workshop for leap alternate assessment level 1 (laa 1)

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Workshop for LEAP Alternate Assessment

Level 1 (LAA 1)

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Subjects

LAA 1 is an assessment program composed of many

parts.

Accommodations

Scor

ing

GradesReporting

Standards

Tests

Tasks Manipulatives

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Our goal is to help you assemble the LAA 1 puzzle!

Standards

Tasks Grades Subjects

Tests ScoringAccommodations

ReportingManipulatives

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Extended StandardsExtended 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

Standards

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Extended Standards (continued)

Represent the core academic content considered appropriate for LAA 1 students, not the entire curriculum for a given grade or content areaArticulate academic learning from one grade to the next Facilitate access to grade-level contentMove from the concrete to the abstract

Standards

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Complexity LevelsThree complexity levels for each extended standardDescriptions of ways to access the academic content identified by the extended standard

Standards

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Level 1−Least complex−Reflects a student’s initial encounter with

content related to the extended standardLevel 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

Standards

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Sample of Extended Standards ChartGrades 3-4

English Language Arts

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

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: themeconflictcharacter traits, feelings, and motivation (ELA-1-E4)

5. Identify a variety of story elements, including:the impact of setting on charactermultiple conflictsfirst- and third-person points of viewdevelopment of theme (ELA-1-E4)

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

3. Identify the main character in a story2. Identify two characters in a story1. Identify one character in a story

Standards

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Extended Standards Handbook

Bulletin 127Describes the development processSummarizes the knowledge, skills, and abilities emphasized for each subject by grade spanPresents the extended standards and their link back to benchmarks and GLEsIncludes a glossary of termsCan be downloaded from http://www.louisianaschools.net/lde/uploads/11618.pdf

The best resource on Extended Standards

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Tests

Grades

Subjects

LAA 1 Assessment Design

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 11Each subject area assessment is composed of 25 performance tasks.

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LAA 1 Grades and Content Areas

Grade Span Grade

Subject

ELA Mathematics Science Total

3–43 25 25 504 25 25 25 75

5–65 25 25 50

6 25 25 50

7–87 25 25 508 25 25 25 75

10 –1110 25 25 5011 25 25

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Test Administration Procedures

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 14 to March 25, 2011• Test administrators should review

materials before February 14 and start assessing students at the beginning of testing window.

Tests

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Individualized Administration

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.

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LAA 1 Resources and Professional

Development (PD) Materials •Administrator Booklet

•Student Booklet•Response Document•Graphics•Manipulatives List•Task Descriptions•PowerPoint Slides

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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), and• a copy of corresponding

pages from the Student Booklet

Tests

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PD Administrator Booklet

• Introduction

• General

Instructions

• LAA 1 Practice

TasksGrades Subjects

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PD Administrator Booklet

• Header bar

• Directions

• Page numbers

• Scoring rubric

• Correct answer

header bar

directions page number

s

Scoring rubric

correct answer

Tasks

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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.

0Student response is incorrect, irrelevant to the skill or concept being measured, or not attempted.

ScoringScoring Rubrics

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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.


Scorin

gScoring Rubrics

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Scoring Rubrics2-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, pigScore 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.


Scoring

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LAA 1 Student BookletA 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

Tests

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SampleStudent BookletPage

answer

options

graphics and text

task # Tasks

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Response Document• one per student• grade specific• confidential• Test

administrator enters student’s scores

Use only #2 pencils to complete!

Tests

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Response Document (cont.) Wait until the student has completed all parts of a task before entering a score.

Use only #2 pencils to complete!

Tests

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AccommodationsAssistive Technology−ManipulativesTask DescriptionsOther

Accommodations

Manipulatives

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Assistive TechnologyAny item, piece of equipment, or product system used to enable a student to access the assessmentAugmentative communication devices Switch with scanning Voice recognition software Communication board Eye gaze board Voice output device with dynamic display

Accommodations

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Assistive Technology (cont.)

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).

Accommodations

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Assistive Technology (cont.)

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.The graphics may be resized, or color, texture, or raised lines may be added.

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ManipulativesManipulatives 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

http://www.louisianaschools.net prior to testing

Manipulatives

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Sample Manipulatives List

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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 ManipulativesManipulative 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.

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Tips for Using Manipulatives (cont.)

Manipulative ActivityTactile 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 DescriptionsIncludes a list of tasks needing further description and/or modifications to accommodate the needs of students who cannot access print graphicsFor visually impaired-blind or other students who cannot access graphics Automatically sent for students who have VI-Blind listed as their primary exceptionalityAvailable upon request for other students who cannot access graphicsSome 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

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Task Descriptions Page

information on omitted items

instructions

instructionsmodified task description

task affected

Accommodations

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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

describesthe meaning of the

wordstudents?

A girl is reading.A boy and a girl are

reading.A girl is reading with

her dog.

Task Description Example

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Other Accommodations?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 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

Accommodations

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Test Administration Time!

Find a partner, one who teaches at the same grade span.Determine roles: One serves as the Test Administrator (TA) and the other as the student taking the test.Administer the first task at that grade span.Reverse roles: The TA becomes the student, and the student becomes the TA.Now administer the second task within the grade span.

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Group Discussion on Administration of Tasks

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Sharing LAA 1 Administration

Experiences Challenges Successes Helpful hints

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Q&A1. May I assess more than one student at a time?

No. Each student must be assessed individually.2. Must I move through the Administrator Booklet

and the Student Booklet in the order of the tasks presented?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.

3. 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.

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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.

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.

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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).

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.

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General Security of Materials

School Test Coordinators are responsible for storing 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

Tests

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Security of Response Documents

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

Tests

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Dual Assessment (Scoring Study)

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.

Part of a required validity and reliability study

Scoring

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Dual AssessorsWho is eligible to be 2nd assessor?

Central office special education personnelSupport personnel− Speech therapist− Adapted PE teacher− Occupational therapist− Physical therapist− Evaluation team members, including psychologist− Another special education teacher

Must be trained in LAA 1 administrationNot a paraprofessional

Scoring

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Other Key MaterialsParent’s Guide

−General LAA 1 information

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

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Subjects

LAA 1 Assessment Guide

Contains detailed information on purpose, design, and accommodationsContains 33 sample performance tasksIncludes Frequently Asked QuestionsCan be downloaded from http://www.louisianaschools.net

Grades

The best resource on LAA 1 tests

Tests

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Reporting Student Results

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.

Reporting

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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 GuideIt is understood that all students may not accomplish all academic skills described at each achievement level.

Sample School Roster Report

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Sample District Achievement Level Report

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Sample School Achievement Level

Report

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Sample Special Education Exceptionality

Report

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Sample Subgroup Report

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Additional ResourcesThe Access Guide for Students with Significant Disabilities (http://sda.doe.louisiana.gov/default.aspx)− Instructional Resources− Links to other sites

LDOE Web site (click on Testing Information-Special Populations-LEAP Alternate Assessments-LAA 1).− Assessment Guide− Extended Standards Handbook− Interpretive Guide− Parent’s Guide− Manipulatives Lists and Graphics− Test Administration Manual− Test Coordinators Manual 58

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

LDOE Contacts:Claudia Davis

− [email protected]− 225-342-3355

Leslie Lightbourne−[email protected]−225-342-3404

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Questions?

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Thank You!