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This document provides the NDAA 1 activities for grade 4 specifically designed for students with significant cognitive disabilities assessed against alternate achievement standards.
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How to fill out North Dakota Alternate Assessment 1 (NDAA 1)

01
Gather necessary information about the student, including their Individualized Education Program (IEP).
02
Review the assessment guidelines provided by the North Dakota Department of Public Instruction.
03
Ensure that the assessment aligns with the student's unique learning needs and goals outlined in their IEP.
04
Fill out the NDAA 1 forms and sections as required, documenting the student's abilities and performance accurately.
05
Collaborate with other educators and specialists as needed to provide a comprehensive assessment.
06
Submit the completed NDAA 1 forms by the designated deadline.

Who needs North Dakota Alternate Assessment 1 (NDAA 1)?

01
Students with significant cognitive disabilities who are unable to participate in the general assessment even with accommodations.
02
Students who have an IEP indicating the need for alternate assessment options.
03
Educators and evaluators who require a tailored measurement to assess the progress of students with specific learning needs.
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North Dakota Alternate Assessment 1 (NDAA 1) is an assessment designed for students with significant cognitive disabilities. It measures their academic performance in relation to state educational standards.
Students who have significant cognitive disabilities and are unable to participate in the general assessments with or without accommodations are required to file North Dakota Alternate Assessment 1 (NDAA 1).
To fill out NDAA 1, educators should gather relevant information about the student, including their IEP goals and performance, and complete the assessment sections as specified by the North Dakota Department of Public Instruction.
The purpose of NDAA 1 is to evaluate the academic achievement of students with significant cognitive disabilities, ensuring they are assessed on their abilities and progress towards learning goals.
The information required includes the student's performance levels, response to assessment tasks, and any accommodations used during the assessment, as well as alignment with the student's IEP objectives.
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