILLARD ACADEMY 0.0 0.0 BRIDGES CHARTER SCHOOL 0.0 49.6 SALLIE B HOWARD SCHOOL 0.0 55.3 17 Statewide Performance NCAAP and NCAAAI Combined 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 16,469 100.0 25.3 34.9 26.1 10.5 36.7 92.7 ≤ 5.0.0 Gender Female 5,917 35.9 26.8 35.5 23.6 10.2 33.8 92.0 ≤ 5.0.0 Male 10,546 64.0 24.5 34.6 27.6 10.7 38.3 93.0 ≤ 5.0.0 Not Coded 6 0.0 16.7 16.7 0.0 66.7 66.7 ≥ 95.0 ≤ 5.0.0 Ethnicity American Indian 362 2.2 10.2 27.6 47.8 14.4 62.2 ≥ 95.0 ≤ 5.0 Asian 447 2.7 37.4 36.1 14.3 ≤ 5.0 18.4 84.8 7.2 Black 6,012 36.5 20.9 35.9 29.5 12.7 42.2 ≥ 95.0 ≤ 5.0 Hispanic 3,757 22.8 41.8 32.7 13.8 ≤ 5.0 16.2 82.2 8.9 Multi- Racial 225 1.4 17.4 37.5 27.7 15.2 42.9 ≥ 95.0 ≤ 5.0 White 5,627 34.2 19.4 35.8 30.3 13.5 43.8 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,538 21.5 46.2 31.8 9.8 ≤ 5.0 10.5 78.5 10.3 All Students with Disabilities 12,926 78.5 19.6 35.8 30.6 13.2 43.9 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 386 2.3 23.6 42.0 27.5 6.0 33.4 94.0 ≤ 5.0 Hearing Impaired 163 1.0 29.4 44.2 19.6 6.1 25.8 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 5,298 32.2 21.7 41.0 29.5 6.8 36.4 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,814 11.0 21.0 40.4 29.7 7.7 37.3 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 1,979 12.0 22.4 40.0 29.7 7.0 36.7 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,233 7.5 23.7 41.0 29.0 5.1 34.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 1,421 8.6 22.9 40.8 29.3 6.1 35.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 101 0.6 25.7 44.6 20.8 7.9 28.7 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 55 0.3 27.3 43.6 21.8 7.3 29.1 ≥ 95.0 ≤ 5.0 Visually Impaired 29 0.2 20.7 34.5 31.0 13.8 44.8 ≥ 95.0 ≤ 5.0 Other Health Impaired 853 5.2 21.2 38.6 29.9 9.4 39.3 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 107 0.6 19.6 47.7 26.2 5.6 31.8 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 78 0.5 15.4 38.5 30.8 14.1 44.9 ≥ 95.0 ≤ 5.0 Autistic 1,350 8.2 16.5 26.5 34.0 22.2 56.2 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 405 2.5 17.5 19.0 32.6 30.9 63.5 ≥ 95.0 ≤ 5.0 Multihandicapped 752 4.6 16.9 24.0 30.8 27.6 58.4 ≥ 95.0 ≤ 5.0 Deaf- Blind 7 0.0 ≤ 5.0 28.6 57.1 14.3 71.4 ≥ 95.0 ≤ 5.0 Trainable Mentally Disabled 1,606 9.8 12.3 25.6 34.7 27.3 62.0 ≥ 95.0 ≤ 5.0 Section 504 23 0.1 39.1 26.1 30.4 ≤ 5.0 30.4 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,833 23.3 43.6 33.1 11.6 ≤ 5.0 13.1 80.6 9.7 Not Served by Title I 9,494 57.6 24.1 35.5 25.5 11.8 37.3 93.0 ≤ 5.0 Schoolwide Title I Program 6,608 40.1 26.1 34.1 27.7 9.2 36.8 92.6 ≤ 5.0 Targeted Assistance 203 1.2 39.4 38.9 17.2 ≤ 5.0 19.7 89.2 9.4 Migrant 497 3.0 42.7 29.4 20.3 ≤ 5.0 23.3 86.5 9.5 Assigned Grade 3 2,486 15.1 34.6 36.2 20.0 5.7 25.7 91.4 ≤ 5.0 4 2,880 17.5 26.4 36.5 25.3 8.9 34.2 93.2 ≤ 5.0 5 2,804 17.0 20.9 33.6 30.2 12.4 42.6 93.8 ≤ 5.0 6 2,518 15.3 25.5 35.4 26.7 9.6 36.3 92.8 ≤ 5.0 7 2,345 14.2 24.6 34.4 26.6 11.3 37.9 92.5 ≤ 5.0 8 2,169 13.2 21.0 33.4 28.7 13.6 42.3 92.8 ≤ 5.0 9 2 0.0 * * * * * * * 10 1,263 7.7 22.9 34.5 24.6 15.0 39.7 91.1 5.1 Notes: 1Combines the total number of students in NCAAP reading and NCAAAI on- level and off- level reading 2Total number of students assessed for reading; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 2. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Reading* 19 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 15,595 100.0 27.8 33.4 27.9 9.7 37.6 94.2 ≤ 5.0 Gender Female 5,898 37.8 29.0 34.5 26.3 9.0 35.3 94.1 ≤ 5.0 Male 9,691 62.1 27.0 32.7 28.9 10.1 39.0 94.3 ≤ 5.0 Not Coded 6 0.0 ≤ 5.0 33.3 16.7 50.0 66.7 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 303 1.9 13.2 25.4 43.9 16.8 60.7 ≥ 95.0 ≤ 5.0 Asian 426 2.7 32.2 35.5 25.2 5.2 30.4 90.8 7.0 Black 5,569 35.7 23.1 33.1 31.0 11.7 42.7 ≥ 95.0 ≤ 5.0 Hispanic 3,875 24.8 42.8 34.3 18.5 ≤ 5.0 21.0 89.2 9.6 Multi- Racial 213 1.4 22.2 33.0 27.8 15.6 43.4 ≥ 95.0 ≤ 5.0 White 5,170 33.2 22.3 33.5 30.8 12.5 43.3 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,828 24.5 44.9 34.3 16.8 ≤ 5.0 18.8 87.9 10.8 All Students with Disabilities 11,763 75.4 22.2 33.1 31.5 12.3 43.8 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 328 2.1 29.0 40.2 23.2 6.7 29.9 93.6 5.5 Hearing Impaired 132 0.8 25.8 44.7 23.5 5.3 28.8 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 5,077 32.6 24.7 39.9 28.0 6.5 34.5 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,035 6.6 22.8 42.5 26.2 5.6 31.8 94.1 ≤ 5.0 Learning Disabled- Reading 1,183 7.6 23.1 41.8 27.6 5.3 32.9 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,048 6.7 23.1 42.8 27.6 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 913 5.9 24.2 42.4 26.8 ≤ 5.0 31.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 85 0.5 35.3 47.1 16.5 ≤ 5.0 17.6 90.6 9.4 Speech- Language Impaired 49 0.3 26.5 46.9 16.3 8.2 24.5 ≥ 95.0 ≤ 5.0 Visually Impaired 26 0.2 15.4 42.3 30.8 11.5 42.3 ≥ 95.0 ≤ 5.0 Other Health Impaired 780 5.0 26.3 36.6 27.1 9.2 36.3 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 112 0.7 24.1 37.5 30.4 6.3 36.6 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 77 0.5 19.5 41.6 27.3 11.7 39.0 ≥ 95.0 ≤ 5.0 Autistic 1,354 8.7 18.1 23.3 39.7 18.1 57.7 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 405 2.6 23.7 14.3 37.3 24.7 62.0 ≥ 95.0 ≤ 5.0 Multihandicapped 750 4.8 20.3 20.2 37.3 21.4 58.7 ≥ 95.0 ≤ 5.0 Deaf- Blind 7 0.0 ≤ 5.0 28.6 71.4 ≤ 5.0 71.4 ≥ 95.0 ≤ 5.0 Trainable Mentally Disabled 1,610 10.3 14.0 19.2 40.0 26.6 66.7 ≥ 95.0 ≤ 5.0 Section 504 21 0.1 23.8 38.1 28.6 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,898 25.0 43.4 34.7 17.8 ≤ 5.0 19.9 88.4 10.2 Not Served by Title I 9,166 58.8 26.9 33.0 27.9 10.8 38.7 94.5 ≤ 5.0 Schoolwide Title I Program 6,074 38.9 28.6 33.6 28.3 8.5 36.8 94.3 ≤ 5.0 Targeted Assistance 184 1.2 37.0 40.2 15.8 ≤ 5.0 19.6 85.9 13.6 Migrant 534 3.4 32.4 38.8 25.7 ≤ 5.0 28.1 91.2 8.6 Assigned Grade 3 2,285 14.7 35.6 35.8 22.0 5.8 27.8 94.4 ≤ 5.0 4 2,647 17.0 31.5 34.6 25.7 7.3 33.0 ≥ 95.0 ≤ 5.0 5 2,581 16.6 26.4 31.3 31.1 10.0 41.2 ≥ 95.0 ≤ 5.0 6 2,416 15.5 28.3 33.8 27.6 9.1 36.7 92.8 5.6 7 2,281 14.6 24.5 34.6 28.5 11.0 39.5 94.8 ≤ 5.0 8 2,158 13.8 22.3 32.7 30.4 13.4 43.8 94.2 ≤ 5.0 9 3 0.0 * * * * * * * 10 1,222 7.8 22.6 28.8 31.9 14.1 45.9 91.0 5.8 Notes: 1Combines the total number of students in NCAAP mathematics and NCAAAI on- level and off- level mathematics 2Total number of students assessed for mathematics; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 3. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Mathematics* 20 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 5,641 100.0 44.7 30.2 13.7 10.7 24.5 87.0 12.3 Gender Female 2,150 38.1 45.6 30.0 13.3 10.5 23.8 88.0 11.3 Male 3,489 61.9 44.2 30.3 14.0 10.9 24.8 86.4 13.0 Not Coded 2 0.0 * * * * * * * Ethnicity American Indian 148 2.6 37.8 29.7 25.0 7.4 32.4 79.1 20.9 Asian 205 3.6 47.1 36.3 10.3 ≤ 5.0 15.2 90.7 8.3 Black 1,913 33.9 40.0 29.7 16.2 13.6 29.8 88.6 10.5 Hispanic 1,557 27.6 56.5 32.5 8.5 ≤ 5.0 10.3 84.9 15.1 Multi- Racial 69 1.2 30.4 27.5 18.8 23.2 42.0 ≥ 95.0 ≤ 5.0 White 1,736 30.8 40.5 28.0 14.9 15.9 30.8 86.9 12.0 Not Exceptional4 1,574 27.9 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6 All Students with Disabilities 4,066 72.1 40.3 28.9 15.7 14.6 30.3 87.6 11.4 Behaviorally- Emotionally Disabled 109 1.9 36.7 36.7 23.9 ≤ 5.0 26.6 87.2 12.8 Hearing Impaired 60 1.1 48.3 43.3 ≤ 5.0 ≤ 5.0 6.7 85.0 15.0 Educable Mentally Disabled 1,574 27.9 48.7 34.3 11.8 ≤ 5.0 16.0 84.9 14.8 Specific Learning Disabled4 448 7.9 34.9 44.6 17.8 ≤ 5.0 20.5 86.8 12.1 Learning Disabled- Reading 485 8.6 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8 Learning Disabled- Mathematics 311 5.5 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9 Learning Disabled- Written Expression 450 8.0 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9 Learning Disabled- Other 27 0.5 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8 Speech- Language Impaired 26 0.5 57.7 34.6 7.7 ≤ 5.0 7.7 84.6 15.4 Visually Impaired 3 0.1 * * * * * * * Other Health Impaired 224 4.0 49.6 28.1 13.8 7.6 21.4 87.1 12.9 Orthopedically Impaired 33 0.6 48.5 30.3 18.2 ≤ 5.0 21.2 87.9 12.1 Traumatic Brain Injury 21 0.4 38.1 ≤ 5.0 28.6 23.8 52.4 85.7 9.5 Autistic 442 7.8 31.7 21.3 20.4 26.4 46.8 90.0 7.9 Severely/ Profoundly Mentally Disabled 177 3.1 28.5 15.1 20.9 35.5 56.4 ≥ 95.0 ≤ 5.0 Multihandicapped 282 5.0 30.6 18.0 19.8 31.3 51.1 93.3 ≤ 5.0 Deaf- Blind 5 0.1 20.0 20.0 40.0 20.0 60.0 80.0 20.0 Trainable Mentally Disabled 650 11.5 32.0 16.9 16.9 34.2 51.1 88.6 10.3 Section 504 12 0.2 50.0 8.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 1,592 28.2 56.2 32.9 8.8 ≤ 5.0 10.0 85.2 14.8 Not Served by Title I 3,341 59.2 44.5 29.0 12.8 13.1 25.9 88.2 10.9 Schoolwide Title I Program 2,171 38.5 44.7 31.5 15.6 7.7 23.2 84.8 14.8 Targeted Assistance 57 1.0 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5 Migrant 194 3.4 47.9 32.0 14.9 ≤ 5.0 17.0 88.7 11.3 Assigned Grade 4 2,637 46.7 46.3 31.1 14.0 8.0 22.0 86.7 13.0 7 2,230 39.5 45.7 30.2 13.5 9.8 23.3 87.1 12.4 10 774 13.7 36.4 26.7 13.4 22.6 36.0 87.7 9.8 Notes: 1Combines total number of students in NCAAP and NCAAAI Writing 2Total number of students assessed for writing. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 4. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Writing 21 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 13,054 100.0 29.0 39.3 23.4 ≤ 5.0 27.8 91.3 5.1 Gender Female 4,684 35.9 30.7 39.8 20.7 ≤ 5.0 24.6 90.4 ≤ 5.0 Male 8,369 64.1 28.1 39.0 24.9 ≤ 5.0 29.6 91.8 5.2 Not Coded 1 0.0 * * * * * * * Ethnicity American Indian 316 2.4 10.1 31.0 51.3 7.6 58.9 ≥ 95.0 ≤ 5.0 Asian 396 3.0 40.2 37.4 11.6 ≤ 5.0 13.4 83.3 8.1 Black 4,597 35.2 23.8 41.3 27.5 6.1 33.7 ≥ 95.0 ≤ 5.0 Hispanic 3,629 27.8 43.0 33.2 12.7 ≤ 5.0 14.2 81.5 9.2 Multi- Racial 163 1.2 20.9 42.9 25.2 8.0 33.1 ≥ 95.0 ≤ 5.0 White 3,953 30.3 23.1 43.2 27.2 ≤ 5.0 32.3 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,540 27.1 46.2 31.9 9.8 ≤ 5.0 10.5 78.5 10.3 All Students with Disabilities 9,512 72.9 22.7 42.0 28.4 5.8 34.3 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 381 2.9 23.6 42.5 26.8 6.0 32.8 94.2 ≤ 5.0 Hearing Impaired 155 1.2 31.0 43.2 19.4 5.8 25.2 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 5,034 38.6 22.3 42.4 29.0 5.3 34.4 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,809 13.9 21.1 40.4 29.7 7.6 37.3 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 1,979 15.2 22.4 40.0 29.7 7.0 36.7 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,233 9.4 23.7 41.0 29.0 5.1 34.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 1,421 10.9 22.9 40.8 29.3 6.1 35.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 101 0.8 25.7 44.6 20.8 7.9 28.7 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 49 0.4 28.6 46.9 22.4 ≤ 5.0 24.5 ≥ 95.0 ≤ 5.0 Visually Impaired 24 0.2 25.0 33.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0 Other Health Impaired 757 5.8 22.3 41.5 28.9 6.3 35.3 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 80 0.6 23.8 53.8 18.8 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 56 0.4 17.9 50.0 23.2 7.1 30.4 ≥ 95.0 ≤ 5.0 Autistic 537 4.1 27.7 39.1 26.1 ≤ 5.0 31.1 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 71.4 14.3 ≤ 5.0 14.3 ≥ 95.0 ≤ 5.0 Multihandicapped 164 1.3 18.9 41.5 32.3 ≤ 5.0 36.6 ≥ 95.0 ≤ 5.0 Deaf- Blind 3 0.0 * * * * * * * Trainable Mentally Disabled 433 3.3 25.2 44.6 24.9 5.1 30.0 ≥ 95.0 ≤ 5.0 Section 504 23 0.2 39.1 26.1 30.4 ≤ 5.0 30.4 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,772 28.9 44.2 33.3 11.0 ≤ 5.0 12.2 80.2 9.9 Not Served by Title I 7,058 54.1 28.6 41.4 21.5 ≤ 5.0 25.9 91.3 ≤ 5.0 Schoolwide Title I Program 5,644 43.2 28.6 36.9 26.4 ≤ 5.0 30.9 91.7 ≤ 5.0 Targeted Assistance 201 1.5 39.8 39.3 16.9 ≤ 5.0 18.9 89.1 9.5 Migrant 486 3.7 43.6 29.8 20.2 ≤ 5.0 21.8 86.2 9.7 Assigned Grade 3 2,082 15.9 38.9 39.5 16.0 ≤ 5.0 17.3 89.9 6.0 4 2,407 18.4 30.0 40.2 22.6 ≤ 5.0 26.3 92.1 ≤ 5.0 5 2,253 17.3 24.5 37.3 28.5 6.2 34.7 92.7 ≤ 5.0 6 2,000 15.3 29.5 39.5 23.9 ≤ 5.0 27.5 91.7 ≤ 5.0 7 1,818 13.9 28.4 38.9 23.8 ≤ 5.0 28.6 90.9 5.4 8 1,647 12.6 23.5 38.9 26.6 6.7 33.3 91.1 ≤ 5.0 9 1 0.0 * * * * * * * 10 846 6.5 25.4 42.0 22.2 6.0 28.3 89.0 7.7 Notes: 1Combines total number of NCAAAI students in on- level and off- level reading including those students without a score for growth. 2Total number of students assessed for reading. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 5. 2003- 04 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Reading Combined 22 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 12,181 100.0 31.7 39.5 23.3 ≤ 5.0 27.3 93.2 5.6 Gender Female 4,666 38.3 32.7 40.5 22.0 ≤ 5.0 25.2 93.1 5.6 Male 7,514 61.7 31.1 38.8 24.1 ≤ 5.0 28.5 93.3 5.6 Not Coded 1 0.0 * * * * * * * Ethnicity American Indian 257 2.1 14.0 28.4 47.1 9.7 56.8 ≥ 95.0 ≤ 5.0 Asian 376 3.1 33.2 38.8 22.6 ≤ 5.0 25.8 89.9 8.0 Black 4,154 34.1 26.6 40.4 26.3 5.3 31.6 94.8 ≤ 5.0 Hispanic 3,747 30.8 43.7 34.9 17.4 ≤ 5.0 19.4 88.7 9.9 Multi- Racial 151 1.2 25.2 43.7 20.5 8.6 29.1 ≥ 95.0 ≤ 5.0 White 3,496 28.7 26.3 43.9 24.4 ≤ 5.0 28.5 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,831 31.5 44.9 34.3 16.9 ≤ 5.0 18.8 87.8 10.8 All Students with Disabilities 8,349 68.5 25.6 41.8 26.2 ≤ 5.0 31.2 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 323 2.7 29.1 40.9 22.9 6.2 29.1 93.8 5.6 Hearing Impaired 124 1.0 27.4 46.0 21.0 ≤ 5.0 25.8 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 4,813 39.5 25.3 41.5 27.2 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,030 8.5 22.8 42.5 26.2 5.5 31.7 94.5 ≤ 5.0 Learning Disabled- Reading 1,183 9.7 23.1 41.8 27.6 5.3 32.9 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,048 8.6 23.1 42.8 27.6 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 913 7.5 24.2 42.4 26.8 ≤ 5.0 31.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 85 0.7 35.3 47.1 16.5 ≤ 5.0 17.6 90.6 9.4 Speech- Language Impaired 43 0.4 27.9 51.2 11.6 7.0 18.6 ≥ 95.0 ≤ 5.0 Visually Impaired 21 0.2 19.0 52.4 23.8 ≤ 5.0 28.6 ≥ 95.0 ≤ 5.0 Other Health Impaired 684 5.6 27.8 39.8 25.3 6.3 31.6 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 85 0.7 28.2 43.5 21.2 ≤ 5.0 25.9 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 55 0.5 23.6 50.9 18.2 7.3 25.5 ≥ 95.0 ≤ 5.0 Autistic 541 4.4 29.9 40.3 24.0 ≤ 5.0 27.4 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 57.1 28.6 ≤ 5.0 28.6 85.7 14.3 Multihandicapped 162 1.3 19.1 45.7 26.5 ≤ 5.0 31.5 ≥ 95.0 ≤ 5.0 Deaf- Blind 3 0.0 * * * * * * * Trainable Mentally Disabled 437 3.6 26.3 44.2 26.1 ≤ 5.0 28.8 ≥ 95.0 ≤ 5.0 Section 504 21 0.2 23.8 38.1 28.6 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,839 31.5 43.9 34.9 17.2 ≤ 5.0 19.1 88.1 10.3 Not Served by Title I 6,731 55.3 31.8 40.7 22.0 ≤ 5.0 25.7 93.3 5.4 Schoolwide Title I Program 5,110 42.0 31.2 37.9 25.2 ≤ 5.0 29.6 93.5 5.5 Targeted Assistance 182 1.5 37.4 40.7 14.8 ≤ 5.0 18.7 85.7 13.7 Migrant 523 4.3 33.1 39.6 25.2 ≤ 5.0 26.6 91.0 8.8 Assigned Grade 3 1,880 15.4 40.2 40.5 16.2 ≤ 5.0 18.2 93.5 5.7 4 2,175 17.9 35.8 39.4 21.0 ≤ 5.0 23.8 94.8 ≤ 5.0 5 2,030 16.7 30.3 37.4 26.7 ≤ 5.0 30.9 94.2 ≤ 5.0 6 1,898 15.6 32.3 39.3 22.7 ≤ 5.0 26.8 91.7 7.2 7 1,754 14.4 28.1 40.9 24.3 ≤ 5.0 29.2 93.8 ≤ 5.0 8 1,637 13.4 25.5 39.3 27.0 6.5 33.5 92.9 5.6 9 2 0.0 * * * * * * * 10 805 6.6 23.2 40.1 28.7 ≤ 5.0 32.7 88.7 8.8 Notes: 1Combines total number of NCAAAI students in on- level and off- level mathematics including those students without a score for growth. 2Total number of students assessed for mathematics. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 6. 2003- 04 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Mathematics Combined 23 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,224 100.0 52.7 34.6 10.7 ≤ 5.0 11.7 83.5 16.5 Gender Female 1,615 38.2 53.1 33.9 11.0 ≤ 5.0 12.2 85.0 15.0 Male 2,609 61.8 52.5 35.1 10.5 ≤ 5.0 11.5 82.6 17.3 Ethnicity American Indian 132 3.1 40.2 31.8 28.0 ≤ 5.0 28.0 76.5 23.5 Asian 186 4.4 50.0 37.6 9.1 ≤ 5.0 10.8 90.9 9.1 Black 1,300 30.8 48.3 35.8 13.2 ≤ 5.0 15.2 84.5 15.5 Hispanic 1,506 35.7 57.7 33.1 7.8 ≤ 5.0 8.4 84.4 15.6 Multi- Racial 38 0.9 50.0 31.6 15.8 ≤ 5.0 18.4 92.1 7.9 White 1,062 25.1 53.3 35.3 9.5 ≤ 5.0 10.3 80.3 19.6 Not Exceptional4 1,574 37.3 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6 All Students with Disabilities 2,650 62.7 50.7 35.4 11.8 ≤ 5.0 13.1 82.4 17.5 Behaviorally- Emotionally Disabled 107 2.5 37.4 37.4 23.4 ≤ 5.0 25.2 86.9 13.1 Hearing Impaired 56 1.3 50.0 42.9 5.4 ≤ 5.0 5.4 83.9 16.1 Educable Mentally Disabled 1,447 34.3 51.4 36.0 10.7 ≤ 5.0 11.5 83.8 16.1 Specific Learning Disabled4 444 10.5 34.9 44.6 17.8 ≤ 5.0 20.5 87.6 12.2 Learning Disabled- Reading 485 11.5 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8 Learning Disabled- Mathematics 311 7.4 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9 Learning Disabled- Written Expression 450 10.7 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9 Learning Disabled- Other 27 0.6 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8 Speech- Language Impaired 24 0.6 58.3 33.3 8.3 ≤ 5.0 8.3 83.3 16.7 Visually Impaired 3 0.1 * * * * * * * Other Health Impaired 185 4.4 55.7 29.2 13.0 ≤ 5.0 14.1 84.3 15.7 Orthopedically Impaired 25 0.6 60.0 28.0 12.0 ≤ 5.0 12.0 84.0 16.0 Traumatic Brain Injury 11 0.3 45.5 9.1 27.3 9.1 36.4 81.8 18.2 Autistic 151 3.6 55.0 35.1 8.6 ≤ 5.0 9.3 76.8 23.2 Severely/ Profoundly Mentally Disabled 2 0.0 * * * * * * * Multihandicapped 45 1.1 71.1 22.2 ≤ 5.0 ≤ 5.0 ≤ 5.0 73.3 26.7 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 136 3.2 83.8 13.2 ≤ 5.0 ≤ 5.0 2.9 50.7 49.3 Section 504 12 0.3 50.0 8.3 33.3 8.3 41.7 * * Limited English Proficient ( LEP) 1,563 37.0 56.9 33.1 8.3 ≤ 5.0 9.0 84.9 15.1 Not Served by Title I 2,269 53.7 55.7 34.5 8.1 ≤ 5.0 8.9 83.9 16.1 Schoolwide Title I Program 1,833 43.4 49.0 34.6 14.1 ≤ 5.0 15.7 82.4 17.5 Targeted Assistance 57 1.3 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5 Migrant 188 4.5 49.5 32.4 14.4 ≤ 5.0 14.9 88.3 11.7 Assigned Grade 4 2,164 51.2 52.5 34.8 11.2 ≤ 5.0 12.0 84.1 15.9 7 1,703 40.3 53.4 34.1 10.3 ≤ 5.0 11.6 83.7 16.2 10 357 8.5 51.3 35.9 9.2 ≤ 5.0 10.9 78.7 21.3 Notes: 1Total number of NCAAAI students in writing; does not include thirty- one students who were tested off- level for writing ( scores invalidated). 2Total number of students assessed for writing. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 7. 2003- 04 NCAAAI1 Statewide Student Performance in Writing 24 Statewide Performance NCAAP and NCAAAI 2003- 04 25 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Not Number Percent of at at at at At or Above at at at at At or Above Achieving Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Level I Level II Level III Level IV Level III Growth Growth All Students 3,417 100.0 10.9 18.1 36.5 33.8 70.3 13.5 11.5 44.2 30.1 74.3 ≥ 95.0 ≤ 5.0 Gender Females 1,234 36.1 11.6 19.4 34.2 34.3 68.5 14.8 11.6 42.3 30.7 73.0 ≥ 95.0 ≤ 5.0 Males 2,178 63.7 10.5 17.4 37.9 33.4 71.3 12.9 11.4 45.3 29.7 75.0 ≥ 95.0 ≤ 5.0 Not Coded 5 0.1 20.0 * * 80.0 80.0 * 20.0 20.0 60.0 80.0 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 46 1.3 10.9 4.3 23.9 60.9 84.8 8.7 8.7 26.1 56.5 82.6 ≥ 95.0 ≤ 5.0 Asian 51 1.5 15.7 25.5 35.3 21.6 56.9 23.5 9.8 45.1 19.6 64.7 ≥ 95.0 ≤ 5.0 Black 1,415 41.4 11.4 18.4 35.6 33.9 69.5 12.8 11.6 44.6 30.4 75.0 ≥ 95.0 ≤ 5.0 Hispanic 130 3.8 8.5 20.0 44.6 26.9 71.5 16.9 15.4 48.5 19.2 67.7 ≥ 95.0 ≤ 5.0 Multi- Racial 62 1.8 8.1 22.6 33.9 33.9 67.7 14.5 6.5 45.2 32.3 77.4 ≥ 95.0 ≤ 5.0 White 1,674 49.0 10.6 18.0 37.3 33.4 70.7 13.9 11.5 44.0 29.9 73.9 ≥ 95.0 ≤ 5.0 Not Coded 39 1.1 12.8 5.1 28.2 53.8 82.1 7.7 7.7 41.0 43.6 84.6 ≥ 95.0 ≤ 5.0 27 All Students with Disabilities 3,414 99.9 10.9 18.1 36.5 33.8 70.3 13.5 11.5 44.2 30.1 74.3 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 5 0.1 20.0 * 80.0 * 80.0 20.0 * 40.0 40.0 80.0 80.0 20.0 Hearing Impaired 8 0.2 ≤ 5.0 62.5 25.0 12.5 37.5 ≤ 5.0 25.0 62.5 12.5 75.0 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 264 7.7 10.2 14.0 38.6 34.8 73.5 12.1 9.8 41.3 34.5 75.8 ≥ 95.0 ≤ 5.0 Specific Learning Disabled 5 0.1 * * * 20.0 20.0 * * * 20.0 20.0 20.0 ≤ 5.0 Speech- Language Impaired 6 0.2 16.7 16.7 16.7 50.0 66.7 16.7 16.7 50.0 16.7 66.7 ≥ 95.0 ≤ 5.0 Visually Impaired 5 0.1 * 40.0 20.0 40.0 60.0 * * 60.0 40.0 ≥ 95.0 ≥ 95.0 ≤ 5.0 Other Health Impaired 96 2.8 12.5 15.6 37.5 33.3 70.8 15.6 13.5 39.6 30.2 69.8 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 27 0.8 7.4 29.6 48.1 14.8 63.0 11.1 18.5 59.3 11.1 70.4 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 22 0.6 9.1 9.1 50.0 31.8 81.8 9.1 18.2 50.0 22.7 72.7 ≥ 95.0 ≤ 5.0 Autistic 813 23.8 8.9 18.0 38.9 33.3 72.2 10.0 11.7 49.7 27.7 77.4 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 398 11.6 17.6 18.1 32.9 31.4 64.3 23.9 13.6 37.4 25.1 62.6 ≥ 95.0 ≤ 5.0 Multihandicapped 588 17.2 16.3 19.0 30.3 34.0 64.3 20.6 13.1 40.1 25.9 66.0 ≥ 95.0 ≤ 5.0 Deaf- Blind 4 0.1 * * * * * * * * * * * * Trainable Mentally Disabled 1,173 34.3 7.6 18.6 38.2 35.5 73.7 9.4 9.8 45.2 35.5 80.6 ≥ 95.0 ≤ 5.0 Not Coded 3 0.1 * * * * * * * * * * * * Limited English Proficient ( LEP) 62 1.8 11.3 21.0 46.8 21.0 67.7 12.9 19.4 51.6 16.1 67.7 ≥ 95.0 ≤ 5.0 Not Served by Title I 2,437 71.3 10.8 18.3 37.1 33.0 70.1 13.3 11.7 44.1 30.3 74.4 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 965 28.2 11.1 17.4 35.1 36.1 71.2 14.4 10.9 44.5 29.9 74.4 ≥ 95.0 ≤ 5.0 Targeted Assistance 2 0.1 * * * * * * * * * * * * Migrant 11 0.3 ≤ 5.0 9.1 27.3 63.6 90.9 ≤ 5.0 ≤ 5.0 45.5 54.5 ≥ 95.0 ≥ 95.0 ≤ 5.0 Notes 1" Percent of All Students" within a category may not sum to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 8. 2003- 04 NCAAP Statewide Student Performance at Each Achievement Level, Percent Achieving Growth, and Percent Not Achieving Growth, Reading Mathematics in Reading and Mathematics Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Growth Growth All Students 1,422 100.0 20.1 16.2 22.5 39.2 61.7 ≥ 95.0 ≤ 5.0 Gender Females 538 37.8 22.1 17.7 19.9 38.3 58.2 ≥ 95.0 ≤ 5.0 Males 882 62.0 18.9 15.3 24.1 39.8 63.9 ≥ 95.0 ≤ 5.0 Not Coded 2 0.1 * * * * * * * Ethnicity American Indian 16 1.1 18.8 12.5 ≤ 5.0 68.8 68.8 ≥ 95.0 ≤ 5.0 Asian 19 1.3 15.8 21.1 21.1 36.8 57.9 89.5 5.3 Black 614 43.2 21.5 16.0 22.0 37.9 59.9 ≥ 95.0 ≤ 5.0 Hispanic 51 3.6 19.6 13.7 31.4 35.3 66.7 ≥ 95.0 ≤ 5.0 Multi- Racial 31 2.2 6.5 22.6 22.6 48.4 71.0 ≥ 95.0 ≤ 5.0 White 678 47.7 19.9 16.2 23.0 39.5 62.5 ≥ 95.0 ≤ 5.0 Not Coded 13 0.9 ≤ 5.0 23.1 15.4 23.1 38.5 ≥ 95.0 ≤ 5.0 All Students with Disabilities 1,421 99.9 20.1 16.2 22.5 39.3 61.8 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 2 0.1 * * * * * * * Hearing Impaired 6 0.4 33.3 50.0 ≤ 5.0 16.7 16.7 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 127 8.9 16.5 14.2 23.6 44.1 67.7 ≥ 95.0 ≤ 5.0 Specific Learning Disabled 4 0.3 * * * * * * * Speech- Language Impaired 2 0.1 * * * * * * * Visually Impaired 1 0.1 * * * * * * * Other Health Impaired 39 2.7 20.5 23.1 17.9 38.5 56.4 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 8 0.6 12.5 37.5 37.5 12.5 50.0 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 10 0.7 30.0 ≤ 5.0 30.0 40.0 70.0 90.0 10.0 Autistic 292 20.5 19.2 13.7 26.0 39.0 65.1 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 175 12.3 27.4 14.3 20.6 34.9 55.4 ≥ 95.0 ≤ 5.0 Multihandicapped 238 16.7 22.3 16.8 22.3 37.0 59.2 ≥ 95.0 ≤ 5.0 Deaf- Blind 3 0.2 * * * * * * * Trainable Mentally Disabled 514 36.1 17.9 17.7 21.2 42.0 63.2 ≥ 95.0 ≤ 5.0 Not Coded 1 0.1 * * * * * * * Limited English Proficient ( LEP) 29 2.0 17.2 17.2 37.9 27.6 65.5 ≥ 95.0 ≤ 5.0 Not Served by Title I 1,077 75.7 20.1 16.7 22.3 38.9 61.2 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 338 23.8 20.7 14.2 23.4 40.8 64.2 ≥ 95.0 ≤ 5.0 Targeted Assistance 0 0.0 * * * * * * * Migrant 6 0.4 ≤ 5.0 16.7 33.3 50.0 83.3 ≥ 95.0 ≤ 5.0 Notes: 1" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 9. 2003- 04 NCAAP Statewide Student Performance at Each Achievment Level, Percent Achieving Growth, and Percent Not Achieving Growth, in Writing Writing 28 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 29 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 7. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Reading, Percent at Each Achievement Level, 2002- 03 ( N= 3,146) and 2003- 04 ( N= 3,417) 15.9 31.9 29.8 17.9 10.9 18.1 36.5 33.8 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 30 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 8. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Mathematics, Percent at Each Achievement Level, 2002- 03 ( N= 3,146) and 2003- 04 ( N= 3,417) 20.4 22.9 37.0 13.5 11.5 15.2 44.2 30.1 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 31 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 9. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Writing, Percent at Each Achievement Level, 2002- 03 ( N= 1,213) and 2003- 04 ( N= 1,422) 19.5 27.9 21.8 25.8 20.1 16.2 22.5 39.2 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,086 100.0 42.3 33.2 21.4 ≤ 5.0 24.1 90.1 9.9 Gender Female 1,739 42.6 43.6 35.1 18.8 ≤ 5.0 21.0 90.9 9.1 Male 2,347 57.4 41.4 31.8 23.3 ≤ 5.0 26.4 89.6 10.4 Ethnicity American Indian 186 4.6 5.4 26.3 61.3 7.0 68.3 ≥ 95.0 ≤ 5.0 Asian 291 7.1 49.5 39.2 10.0 ≤ 5.0 10.7 90.4 9.6 Black 540 13.2 19.6 22.2 48.9 9.3 58.1 93.1 6.9 Hispanic 2,699 66.1 52.2 34.8 11.8 ≤ 5.0 12.6 88.3 11.7 Multi- Racial 22 0.5 13.6 45.5 31.8 9.1 40.9 ≥ 95.0 ≤ 5.0 White 348 8.5 17.0 35.9 41.1 5.5 46.6 ≥ 95.0 ≤ 5.0 Not Exceptional4 3,088 75.6 51.8 35.9 11.0 ≤ 5.0 11.9 88.3 11.7 All Students with Disabilities 997 24.4 12.9 24.8 53.6 8.3 61.9 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 41 1.0 17.1 22.0 53.7 7.3 61.0 90.2 9.8 Hearing Impaired 14 0.3 57.1 7.1 35.7 ≤ 5.0 35.7 85.7 14.3 Educable Mentally Disabled 465 11.4 12.7 25.4 54.4 7.5 61.9 94.8 5.2 Specific Learning Disabled4 305 7.5 8.5 23.3 55.4 12.1 67.5 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 354 8.7 9.9 24.0 55.9 9.6 65.5 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 186 4.6 11.3 27.4 55.4 5.4 60.8 94.6 5.4 Learning Disabled- Written Expression 210 5.1 10.5 23.3 55.7 10.0 65.7 94.8 5.2 Learning Disabled- Other 8 0.2 12.5 62.5 25.0 ≤ 5.0 25.0 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 12 0.3 25.0 50.0 25.0 ≤ 5.0 25.0 ≥ 95.0 ≤ 5.0 Visually Impaired 8 0.2 0.0 25.0 62.5 12.5 75.0 ≥ 95.0 ≤ 5.0 Other Health Impaired 80 2.0 10.0 21.3 63.8 ≤ 5.0 67.5 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 3 0.1 * * * * * * * Traumatic Brain Injury 5 0.1 0.0 60.0 20.0 20.0 40.0 ≥ 95.0 ≤ 5.0 Autistic 34 0.8 20.6 29.4 44.1 5.9 50.0 94.1 5.9 Multihandicapped 5 0.1 0.0 60.0 40.0 ≤ 5.0 40.0 ≥ 95.0 ≤ 5.0 Deaf- Blind 1 0.0 * * * * * * * Trainable Mentally Disabled 7 0.2 42.9 28.6 14.3 14.3 28.6 71.4 28.6 Not Coded 1 0.0 * * * * * * * Section 504 17 0.4 47.1 11.8 35.3 ≤ 5.0 35.3 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 2,966 72.6 52.7 35.4 10.7 ≤ 5.0 11.5 88.0 12.0 Not Served by Title I 1,794 43.9 47.6 37.5 13.2 ≤ 5.0 14.5 89.7 10.3 Schoolwide Title I Program 2,089 51.1 36.2 30.1 29.4 ≤ 5.0 33.3 91.0 9.0 Targeted Assistance 88 2.2 51.1 28.4 17.0 ≤ 5.0 19.3 81.8 18.2 Migrant 399 9.8 51.1 28.3 19.5 ≤ 5.0 20.3 88.7 11.3 Assigned Grade 3 702 17.2 40.3 29.3 28.8 ≤ 5.0 30.1 88.0 12.0 4 762 18.6 37.7 33.6 26.2 ≤ 5.0 28.5 91.1 8.9 5 684 16.7 38.2 32.6 25.6 ≤ 5.0 28.8 91.2 8.8 6 594 14.5 49.2 32.3 16.3 ≤ 5.0 18.4 90.6 9.4 7 628 15.4 46.7 35.7 15.1 ≤ 5.0 17.0 89.8 10.2 8 541 13.2 42.5 36.4 16.5 ≤ 5.0 20.5 92.2 7.8 10 175 4.3 48.0 33.7 9.7 8.6 18.3 82.9 17.1 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program Table 10. 2003- 04 NCAAAI1 Statewide Performance of On- Level Students1 in Reading 32 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 33 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than 5.0 percent, or greater tha or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 10. 2002- 03 to 2003- 04 NCAAAI Statewide Performance1 of On- Level Students in Reading, at Each Achievement Level, 2002- 03 ( N= 5,857) and 2003- 04 ( N= 4,086) 58.2 27.9 12.3 42.3 33.2 21.4 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 8,497 100.0 24.2 44.2 25.6 5.5 31.1 ≥ 95.0 ≤ 5.0 Gender Female 2,726 32.1 24.9 45.8 23.6 5.3 28.8 ≥ 95.0 ≤ 5.0 Male 5,770 67.9 23.9 43.5 26.6 5.6 32.2 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 130 1.5 16.9 37.7 36.9 8.5 45.4 ≥ 95.0 ≤ 5.0 Asian 72 0.8 20.8 47.2 23.6 6.9 30.6 93.1 5.6 Black 4,015 47.3 24.6 44.3 25.0 5.8 30.7 ≥ 95.0 ≤ 5.0 Hispanic 591 7.0 25.5 44.5 24.2 5.2 29.4 ≥ 95.0 ≤ 5.0 Multi- Racial 137 1.6 22.6 43.8 24.8 8.0 32.8 ≥ 95.0 ≤ 5.0 White 3,552 41.8 24.0 44.4 26.2 ≤ 5.0 31.3 ≥ 95.0 ≤ 5.0 Not Exceptional4 57 0.7 57.9 29.8 8.8 ≤ 5.0 8.8 89.5 10.5 All Students with Disabilities 8,439 99.3 24.0 44.3 25.7 5.6 31.3 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 336 4.0 24.7 45.5 23.8 6.0 29.8 ≥ 95.0 ≤ 5.0 Hearing Impaired 141 1.7 28.4 46.8 17.7 6.4 24.1 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 4,534 53.4 23.4 44.4 26.6 5.2 31.8 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 1,488 17.5 23.8 44.4 24.7 6.8 31.5 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 1,612 19.0 25.2 43.8 24.1 6.5 30.6 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 1,033 12.2 26.1 43.9 24.5 5.1 29.6 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 1,200 14.1 25.2 44.3 24.9 5.4 30.3 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 92 1.1 27.2 43.5 20.7 8.7 29.3 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 37 0.4 29.7 45.9 21.6 ≤ 5.0 24.3 ≥ 95.0 ≤ 5.0 Visually Impaired 16 0.2 37.5 37.5 18.8 6.3 25.0 ≥ 95.0 ≤ 5.0 Other Health Impaired 672 7.9 24.0 44.2 25.0 6.7 31.7 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 75 0.9 25.3 53.3 18.7 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 51 0.6 19.6 49.0 23.5 5.9 29.4 ≥ 95.0 ≤ 5.0 Autistic 494 5.8 28.7 40.5 25.3 5.1 30.4 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 71.4 14.3 ≤ 5.0 14.3 ≥ 95.0 ≤ 5.0 Multihandicapped 155 1.8 20.0 41.9 32.9 ≤ 5.0 37.4 ≥ 95.0 ≤ 5.0 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 425 5.0 24.9 44.9 25.2 ≤ 5.0 30.1 ≥ 95.0 ≤ 5.0 Section 504 6 0.1 16.7 66.7 16.7 ≤ 5.0 16.7 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 434 5.1 23.7 47.7 23.0 ≤ 5.0 27.6 ≥ 95.0 ≤ 5.0 Not Served by Title I 4,992 58.8 23.2 44.9 25.6 5.7 31.3 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 3,370 39.7 25.5 43.1 25.9 5.3 31.2 ≥ 95.0 ≤ 5.0 Targeted Assistance 110 1.3 31.8 49.1 17.3 ≤ 5.0 19.1 ≥ 95.0 ≤ 5.0 Migrant 67 0.8 11.9 47.8 29.9 7.5 37.3 ≥ 95.0 ≤ 5.0 Assigned Grade 3 1,294 15.2 40.7 47.4 10.2 ≤ 5.0 11.6 ≥ 95.0 ≤ 5.0 4 1,567 18.4 27.8 45.4 21.9 ≤ 5.0 26.5 ≥ 95.0 ≤ 5.0 5 1,496 17.6 19.4 41.2 31.1 7.9 39.0 ≥ 95.0 ≤ 5.0 6 1,338 15.7 22.1 44.5 28.4 ≤ 5.0 32.9 ≥ 95.0 ≤ 5.0 7 1,125 13.2 19.9 42.8 30.0 6.8 36.7 ≥ 95.0 ≤ 5.0 8 1,032 12.1 15.0 42.8 33.5 8.5 42.1 ≥ 95.0 ≤ 5.0 10 644 7.6 20.3 46.0 26.6 5.6 32.1 94.4 5.4 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 11. 2003- 04 NCAAAI Statewide Performance of Off- Level1 Students in Reading 34 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 35 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 11. 2002- 03 to 2003- 04 NCAAAI Statewide Performance of Off- Level Students in Reading at Each Achievement Level, 2002- 03 ( N= 12,184) and 2003- 04 ( N= 8,497) 54.0 45.1 24.2 44.2 25.6 5.5 * * 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,518 100.0 40.1 33.2 23.2 ≤ 5.0 26.2 90.1 9.9 Gender Female 2,043 45.2 40.4 35.0 21.8 ≤ 5.0 24.0 90.6 9.3 Male 2,475 54.8 39.8 31.7 24.3 ≤ 5.0 28.0 89.6 10.4 Ethnicity American Indian 136 3.0 6.6 25.7 60.3 7.4 67.6 ≥ 95.0 ≤ 5.0 Asian 306 6.8 34.0 39.2 23.5 ≤ 5.0 26.8 91.5 8.5 Black 486 10.8 24.5 21.8 44.9 8.8 53.7 92.0 8.0 Hispanic 3,267 72.3 45.7 34.7 17.2 ≤ 5.0 18.9 89.0 11.0 Multi- Racial 26 0.6 26.9 46.2 19.2 7.7 26.9 100.0 ≤ 5.0 White 297 6.6 26.6 31.3 36.4 ≤ 5.0 41.1 93.6 6.1 Not Exceptional4 3,725 82.4 45.4 34.8 17.3 ≤ 5.0 19.2 89.0 11.0 All Students with Disabilities 792 17.5 15.2 25.5 51.1 7.8 59.0 94.8 5.1 Behaviorally- Emotionally Disabled 38 0.8 18.4 28.9 39.5 10.5 50.0 92.1 7.9 Hearing Impaired 10 0.2 70.0 20.0 10.0 ≤ 5.0 10.0 90.0 10.0 Educable Mentally Disabled 433 9.6 14.1 23.8 54.5 7.6 62.1 94.5 5.5 Specific Learning Disabled4 151 3.3 9.9 25.2 53.6 9.9 63.6 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 197 4.4 8.6 27.4 53.8 8.6 62.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Mathematics 167 3.7 7.8 28.7 54.5 7.2 61.7 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 125 2.8 11.2 26.4 52.0 8.0 60.0 93.6 6.4 Learning Disabled- Other 5 0.1 40.0 40.0 20.0 ≤ 5.0 20.0 ≥ 95.0 ≤ 5.0 Speech- Language Impaired 9 0.2 11.1 55.6 33.3 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Visually Impaired 7 0.2 14.3 57.1 28.6 ≤ 5.0 28.6 ≥ 95.0 ≤ 5.0 Other Health Impaired 71 1.6 14.1 21.1 59.2 5.6 64.8 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 4 0.1 * * * * * * * Traumatic Brain Injury 3 0.1 * * * * * * * Autistic 35 0.8 22.9 34.3 31.4 11.4 42.9 91.4 8.6 Severely/ Profoundly Mentally Disabled 1 0.0 * * * * * * * Multihandicapped 4 0.1 * * * * * * * Deaf- Blind 1 0.0 * * * * * * * Trainable Mentally Disabled 10 0.2 40.0 30.0 30.0 ≤ 5.0 30.0 80.0 20.0 Not Coded 1 0.0 * * * * * * * Section 504 16 0.4 25.0 31.3 37.5 6.3 43.8 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 3,466 76.7 45.7 34.5 17.4 ≤ 5.0 19.2 88.7 11.3 Not Served by Title I 2,117 46.9 45.4 34.0 17.6 ≤ 5.0 19.9 89.8 10.2 Schoolwide Title I Program 2,165 47.9 35.1 32.1 29.0 ≤ 5.0 32.6 90.7 9.2 Targeted Assistance 101 2.2 35.6 36.6 18.8 ≤ 5.0 23.8 84.2 15.8 Migrant 465 10.3 35.3 38.5 24.7 ≤ 5.0 25.8 90.3 9.7 Assigned Grade 3 781 17.3 35.2 35.0 26.6 ≤ 5.0 29.4 89.8 10.2 4 848 18.8 39.0 32.1 25.9 ≤ 5.0 28.1 92.3 7.7 5 744 16.5 41.9 29.7 25.5 ≤ 5.0 27.8 89.2 10.8 6 688 15.2 44.0 32.7 19.5 ≤ 5.0 22.4 87.6 12.4 7 689 15.3 41.9 35.7 19.6 ≤ 5.0 22.2 91.7 8.1 8 618 13.7 40.0 35.3 18.8 5.3 24.1 90.8 9.2 10 150 3.3 36.0 30.0 30.0 ≤ 5.0 34.0 83.3 16.7 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 12. 2003- 04 NCAAAI Statewide Performance of On- Level1 Students in Mathematics 36 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 37 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 12. 2002- 03 to 2003- 04 NCAAAI Statewide Performance1 of On- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 5,414) and 2003- 04 ( N= 4,518) 50.1 31.6 15.6 40.1 33.2 23.2 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 7,521 100.0 27.2 44.0 23.7 ≤ 5.0 28.4 ≥ 95.0 ≤ 5.0 Gender Female 2,566 34.1 27.2 45.6 22.6 ≤ 5.0 26.7 ≥ 95.0 ≤ 5.0 Male 4,954 65.9 27.2 43.1 24.3 ≤ 5.0 29.2 ≥ 95.0 ≤ 5.0 Ethnicity American Indian 120 1.6 22.5 31.7 32.5 12.5 45.0 ≥ 95.0 ≤ 5.0 Asian 62 0.8 33.9 41.9 19.4 ≤ 5.0 22.6 93.5 6.5 Black 3,626 48.2 27.2 43.4 24.1 ≤ 5.0 29.0 ≥ 95.0 ≤ 5.0 Hispanic 428 5.7 33.6 40.7 21.0 ≤ 5.0 25.5 ≥ 95.0 ≤ 5.0 Multi- Racial 123 1.6 25.2 43.9 21.1 8.9 30.1 ≥ 95.0 ≤ 5.0 White 3,162 42.0 26.5 45.6 23.4 ≤ 5.0 27.5 ≥ 95.0 ≤ 5.0 Not Exceptional4 50 0.7 58.0 32.0 ≤ 5.0 ≤ 5.0 6.0 92.0 8.0 All Students with Disabilities 7,471 99.3 27.0 44.0 23.8 ≤ 5.0 28.5 ≥ 95.0 ≤ 5.0 Behaviorally- Emotionally Disabled 283 3.8 30.7 42.8 20.8 5.7 26.5 94.7 5.3 Hearing Impaired 113 1.5 23.9 48.7 22.1 5.3 27.4 ≥ 95.0 ≤ 5.0 Educable Mentally Disabled 4,344 57.8 26.6 43.6 24.6 ≤ 5.0 29.3 ≥ 95.0 ≤ 5.0 Specific Learning Disabled4 853 11.3 25.8 46.9 22.2 ≤ 5.0 27.1 ≥ 95.0 ≤ 5.0 Learning Disabled- Reading 964 12.8 26.6 45.6 22.8 ≤ 5.0 27.6 ≥ 95.0 ≤ 5.0 Learning Disable- Mathematics 865 11.5 26.5 46.4 22.9 ≤ 5.0 26.9 ≥ 95.0 ≤ 5.0 Learning Disabled- Written Expression 774 10.3 26.7 45.7 23.3 ≤ 5.0 27.4 ≥ 95.0 ≤ 5.0 Learning Disabled- Other 80 1.1 35.0 47.5 16.3 ≤ 5.0 17.5 90.0 10.0 Speech- Language Impaired 33 0.4 33.3 51.5 6.1 9.1 15.2 ≥ 95.0 ≤ 5.0 Visually Impaired 14 0.2 21.4 50.0 21.4 7.1 28.6 ≥ 95.0 ≤ 5.0 Other Health Impaired 609 8.1 29.6 42.2 21.5 6.4 27.9 ≥ 95.0 ≤ 5.0 Orthopedically Impaired 78 1.0 29.5 44.9 20.5 5.1 25.6 ≥ 95.0 ≤ 5.0 Traumatic Brain Injury 52 0.7 23.1 51.9 19.2 5.8 25.0 ≥ 95.0 ≤ 5.0 Autistic 498 6.6 30.9 41.4 23.9 ≤ 5.0 26.7 ≥ 95.0 ≤ 5.0 Severely/ Profoundly Mentally Disabled 7 0.1 14.3 57.1 28.6 ≤ 5.0 28.6 85.7 14.3 Multihandicapped 154 2.0 20.1 46.8 26.6 5.2 31.8 ≥ 95.0 ≤ 5.0 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 426 5.7 26.1 44.6 26.1 ≤ 5.0 28.9 ≥ 95.0 ≤ 5.0 Section 504 5 0.1 20.0 60.0 ≤ 5.0 ≤ 5.0 ≤ 5.0 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 312 4.1 31.7 45.8 18.6 ≤ 5.0 21.8 ≥ 95.0 ≤ 5.0 Not Served by Title I 4,524 60.2 26.0 44.5 24.4 ≤ 5.0 28.9 ≥ 95.0 ≤ 5.0 Schoolwide Title I Program 2,895 38.5 28.9 42.9 22.8 5.1 28.0 ≥ 95.0 ≤ 5.0 Targeted Assistance 79 1.1 40.5 46.8 10.1 ≤ 5.0 12.7 88.6 11.4 Migrant 57 0.8 15.8 49.1 29.8 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0 Assigned Grade 3 1,084 14.4 44.4 45.0 8.9 ≤ 5.0 10.4 ≥ 95.0 ≤ 5.0 4 1,312 17.4 34.1 44.5 18.1 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0 5 1,266 16.8 24.0 42.5 27.9 5.3 33.2 ≥ 95.0 ≤ 5.0 6 1,188 15.8 26.0 43.9 24.9 ≤ 5.0 29.9 ≥ 95.0 ≤ 5.0 7 1,041 13.8 19.6 45.3 27.9 6.5 34.4 ≥ 95.0 ≤ 5.0 8 993 13.2 16.9 42.8 32.4 7.5 39.9 ≥ 95.0 ≤ 5.0 10 635 8.4 20.9 43.8 29.3 ≤ 5.0 33.4 92.8 7.2 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 13. 2003- 04 NCAAAI Statewide Performance of Off- Level1 Students in Mathematics 38 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 39 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater 95.0 percent, are not displayed. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 13. 2002- 03 to 2003- 04 NCAAAI Statewide Performance1 of Off- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 10,783) and 2003- 04 ( N= 7,521) 58.4 40.9 27.2 44.0 23.7 * * ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students ¹ All Students ² Level I Level II Level III Level IV Level III Growth Growth All Students 4,224 100.0 52.7 34.6 10.7 ≤ 5.0 11.7 83.5 16.5 Gender Females 1,615 38.2 53.1 33.9 11.0 ≤ 5.0 12.2 85.0 15.0 Males 2,609 61.8 52.5 35.1 10.5 ≤ 5.0 11.5 82.6 17.3 Ethnicity American Indian 132 3.1 40.2 31.8 28.0 ≤ 5.0 28.0 76.5 23.5 Asian 186 4.4 50.0 37.6 9.1 ≤ 5.0 10.8 90.9 9.1 Black 1,300 30.8 48.3 35.8 13.2 ≤ 5.0 15.2 84.5 15.5 Hispanic 1,506 35.7 57.7 33.1 7.8 ≤ 5.0 8.4 84.4 15.6 Multi- Racial 38 0.9 50.0 31.6 15.8 ≤ 5.0 18.4 92.1 7.9 White 1,062 25.1 53.3 35.3 9.5 ≤ 5.0 10.3 80.3 19.6 Not Exceptional ³ 1,574 37.3 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6 All Students with Disabilities 2,650 62.7 50.7 35.4 11.8 ≤ 5.0 13.1 82.4 17.5 Behaviorally- Emotionally Disabled 107 2.5 37.4 37.4 23.4 ≤ 5.0 25.2 86.9 13.1 Hearing Impaired 56 1.3 50.0 42.9 5.4 ≤ 5.0 5.4 83.9 16.1 Educable Mentally Disabled 1,447 34.3 51.4 36.0 10.7 ≤ 5.0 11.5 83.8 16.1 Specific Learning Disabled ³ 444 10.5 34.9 44.6 17.8 ≤ 5.0 20.5 87.6 12.2 Learning Disabled- Reading 485 11.5 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8 Learning Disabled- Mathematics 311 7.4 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9 Learning Disabled- Written Expression 450 10.7 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9 Learning Disabled- Other 27 0.6 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8 Speech- Language Impaired 24 0.6 58.3 33.3 8.3 ≤ 5.0 8.3 83.3 16.7 Visually Impaired 3 0.1 * * * * * * * Other Health Impaired 185 4.4 55.7 29.2 13.0 ≤ 5.0 14.1 84.3 15.7 Orthopedically Impaired 25 0.6 60.0 28.0 12.0 ≤ 5.0 12.0 84.0 16.0 Traumatic Brain Injury 11 0.3 45.5 9.1 27.3 9.1 36.4 81.8 18.2 Autistic 151 3.6 55.0 35.1 8.6 ≤ 5.0 9.3 76.8 23.2 Severely/ Profoundly Mentally Disabled 2 0.0 * * * * * * * Multihandicapped 45 1.1 71.1 22.2 ≤ 5.0 ≤ 5.0 ≤ 5.0 73.3 26.7 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 136 3.2 83.8 13.2 ≤ 5.0 ≤ 5.0 ≤ 5.0 50.7 49.3 Section 504 12 0.3 50.0 8.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0 Limited English Proficient ( LEP) 1,563 37.0 56.9 33.1 8.3 ≤ 5.0 9.0 84.9 15.1 Not Served by Title I 2,269 53.7 55.7 34.5 8.1 ≤ 5.0 8.9 83.9 16.1 Schoolwide Title I Program 1,833 43.4 49.0 34.6 14.1 ≤ 5.0 15.7 82.4 17.5 Targeted Assistance 57 1.3 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5 Migrant 188 4.5 49.5 32.4 14.4 ≤ 5.0 14.9 88.3 11.7 Assigned Grade 4 2,164 51.2 52.5 34.8 11.2 ≤ 5.0 12.0 84.1 15.9 7 1,703 40.3 53.4 34.1 10.3 ≤ 5.0 11.6 83.7 16.2 10 357 8.5 51.3 35.9 9.2 ≤ 5.0 10.9 78.7 21.3 Notes: 1Total number of students including those without a growth score. 2" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 3Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Table 14. 2003- 04 NCAAAI Statewide Student Performance at Each Achievment Level, Statewide Student Performance in Writing Writing 40 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 41 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 14. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance1 in Writing at Each Achievement Level, 2002- 03 ( N= 4,988) and 2003- 04 ( N= 4,224) 58.9 32.7 7.1 52.7 34.6 10.7 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 42 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 15. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, by Ethnicity 64.7 49.2 37.4 46.2 84.8 69.5 71.5 70.7 49.0 56.9 54.9 67.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 43 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 16. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, by Ethnicity 70.6 53.5 49.6 50.1 82.6 75.0 67.7 73.9 62.7 51.0 64.7 77.4 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 44 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equalto 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 17. 2002- 03 to 2003- 04 NCAAP Statewide Performance of Students in Writing, Percent At or Above Level III, by Ethnicity 48.6 37.0 47.0 59.9 66.7 62.5 * * * * 71.0 * 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 45 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 18. 2002- 03 to 2003- 04 NCAAAI Statewide Performance of Students in On- Level Reading, Percent At or Above Level III, by Ethnicity 61.0 30.2 6.5 20.6 29.9 68.3 58.1 12.6 46.6 11.0 40.9 10.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 46 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 19. 2002- 03 to 2003- 04 NCAAAI Statewide Performance of Students in On- Level Mathematics, Percent At or Above Level III, by Ethnicity 62.0 30.8 11.3 29.2 67.6 53.7 18.9 41.1 15.4 27.4 26.8 26.9 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 47 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 20. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, by Ethnicity 24.6 9.7 5.3 28.0 15.2 8.4 10.3 * 5.8 10.0 18.4 10.8 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 48 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 21. 2003- 04 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 68.5 58.2 21.0 28.8 24.0 26.7 71.3 63.9 26.4 32.2 28.0 29.2 12.1 73.0 11.5 75.0 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 49 Notes: * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 22. 2002- 03 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 45.9 43.8 11.1 16.0 48.9 49.9 14.9 18.2 * * 7.6 51.0 * * 7.2 53.0 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 50 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 23. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, Students with Disabilities 46.8 45.1 43.6 44.7 52.2 73.5 72.2 64.3 64.3 73.7 49.4 70.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 51 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 24. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, Students with Disabilities 55.1 50.6 44.3 47.6 57.8 75.8 77.4 62.6 66.0 80.6 53.1 69.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 52 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 25. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 42.9 45.4 47.9 43.1 52.4 67.7 65.1 55.4 59.2 63.2 45.2 56.4 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 53 Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 26. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance in On- Level Reading, Percent At or Above Level III, Students with Disabilities 30.8 42.3 45.1 42.1 41.4 52.4 61.0 67.5 65.5 60.8 65.7 67.5 44.3 38.1 61.9 50.0 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 54 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 27. 2002- 03 to 2003- 04 NCAAAI Statewide Student Performance* in On- Level Mathematics, Percent At or Above Level III, Students with Disabilities 22.9 33.8 40.8 40.1 39.8 50.0 50.0 63.6 62.4 61.7 60.0 64.8 45.0 * 62.1 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Severely/ Profoundly Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 55 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 28. 2002- 03 to 2003- 03 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 8.8 7.6 12.2 13.7 11.6 14 8.6 25.2 11.5 20.5 17.9 16.1 19.6 * 12.0 7.3 * * * 5.4 14.1 9.3 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Hearing Impaired Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Multihandicapped Deaf- Blind Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 56 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 29. 2002- 03 to 2003- 04 NCAAP and NCAAAI Statewide Percent At or Above Level III Performance of Limited English Proficient Students 37.4 47.3 36.4 6.9 13.1 5.4 67.7 67.7 11.5 27.6 19.2 21.8 9.0 * * * 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading On- Level Mathematics Off- Level Reading Off- Level Mathematics Writing Percent of Students 2002- 03 2003- 04 Appendices 57 Appendix A NCAAP Sample 59 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Name Student Grade ( Circle) 3 4 5 6 7 8 10 Student ID Number School School System Teacher Beginning Date NORTH CAROLINA ALTERNATE ASSESSMENT PORTFOLIO Public Schools of North Carolina www. ncpublicschools. org State Board of Education Department of Public Instruction Division of Accountability and Technology Services Division of Accountability Services/ North Carolina Testing Program Raleigh, North Carolina 27699- 6314 Stock No. 9036 © 2004 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Raleigh, North Carolina. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Final Evaluation Sheet The Portfolio Development Designee is required to reference the NCAAP Administrative Guide as she/ he completes the student portfolio. If an Administrative Guide is not included, the designee should notify the school test coordinator immediately. Student Assessment History Student Name Grade School Date Completed School System Student Information Sheet Accurately and Completely Coded Yes No Previous and Current IEPs Included in the Portfolio Yes No Comments: The signature below verifies that the Portfolio Development Designee attests that the enclosed materials and evidence are accurate, valid, and appropriate, and are a true representation of the student’s knowledge, skill, and performance. © 2004 NCDPI © 2004 NCDPI Portfolio Development Designee Date Assigned Grade Level NC Testing Program Assessment Achievement Level Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10 Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Principal Documentation The North Carolina Alternate Assessment Portfolio is a yearlong assessment process. It provides information about what a student knows and is able to do. It documents progress that has been made in relation to tasks specified in the student’s Individual Education Program ( IEP). Testing Code of Ethics The North Carolina Testing Code of Ethics addresses appropriate professional practices for central office and school administrators, test coordinators, test administrators, and proctors in the areas of securing tests, administering tests, and reporting and interpreting test results. Ethical practices ensure validity of the test results. School system personnel who participate in the use of the NCAAP are expected to use the same high standard of professional practices. Ethics in Data Collection All data recorded in the portfolio must be accurate and true indications of a student’s response. The dates of student responses must be the actual dates that the student attempted the activity. Data that is found to be fabricated will be considered a testing violation. The NCDPI will render the appropriate actions that are consistent with violations of the Testing Code of Ethics. Test Security State Board of Education policy specifies that the North Carolina Alternate Assessment Portfolio is a secure test. Access to secure test materials is limited to school personnel who have a legitimate need. Persons who have access to secure test materials shall not use those materials for personal gain. The signature below verifies that the principal has reviewed this portfolio with the Portfolio Development Designee, and, to the best of his or her knowledge, the materials and evidence are complete, valid, accurate, and appropriate. The following items have been examined: • Student Profile Complete □ Yes □ No • Three ( 3) tasks included for English/ Language Arts □ Yes □ No • Three ( 3) tasks included for Mathematics □ Yes □ No • Writing task is designated for grades 4, 7, and 10 □ Yes □ No □ NA • All tasks aligned to Standard Course of Study Essences □ Yes □ No • Each task sheet contains only one task □ Yes □ No • Data reflect actual student responses and the appropriate dates □ Yes □ No • Required data sheets and task descriptions are included □ Yes □ No • IEP is current and included in portfolio □ Yes □ No • If student work is included, only three ( 3) examples per task are submitted □ Yes □ No Principal Date Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Task Rubric Reading, Mathematics, and Writing © 2004 NCDPI © 2004 NCDPI Level IV The evidence demonstrates that the student: • Consistently performs the task ( or all parts of the task) correctly with only rare lapses; • Consistently “ initiates” 1 the task, when applicable; • Applies skills across three or more environments/ situations and three or more people, when applicable to the task; and • Shows progress overall. Level III The evidence demonstrates that the student: • Often performs the task ( or all parts of the task) correctly; • Often “ initiates” 1 the task, when applicable; • Applies skills across more than one environment/ situation or more than one person, when applicable to the task; and • Shows some progress or the student shows no regression2 as outlined in an appropriate standard. Level II The evidence demonstrates that the student: • Occasionally performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • Shows little or no regression2 overall. Level I The evidence demonstrates that the student: • Rarely or never performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • May or may not show regression2 overall. Non- Scorable Categories • Insufficient evidence provided to determine task level • Task does not have required academic focus ( Reading, Math, Writing) • Student responses not dated • Task is not on the student’s IEP or IEP that covers the assessment period is not included in portfolio • Invalid data or evidence • Student inappropriately placed in North Carolina Alternate Assessment Portfolio • Task is used more than once in the North Carolina Alternate Assessment Portfolio • Task is not measurable or quantifiable • Data cannot be interpreted 1 “ Initiation” is when the student performs a task without being told or shown, or performs a task in response to a natural cue from the teacher/ supervisor/ parent, etc., such as “ What time is it?” 2 “ Regression” will be considered as a pattern of loss of attained skill level at the end of the assessment period. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 English/ Language Arts © 2004 NCDPI © 2004 NCDPI Standard Course of Study Competency Goals and Essences NC Standard Course of Study Competency Goals and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate, and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Reading Requirements for All Portfolios All portfolios require three student tasks addressing Reading. All tasks must come from a student’s IEP and must address at least two of the above Competencies. Writing Requirements for All Students in Grades 4, 7, and 10 One of the three student tasks selected as a reading task must address Competency Goal 4 or Competency Goal 5. These are the writing competencies for grades 4, 7, and 10. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Task Sheet – English/ Language Arts Student Name:___________________________________ Grade_________ Check the Standard Course of Study Competency Goal to which the student task is connected. Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Check box to indicate if task is to be scored for Reading ( Grades 3– 8 and 10) or Writing ( Grades 4, 7, and 10 only) One Student Task per Student Task Sheet Reading Task Writing Task — Applies to Competency Goal 4 or 5 only ( Grades 4, 7, and 10 only) Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at www. ncpublicschools. org/ accountability/ testing/ alternate/. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — such as writing his/ her name, making a mark on a paper, student produced picture sentences — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Mathematics Standard Course of Study Mathematics Strands and Essences © 2004 NCDPI © 2004 NCDPI NC Standard Course of Study Mathematics Strands and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Mathematics Strand 1: Number Sense, Numeration, and Numerical Operations Essence 1: Representing and utilizing numbers Standard Course of Study Mathematics Strand 2: Spatial Sense, Measurement, and Geometry Essence 2: Recognizing size, measurement, spatial orientation, and shape Standard Course of Study Mathematics Strand 3: Patterns, Relationships, and Functions Essence 3: Sorting and patterning Standard Course of Study Mathematics Strand 4: Data, Probability, and Statistics Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling Mathematics Requirements for All Portfolios All portfolios require three student tasks addressing Mathematics. All tasks must come from a student’s IEP and must address at least two of the above competencies. Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Student Task Sheet – Mathematics Student Name:___________________________________ Grade_________ Check the Standard Course of Study Mathematics Strand to which the student task is connected. Standard Course of Study Mathematics Strand 1: Number Sense, Numeration, and Numerical Operations Essence 1: Representing and utilizing numbers Standard Course of Study Mathematics Strand 2: Spatial Sense, Measurement, and Geometry Essence 2: Recognizing size, measurement, spatial orientation, and shape Standard Course of Study Mathematics Strand 3: Patterns, Relationships, and Functions Essence 3: Sorting and patterning Standard Course of Study Mathematics Strand 4: Data, Probability, and Statistics Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling One Student Task per Student Task Sheet Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at www. ncpublicschools. org/ accountability/ testing/ alternate/. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — mathematics problems, cutting paper, time/ money work — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 Types of Tasks Data System Definition What Teacher Scores and Charts Examples Task Analysis The steps needed to complete a chained task • • • • • • Each step completed Number of steps correct Will follow picture recipe Buys a soda Folds laundry from picture directions Collate papers following changing pattern Repeated Trial Teacher- delivered teaching trials on one or more than one response in a set • • • • • • Each trial correct Number correct or items correct Reads sight words Will mark on a paper as an emerging signature Will identify sets using 1- 1 correspondence Will identify coins Repeated Opportunity Responses taught throughout the day when they typically occur • • • • • • Each correct response Number or types of responses correct Uses object schedule Signs name on each paper given Tells clock time at start of each lesson Utilizes augmentative communication device to answer comprehension questions Frequency Count Goal is to increase the number of times student uses this new response; may be throughout the day or in one lesson • • • • • Tally number of times response is observed Total number of responses Works: e. g., number of envelopes stuffed Uses picture to ask for help Lifts head to acknowledge that a story is being read Duration/ Distance Recording Total amount of time student engages in task • • • • • • Time seconds or minutes with stopwatch Total number of seconds or minutes Works on a vocational task for specific time Maintains position for 7 seconds Performs seatwork in general ed class for specific time Ambulates 10 feet Cumulative Recording One discrete response with goal that it will be used consistently each day ( may be used more than once daily) • • • • • • Yes/ no response made each day Chart cumulative responses ( total across days) Uses picture to ask to “ eat” at 11: 30 Turns head toward reader Sets timer on microwave Lifts head on specific count Appendix B NCAAAI Sample 61 NORTH CAROLINA ALTERNATE ASSESSMENT ACADEMIC INVENTORY ( NCAAAI) Student Name ________________________ Student ID ___________________________ School Name _________________________ School Code ___ ___ ___ ___ ___ ___ LEA Name ___________________________ Circle all that apply: EC LEP Test Cycle ( check one): Semester Traditional Year- Round Quarter Summer Other BIOLOGY End- of- Course 2004- 05 BIOLOGY SKILLS Description of Student Performance Descriptors Description of Performance at Grade- Level Distinguished 8 – High 7 – Low The student: • demonstrates consistent mastery and performance beyond grade- level expectations • works independently • understands advanced concepts • applies strategies creatively • analyzes and synthesizes • justifies and elaborates responses • makes critical judgments • makes applications and extensions beyond grade- level; applies proficient level competencies in more challenging situations Proficient 6 – High 5 – Low The student: • demonstrates consistent mastery and performance on grade- level 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 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 procedure 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 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. Melissa J. Doe 333- 33- 3333 East Mustang High School 2 2 2 2 2 2 Ford Schools 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 Novice Apprentice Proficient Distinguished Not Yet Novice Apprentice Proficient Distinguished Novice Apprentice Proficient Distinguished 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 Objective omitted for training purposes. X X X 1.0 2 Describe the structure and function of cell organelles. X X X Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X 1.0 5 Describe the structure and function of enzymes and explain their importance in biological systems. X X X Objective omitted for training purposes. X X X Competency Goal 1: The learner will develop an understanding of the physical, chemical and cellular basis of life. X X X Competency Goal 2 2.0 1 Analyze the molecular basis of heredity/ DNA including: • Replication. • Protein synthesis ( transcription, translation). 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 Competency Goal 2: The learner will develop an understanding of the continuity of life and the changes of organisms over time. X X X Competency Goal 3 3. 01 Relate the variety of living organisms to their evolutionary relationships. X X X Objective omitted for training purposes. X X X 3. 03 Determine the form and function of organisms including: • Organ systems of animals. • Functional systems of plants, including transport, reproduction, and regulation. X X X Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X Competency Goal 3: The learner will develop an understanding of the unity and diversity of life. X X X Competency Goal 4 Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X 4. 03 Explain the flow of energy through ecosystems. X X X Objective omitted for training purposes. X X X Objective omitted for training purposes. X X X Competency Goal 4: The learner will develop an understanding of ecological relationships among organisms. X X X Competency Goal 5 5. 01 Evaluate the survival of organisms and suitable adaptive responses to environmental pressures. X X X 5. 02 Assess and examine plant tropisms and other responses. 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 Competency Goal 5: Students will develop an understanding of the behavior of organisms, resulting from a combination of heredity and environment. X X X 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 Baseline Interim Final Date scoring was completed for each scoring period Baseline Date: 8/ 26/ 04 Interim Date: 1/ 13/ 05 Final Date: 4/ 29/ 05 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 Biology. 1 2 3 4 5 6 7 8 Competency Goal 1: The learner will develop an understanding of the physical, chemical and cellular basis of life. X Competency Goal 2: The learner will develop an understanding of the continuity of life and the changes of organisms over time. X Competency Goal 3: The learner will develop an understanding of the unity and diversity of life. X Competency Goal 4: The learner will develop an understanding of ecological relationships among organisms. X Competency Goal 5: Students will develop an understanding of the behavior of organisms, resulting from a combination of heredity and environment. X OVERALL BIOLOGY SCORE ( Refer to the EOC percentages) X Did the student achieve growth in Biology? ο YES ο NO EOC Percentages: Biology Goal 1 = 19% Goal 2 = 31% Goal 3 = 18% Goal 4 = 19% Goal 5 = 11% TRANSFER INFORMATION TO BE COMPLETED BY ORIGINAL SCHOOL IF STUDENT TRANSFERS: If student has been enrolled for at least 30 days, the bas |
OCLC number | 64667452 |