Workshop for LEAP Alternate
Assessment Level 1 (LAA 1)
1
LAA 1 is an assessment program
composed of many parts.
Accommodations
Manipulatives
Standards
2
Our goal is to help you assemble
the LAA 1 puzzle!
Tasks
Grades
Standards
Subjects
Tests
Scoring
Accommodations
3
Extended Standards
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
4
Extended Standards (continued)
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
5
Complexity Levels
Three complexity levels for each
extended standard
Descriptions of ways to access the
academic content identified by the
extended standard
6
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
7
Sample of Extended Standards Chart
Grades 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,
8. Identify story elements, including:
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
personification)
within a selection
 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)
8
Extended Standards Handbook
The best resource on Extended Standards
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/ld
e/uploads/11618.pdf
9
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 11
Each subject area assessment is
composed of 25 performance tasks.
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LAA 1 Grades and Content Areas
Grade
Span
3–4
5–6
7–8
10 –11
Subject
Grade
ELA
Mathematics
3
25
25
4
25
25
5
25
25
50
6
25
25
50
7
25
25
50
8
25
25
10
25
25
11
Science
Total
50
25
25
75
75
50
25
25
11
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.
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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.
13
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
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PD Administrator Booklet
• Introduction
• General Instructions
• LAA 1 Practice Tasks
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PD Administrator Booklet
header bar
• Header bar
page
numbers
directions
• Directions
• Page numbers
Scoring
rubric
• Scoring rubric
• Correct answer
correct
answer
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Scoring Rubrics
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
1
Description
Student response is correct. The student identifies the ruler as a tool.
Student response is incorrect, irrelevant to the skill or concept being
0
measured, or not attempted.
18
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
2
1
Description
Student response is complete. The student identifies the fish and the
alligator.
Student response is partial. The student identifies only the fish or the
alligator.
Student response is incorrect, irrelevant to the skill or concept being
0
measured, or not attempted.
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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
2
1
Description
Student response is complete. The student identifies fish as an animal
in water and bird as in the air.
Student response is partial. The student identifies fish as an animal in
water or bird as in the air.
Student response is incorrect, irrelevant to the skill or concept being
0
measured, or not attempted.
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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
21
Sample
Student
Booklet
Page
graphics
and text
answer
options
Tasks
task #
22
Response Document
• one per student
• grade specific
• confidential
• Test administrator
enters student’s
scores
Use only #2 pencils to complete!
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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!
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Accommodations
Assistive Technology
− Manipulatives
Task Descriptions
Other
25
Assistive Technology
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
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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).
27
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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Manipulatives
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
http://www.louisianaschools.net prior to testing
29
Sample Manipulatives List
30
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.
31
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.
32
Tips for Using Manipulatives
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.
33
Tips for Using Manipulatives
Manipulative
(cont.)
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.
Twodimensional
shapes
Print out graphics from the CD and cut out shapes
(circle, square, star).
Threedimensional
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
Accommodations
Includes 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.
35
Task Descriptions Page
Accommodations
information on
omitted items
instructions
instructions
modified task
description
task
affected
36
Task Description Example
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.
37
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
38
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.
39
Group Discussion on
Administration of Tasks
40
Sharing LAA 1 Administration
Experiences
Challenges
Successes
Helpful hints
41
Q&A
1.
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.
42
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.
43
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-forword?
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.
44
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
45
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.
46
Dual Assessment (Scoring Study)
Part of a required validity and reliability 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.
47
Dual Assessors
Who is eligible to be 2nd assessor?
Central office special education personnel
Support 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 administration
Not a paraprofessional
48
Other Key Materials
Parent’s Guide
−General LAA 1 information
Interpretive Guide
−Detailed information on and
interpretation of state,
district, school, and student
scores
49
LAA 1 Assessment Guide
The best resource on LAA 1 tests
Contains detailed information
on purpose, design, and
accommodations
Contains 33 sample
performance tasks
Includes Frequently Asked
Questions
Can be downloaded from
http://www.louisianaschools.net
50
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.
51
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.
52
Sample School Roster Report
53
Sample District Achievement
Level Report
54
Sample School Achievement
Level Report
55
Sample Special Education
Exceptionality Report
56
Sample Subgroup Report
57
Additional Resources
The 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
In Closing
Please share the information and materials you
received today with your colleagues.
LDOE Contacts:
Claudia Davis
−
−
Claudia.davis@la.gov
225-342-3355
Leslie Lightbourne
− Leslie.lightbourne@la.gov
− 225-342-3404
59
Questions?
60
Thank You!
61