LEAP Alternate Assessment, Level 1

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Nov 17, 2013 (4 years and 1 month ago)

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LEAP Al ternate Assessment, Level 1

Spri ng 2013 Admi ni strati on




2

LEAP Alternate Assessment, Level 1
(LAA 1) is an assessment program
composed of many parts.

Accommodations



Standards

Manipulatives



3

The goal of this workshop is to help
you assemble the LAA 1 puzzle!



Standards

Tasks

Grades



Subjects

Tests

Scoring

Accommodations

What is LAA 1?

4


The LEAP Alternate Assessment, Level 1 (LAA 1), is a performance
-
based student
assessment that
evaluates each student’s knowledge
and skills on selected Louisiana Content Standards.


It is
an “on
-
demand” assessment, meaning the test administrator
(teacher or other school
staff who
knows the student being
assessed)
presents the tasks and observes the student’s
performance of those tasks. The
test administrator then uses a
rubric
to score
the student’s performance.


Students
with the most
significant
cognitive disabilities are eligible
to take
LAA
1.


Students
who take
LAA
1 may receive a Certificate of Achievement,
not a high school diploma.


Extended Standards

5

Extended Standards are


the foundation of the LAA 1 assessment program


based on
selected

state content standards, benchmarks, and
grade
-
level expectations (GLEs)


extensions of the state standards


organized by grade spans (3
-
4, 5
-
6, 7
-
8, and 10
-
11)


Grade 9 students will not be assessed.

Subjects:


English Language Arts


Mathematics


Science

Extended Standards
(continued)

6

Represent the core academic content considered
appropriate for LAA 1 students, not the entire curriculum
for a given grade or content area

Articulate academic learning from one grade to the next

Facilitate access to grade
-
level content

Move from the concrete to the abstract


Complexity Levels

7

Three complexity levels for each extended
standard

Descriptions of ways to access the academic
content identified by the extended standard

Extended Standards (continued)

8


Level 1


Least complex


Reflects a student’s initial encounter with content
related to the extended standard

Level 2


A more complex application of the extended
standards

Level 3


Even more complex learning situations (e.g.,
comprehension and subsequent processing of
discourse, text, and underlying text structure)


Mastery of an extended standard generally indicated
by a student performing at level 3

Levels of Complexity

Sample of Extended Standards Chart

Grades 3
-
4

English Language Arts


9

Standard One: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different p
urp
oses.

Note: GLE 8 (grade 3) + GLE 5 (grade 4) = source of grade
-
span 3

4 Extended Standard

Benchmarks

Grade
-
Level

Expectations

Extended Standards

Complexity

Levels

ELA
-
1
-
E4:

recognizing
story elements (e.g.,
setting, plot, character,
theme) and literary
devices (e.g., simile,
dialogue,
personification) within
a selection

8. Identify story elements, including:



theme


conflict


character traits, feelings, and motivation

(ELA
-
1
-
E4)


5. Identify a variety of story elements,
including:


the impact of setting on character


multiple conflicts


first
-

and third
-
person points of view


development of theme (ELA
-
1
-
E4)

ES
-
8/5: Identify story
elements, including:
character

3. Identify the main character in a story

2. Identify two characters in a story

1. Identify one character in a story

Extended Standards Handbook

Bulletin 127

Describes the development process

Summarizes the knowledge, skills, and
abilities emphasized for each subject by
grade span

Presents the extended standards and
their link back to benchmarks and GLEs

Includes a glossary of terms

Can be downloaded from
http://www.louisianaschools.net/lde/up
loads/11618.pdf

10

The best resource on Extended Standards

LAA 1 Assessment Design

11

ELA and Mathematics


Grade spans 3

4, 5

6, 7

8


Grade 10 (Grade 9 students will not be assessed.)

Science


Grades 4, 8, and 11

Each subject area assessment is composed of
25 performance tasks.

LAA 1 Grades and Content Areas

12

Grade
Span

Grade

Subject

ELA

Mathematics

Science

Total

3

4

3

25

25

50

4

25

25

25

75

5

6

5

25

25

50

6

25

25

50

7

8

7

25

25

50

8

25

25

25

75

10

11

10

25

25

50

11

25

25

Test Administration
Procedures

13

LAA 1 is administered individually.

The test administrator reads aloud or signs
the test to students.

LAA 1 is administered over a 6

week period.


February 4 to March 15, 2013


Test administrators should review materials before
February 4 and start assessing students at the
beginning of testing window.

Individualized Administration

14

Pacing is based on the individual needs of the student.

Allow sufficient wait time for the student to respond.

Repeat the question or directions if needed during a testing
session.

Unless the task is interrupted, administer a task only once.
The task must not be administered in its entirety multiple
times (e.g., give the task today and repeat for a higher score
tomorrow).

If student is having a “bad” day or is unresponsive,
stop

testing and reschedule testing.

LAA 1 Materials

LAA 1 Materials



Administrator Booklet


Student Booklet


Response Document


Graphics


Manipulatives

Lists


Task Descriptions


Assessment Guide


Manuals

16

LAA 1 Administrator Booklet

An 8½ X 11 inch spiral
-
bound
booklet used by the test
administrator:


one per grade span


all subjects tested in that grade
span


task
-
specific instructions


each performance task includes


directions


a scoring rubric


correct answer(s)


a copy of corresponding pages
from the
Student Booklet

17

PD Administrator Booklet


Introduction


General Instructions


LAA 1 Practice Tasks

18

Administrator Booklet


Header bar


Directions


Page numbers


Scoring rubric


Correct answer

19

header bar


directions

page
numbers


Scoring
rubric


correct
answer



1
-
point Scoring Rubric

(one question, response is either correct or incorrect)



Question:

Which object is a tool?

Options:

apple, toy blocks, ruler, ball

Score

Description

1

Student response is correct. The student identifies the ruler as a tool.

0

Student response is incorrect, irrelevant to the skill or concept being
measured, or not attempted.

20

Scoring Rubrics

2
-
point Scoring Rubric

(one question, two correct responses )

Question:

Which two animals spend much of their lives in

water?


Options:

fish, alligator, cat, pig


Score

Description

2

Student response is complete. The student identifies the fish
and

the
alligator.


1

Student response is partial. The student identifies only the fish
or

the
alligator.

0

Student response is incorrect, irrelevant to the skill or concept being
measured, or not attempted.

21

Scoring Rubrics

Scoring Rubrics


2
-
point Scoring Rubric

(two questions, one correct response for each question)


Question A:

Which animal spends most of its life in water?


Question B:

Which animal spends most of its life in the air?

Options:


rabbit, bird, fish,

pig

Score

Description

2

Student response is complete. The student identifies fish as an animal
in water
and

bird as in the air.


1

Student response is partial. The student identifies fish as an animal in
water
or

bird as in the air.


0

Student response is incorrect, irrelevant to the skill or concept being
measured, or not attempted.

22

LAA 1 Student Booklet

A large print spiral
-
bound
booklet for the students:


one for each grade span


includes all subjects
tested in that grade span


assessment tasks include


graphics and text


answer options


task number

23

Student Booklet

Page

24

answer
options

graphics
and text

task #

Tasks

Response Document


One per student


Grade specific


Confidential


Test administrator
enters student’s
scores

25

Use only #2 pencils to complete!

Response Document
(cont.)


Wait until the student
has completed all
parts of a task before
entering a score.

26

Use only #2
pencils to
complete!

Test Accommodations for LAA 1


Test Accommodations

28

Assistive Technology


Manipulatives

Task Descriptions

Other



Assistive Technology

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Any item, piece of equipment, or product
system used to enable a student to access the
assessment

Augmentative communication devices


Switch with scanning


Voice recognition software


Communication board


Eye gaze board


Voice output device with dynamic display




Assistive Technology
(cont.)

30

Student’s symbol system


Not all students use a symbol system.


The language in the task may be translated into a
student’s symbol system.


TAs who translate the task language utilizing the
symbol system used in the classroom may do this
for the assessment.


Translated tasks must be kept secure and returned
to the School Test Coordinator (STC).




Assistive Technology
(cont.)

31

A CD of graphics is available upon request for each
grade span or the graphics may be downloaded from
the LDOE website prior to testing.

Two file formats are available: tiff and jpeg.

Graphics may be imported into a device or printed
as needed.

Graphics may be resized, or color, texture, or raised
lines may be added.

Manipulatives

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Manipulatives

may be used to access any task.

Prior to testing, review tasks to determine if the student will
need a manipulative for a task.

Code Assistive Technology in the Accommodations field on
the response document.

Manipulatives

Lists
are provided.


Include suggested
manipulatives

and activities


Organized by subject and grade span


Can also be downloaded from
drceDIRECT

prior to testing




33

Sample
Manipulatives

List

Using the
Manipulatives

List

The suggested
manipulatives

are optional, and other
appropriate
manipulatives
, familiar to the student,
may be used.

Use
manipulatives

in a manner consistent with the
measurement goals of the task.


For example, if the task measures recognition of number
symbols, don’t replace symbols with counters.

Use
manipulatives

consistently within a task.


For example, if the options are an apple, orange, ball, and
table, don’t use a picture for the table and real objects for
the others.


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Using the
Manipulatives

List (cont.)

The statement,
“This performance task does not lend itself to
the use of
manipulatives
,”

doesn’t mean that
manipulatives

can’t be used for the task.

Options to using
Wikki

Stix

include soda straws, yarn, string,
and dry spaghetti.

Counters can be used to count objects in a graphic
(tree = counter, house = counter).

Different types of counters (different colors, different shapes)
can represent the various objects in a pattern
(red counter = bird, yellow counter = dog).

Be careful not to clue a response by the type of counter
used.

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Tips for Using
Manipulatives

36

Manipulative


Activity

CD

of graphics

Load the graphics CD into the student’s augmentative
communication device or print out graphics to allow students to
access them in different ways.

Clock/watch

Use a clock or watch to tell time. Match the time on the digital
clock or watch to the time on the graphic.

Coins

Place coins on the appropriate graphics in the
Student Booklet
.
Students may point to, pick up, hold, and feel the edges of each
coin.

Counters

Use counters to count objects in a graphic. Counters in multiple
colors can identify shapes (red cubes represent hearts, blue cubes
represent circles). Cubes are preferred because they do not roll.

Objects

Use objects the student is familiar with (book, crayons, measuring
cup, pencil, pitcher, straws) instead of the graphics in the
Student
Booklet
.

Standard


ruler

Use a standard ruler to measure the length of objects in a graphic.
A ruler can also be used to determine which line is the highest by
positioning the ruler across the top of all lines.

Tips for Using
Manipulatives

(cont
.)

Manipulative


Activity

Tactile

Use tactile numbers so a student is able to feel the
shape of the number. Some students identify the
number by its tactile shape.

Two
-
dimensional
shapes

Print out graphics from the CD and cut out shapes
(circle, square, star).

Three
-
dimensional
shapes

Use three
-
dimensional shapes to compare to graphics
and other shapes. Allow the student to pick up, hold,
and feel the shape.

Wikki Stix

Use
Wikki

Stix

to outline graphics (animals, pizza),
measure the height of objects, and trace a path on a
grid.

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Task Descriptions

38

Grade span specific

nclude

a list of tasks needing further description and/or modifications to
accommodate the needs of students who cannot access print graphics

For visually impaired
-
blind or other students who cannot access graphics

Automatically sent for students who have VI
-
Blind listed as their primary
exceptionality

Available upon request for other students who cannot access graphics

Some tasks are not accessible for these students even with descriptions
and are identified in the Task Descriptions as “Omitted.”


The accommodation
Task Descriptions

must be coded on the response
document to ensure the student is not penalized.



Accommodations


Task Descriptions Page

39

information on
omitted items

instructions

instructions

modified task
description

task affected

Accommodations

Here is an example of a
performance task that requires a
Task Description
for students
unable to access print graphics.

For the
Task Description,



the TA says:

Students are reading.

Which statement describes

the meaning of the word

students
?

A girl is reading.

A boy and a girl are reading.

A girl is reading with her


dog.


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Task
Description Example

Other Accommodations?

41

Consider the intent of the task to ensure the accommodation
does not invalidate the purpose


For example, if the task measures recognition of number symbols, don’t
replace symbols with counters.

All accommodations must be used regularly during
classroom instruction and assessment and must be
documented on the IEP.

Questions about accommodations


Go from the test administrator to the School Test Coordinator, then to
the District Test Coordinator, and finally to the Louisiana Department of
Education


Frequently Asked Questions about
administration of LAA 1

Frequently Asked Questions

43



1.

May I assess more than one student at a time?


No. Each student must be assessed individually.

2.

Must
I assess each student in the content order of the booklet?


No. You may begin with the content area that you believe will
provide the most success for the student.
For example
, the
mathematics test may be administered before the English language
arts test.

3.

Must I move through the
Administrator Booklet
and the
Student
Booklet
in the order of the tasks presented in a content area?


Yes.
In each content area the tasks are arranged in the order of
complexity, from least to most complex. Consequently, within a
content area, assess each student on tasks as ordered in the
booklets.


Frequently
Asked Questions (cont.)

44



4.

May I prompt the student?


You must follow the directions as written in the Administrator
Booklet. You may read the directions as many times as you think
necessary. You may direct the student’s attention to the task or
manipulatives

and also encourage the student to attempt the task.

5.

Must the student respond verbally?


Students may communicate responses in their typical
communication modality.

6.

What if the student doesn’t respond to a question after it has been
read several times?


Mark a zero.


Frequently
Asked Questions (cont.)

45



7.

What if the student responds to the first part of a question, but
then is not ready to proceed (too tired, nonresponsive) with the
second part?


Record score for the first part on a post
-
it note affixed to the
Response Document and return to the question at a better time. Do
not repeat the first part of the question
.


8.

May a test administrator assess a student with a grade
-
span
assessment that does not coincide with the student’s enrolled
grade? For example, if the student is enrolled in grade 8, but the TA
believes a 5

6 grade
-
span assessment is more appropriate, can that
student be assessed in the 5

6 grade
-
span assessment?


No. The student must take the test for the grade in which he or she is
enrolled. This is a federal guideline based on No Child Left Behind
(NCLB).



Frequently
Asked Questions (cont.)

46



9.

Must I read the directions in the Administrator Booklet word
-
for
-
word?


Yes. (Some exceptions are made for students who are Visually
Impaired
-
Blind.)

10.

May I reduce the number of tasks administered, e.g., assess 20
tasks instead of 25?


No, the student should have the opportunity to take all tasks.
However, if after attempting at least 5 tasks in a content area the
student is unresponsive on all of the items resulting in a score of
zero, you may stop testing. Do not code a score on the RD for the
remaining items.
Note: If the student is unresponsive because he or
she is having a bad day, try administering the test on another day.



Test Security

Test Security

of Materials

48

School Test Coordinators are responsible for
storing materials in a locked, secure area and
disseminating materials.

These materials must be returned at the end
of the day if they are checked out:


Administrator Booklets


Student Booklets


Response Documents


Task Descriptions


Security of Response Documents

49

Once the TA enters scores on the response
document (RD), it becomes confidential information
and must be kept secure.

Be sure to check both Student and Administrator
Booklets when assessment ends for RDs accidentally
tucked inside. Count them!

There is a $100 charge for the testing company to
look for a response document.


Nonsecure

Materials


Manuals



Test Coordinator


Test Administrator


Graphics


Manipulatives

Lists




50

Dual Assessment (Scoring Study)

51

Student sample is 10 percent of the LAA 1 population within each
district (random selection).

Each participating student’s name appears twice on the student
label/roster. The scoring study document is identified with an X in
the far
-
right column.

Each participating student receives two
preidentified

response
documents. In the upper right corner of the scoring study
document (beside the student name) and on the label, the words
Scoring Study Document
are

printed.

Both assessors score the student’s performance at the same time;
therefore, schedules must accommodate both test administrators.


Scoring Study is part of
required validity and reliability
analysis.

Dual Assessors

52

Who is eligible to be 2
nd

assessor?

Central office special education personnel

Support personnel


Speech therapist


Adaptive PE teacher


Occupational therapist


Physical therapist


Evaluation team members, including psychologist


Another special education teacher

Assessors must be trained in LAA 1 administration.


NOTE:

Paraprofessionals may not score student responses.

LAA 1 Resources

Other Key Materials

Parent’s Guide


General LAA 1 information


Posted on
eDIRECT

and
www.louisianaschools.net


Interpretive Guide


Detailed information on and
interpretation of state, district,
school, and student scores

54

LAA 1 Assessment Guide

Contains detailed information on
purpose, design, and
accommodations

Contains 33 sample performance
tasks

Includes
F
requently
A
sked
Q
uestions

Can be downloaded from
http://www.louisianaschools.net

55

The best resource on LAA 1 tests

Test Results

Reporting Student Results

57

LAA 1 Achievement Level Names and Definitions


Exceeds Standard:


A student at this level has demonstrated
expanded

academic knowledge
and skills included in the grade
-
level Extended Standards.


Meets Standard:


A student at this level has demonstrated
fundamental

academic
knowledge and skills included in the grade
-
level Extended Standards.


Working Toward Standard:


A student at this level has demonstrated
minimal or inconsistent

academic
knowledge and skills included in the grade
-
level Extended Standards.
However, the student may be developing introductory academic
knowledge and skills that can be built upon to access the grade
-
level
curriculum.

58

Alternate Achievement Level
Descriptors (AALDs)


Describe the expected level of performance at each
achievement level.


Provide a progression for the achievement levels.


Speak to a range of abilities within an alternate
achievement level, recognizing that not all students can do
all things within these ranges.


Are included in LAA 1 Interpretive Guide.

It is understood that all students may
not

accomplish all academic skills
described at each achievement level.


Sample School Roster Report

59

Sample District Achievement

Level Report

60

Sample School Achievement

Level Report

61

Sample Special Education
Exceptionality Report

62

Sample Subgroup Report

63

Additional Resources

64


The Access Guide for Students with Significant Disabilities
(
http://sda.doe.louisiana.gov/default.aspx)


Instructional Resources


Extended
Standards
Handbook


Links to other sites


LDOE Web site


Assessment Guide


Interpretive Guide


Parent’s Guide


eDIRECT


Manipulatives

Lists and Graphics


Test Administration Manual


Test Coordinators Manual


In Closing

65

Please share the information and materials you
received today with your colleagues.

LDOE Contact:

Leslie Lightbourne


Leslie.lightbourne@la.gov


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