LEAP Alternate Assessment, Level 1 LAA 1 2006–2007 Cecil J. Picard, State Superintendent of Education.

LEAP Alternate Assessment, Level 1

LAA 12006–2007

Cecil J. Picard, State Superintendent of Education

The main purpose of attending this professional development workshop is to

O

A. win prizes.

C. learn about the design of the LEAP Alternate Assessment, Level 1, and how to plan for and complete the assessment.

B. eat snacks.

D. be entertained.

Louisiana

Educational

Assessment

Program

2006–2007

• LEAP: 4, 8 (high stakes)

• GEE: 10, 11 (high stakes)

• iLEAP: 3, 5, 6, 7, 9

• ELDA: K–12

• LAA 2: 4–11

Louisiana State Department of Education

LAA 1 3rd–11th

grades

Options (PreGED/Skills) Program

LAA 1, LAA 2, OR

iLEAP

Design of


LAA 1

The main parts of LAA 1 are:

1. Target Indicators2. Participation Levels3. Scoring Rubric

LAA 1

Target Indicators

Participation Levels

Scoring Rubric

The behavior being measured as the student performs a set of specific skills during the assessment.

Target Indicator

• Form the basis of LAA 1

• Represent Louisiana Content Standards that reflect the skills students with significant disabilities must know and be able to do

• Skills range from very basic to more advanced skills that will support the students as adults in the community.

TARGET INDICATORS

English Language Arts

MathematicsSocial Studies

Science

CONTENT STANDARDS

EXAMPLES OF

TARGET INDICATORS

ELA 1. Communicates needs

M 4. Measures quantities

SS 1. Interacts with others

SC 3. Follows safety procedures

LAA 1

20 Target Indicators


Scoring Rubric

5 ELA

4 Science

5 Mathematics

6 SS

All skills are not created equal!

Some skills are basic.

Some skills are complex.

And some skills are in the middle.

•Introductory

•Fundamental

•Comprehensive



• Reflect the level of difficulty of a skill

• Reflect the different levels of skill complexity

Introductory:

Skills that require basic processing of information to address real-world situations that are related to the content standards, regardless of the age or grade level of the student

(indicates choice when presented with two items)

Fundamental:

(expresses a preference in response to the question, “What do you want?”)

Skills that require simple decision making to address real-world situations that are related to the content standard, regardless of the age or grade level of the student.

Comprehensive:

(communicates detailed information about preferences [e.g., describes activity with information about who, where, and in what manner])

Skills that require higher-order thinking and complex information-processing skills that are related to the content standards, regardless of the age or grade level of the student

Crayons

LAA 1

20 Target Indicators


Scoring Rubric

5 ELA

4 Science

5 Mathematics

6 SS

Introductory

Fundamental

Comprehensive

To determine the participation level,

1. Discuss the levels at the IEP meeting.

2. Study the student report.

3. Watch how the student performs tasks during class/home activities.

4. Examine each Target Indicator.

ACTIVITY

#1

C

Activity #1

1. Ali sets up a budget based on her income and expenses.

At which participation level does Ali perform on this skill?

IF

How did you make your decision?

Established criteria used to score an assessment

RUBRIC

2 Performs skill in response to a prompt

0 No performance (at introductory level only)

1 Tolerates engagement or attempts engagement

3 Performs skill independently without a prompt

4 Performs skill independently without prompts for different purposes OR in multiple settings

5 Performs skill independently without prompts for different purposes AND in multiple settings

(auditory, visual, tactile)

(auditory, visual, tactile) may be initiated by another person at the time the skill is to be performed

Signal

occurs in the environment, and a student independently uses it to perform a skill during the activity

Signal

CUE PROMPT

• Communication wallet

• Sample Card/Picture• Timer

• Picture Reminder• Daily Routine List

- Change of class - Recess - Lunch

- Dismissal

• Teacher taps student as reminder

• Paraprofessional signs/gestures to student

• Peers yell, “Bell!” to signal that recess is over.

CUE PROMPT

• Bell

Skill: Indicates basic need (ELA 1-A, I)

classroom gym

cafeteria restaurant

art class school hall

What are multiple settings?

The student performs the skill in at least two different environments.

Skill: Indicates basic need (ELA 1-A, I)

• to quench thirst

• to satisfy hunger

• to empty bowel and/or bladder

What are different purposes?The student performs the skill for at least two different reasons.

The student indicates thirst in the classroom to quench his/her thirst.

The student indicates hunger in the cafeteria to satiate his/her appetite.

&





4 Performs skill independently without prompts

for different purposes OR in multiple settings


for different purposes AND in multiple settings

THE LAA rubric measures progression from…

independence

dependence particular skill

generalized skill

TEACHASSESS

TE

AC

HASSESS

TEACHASSESS

TE

AC

HASSESS

EXAMPLES

Determine student objectives

Use tool safely

Recognize spacing/ distance/depth

Know quantity-full/empty

Know size/color discrimination

Digging

Planting

Watering

Harvesting

Gardening

ACTIVITY SKILLS

ACTIVITY SKILLS

Lunch TimeSetting the table

Sort

Say please/thank-you

Advocate for self and others

Sequence

Use appliances safely

Clearing the table

Using good manners

Washing the dishes

Visiting the school library

Follow directions

Choose

Advocate

Give personal information

Greet a worker

ACTIVITY SKILLS

Field trip to super-market

Follow directions

Make and use a list

Organize items

Estimate cost

Advocate

Ask for help/give help

ACTIVITY SKILLS

Using tools safely (skill)

Skills by Participation Level

Teacher-Specified Skills

Target Indicator SC 3: Follows Safety Procedures

Fundamental

Uses tools/equipment/appliances safely

Follows safety rules

Content Standard Life Science: The students will become aware of the

characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

Page 24

Introductory

Follows directions related to spatial concepts

Matches shapes

Recognizing spacing/distance/depth (skill)


State-Specified Skills

Target Indicator M 1: Applies Mathematical Concepts

Content Standard In problem-solving investigations, students demonstrate an

understanding of patterns, relations, and functions that represent and explain real-world situations.

Page 17

Knowledge of quantity (skill)




Fundamental

Distributes multiple sets of objects accurately…

Demonstrates understanding of global measurement concepts



Page 17

Size/color discrimination (skill)




Comprehensive

Discriminates between sizes

Recognizes parts versus whole



Page 17

LAA 1 has two categories of skills—

1. State-Specified

and2. Teacher-Specified

State-Specified Skills• Two skills for each of first two target

indicators in each content area

• Sixteen state-specified skills in all

• Test Administrator (TA) must determine the participation level of the skills

• Each PAIR of skills MUST be at the same participation level

• Required as written in the LAA Instrument

Teacher-Specified Skills• Remaining target indicators

• TA must determine skills each student needs; state does not specify

• TA must determine participation level for each skill separately

• Only one teacher-specified skill for each target indicator

(Twelve teacher-specified skills in all)

(Two example skills provided in the LAA 1 Assessment Guide)

State-Specified(A and B)

Teacher-Specified

SKILLS

Skills for target indicators 1 and 2 for each content area are state-specified.

Skills for all other target indicators for each content area are teacher-specified.


Skills A and B for target indicators 1 and 2 are state- specified and both must be assessed.

Paired State-Specified Skills A and B must be assessed at the same participation level for an individual target indicator.


LAA 1RESPONSEDOCUMENT

TARGET INDICATOR PARTICIPATION SCORE

LEVEL

ENGLISH LANGUAGE ARTS

Introductory A 1 2 3 4 5

ELA 1. Communicates needs Fundamental B 1 2 3 4 5

Comprehensive

Responds to symbolic Introductory A 1 2 3 4 5

ELA 2. and nonsymbolic Fundamental B 1 2 3 4 5

materials Comprehensiveo

o

oo


ooXX

O

O

O

O

ELA 1. Communicates NeedsComprehensive Participation Level

A Orders items

B Advocates for self and/or others

ELA 2. Responds to Symbolic and/or Nonsymbolic Materials

Introductory Participation Level

A Reacts to a nonsymbolic stimulus

B Reacts to a symbolic stimulus

STATE SPECIFIED


Assess only 1 skill for each remaining target indicator. (There are two skills in the LAA 1 Assessment Guide as examples; use either one or create your own.)

TARGET INDICATOR PARTICIPATION SCORE

LEVEL

ENGLISH LANGUAGE ARTS

Introductory

ELA 3. Indicates choices and Fundamental 1 2 3 4 5

preferences Comprehensive

Introductory

ELA 4. Communicates Fundamental 1 2 3 4 5

personal information Comprehensive

o

o

oo


oo

X

X

O

O

Again…

State-Specified skills2

Teacher-Specified skills1

(A & B at same participation level PER target indicator)

(Participation levels may be different for each target indicator)

PARTICIPATION SCORE LEVEL

No Performance at Introductory Level

ONLYO Introductory A 1 2 3 4 5 A NP

O Fundamental

O Comprehensive B 1 2 3 4 5 B NPX X

X

(Mark “No Performance” at only the Introductory Level.)

ELA 1: Communicates Needs (Comprehensive)

A. Orders items B. Advocates for self/others






for different purposes OR in multiple settings


for different purposes AND in multiple settings




O Fundamental

O Comprehensive B 1 2 3 4 5 B NPX

X

Select less complex skills for both A and B.

ELA 1: Communicates Needs (Fundamental)

A. Makes requests B. Indicates need for assistance

X




O Fundamental

O Comprehensive B 1 2 3 4 5 B NP

X

X

X

Select less complex skills for both A and B.

ELA 1: Communicates Needs (Introductory)

A. Indicates basic need B. Indicates discomfort

ACTIVITY

#2

LAA 1RESPONSEDOCUMENT

LAA 1 Issue Transferring scores from the LAA 1 Instrument to the LAA 1 Response Document

12

34

56

78

910

1112

1314

1516

1718

1920

NAME:________________

Transferring Scores• In the column labeled “Participation Level,”

darken only one circle in each box, even though you are marking both A and B skills in the column labeled “Score.”

• In the column labeled “Score,” in any row containing an A or B, darken one circle for A and one circle for B, always at the same participation level.

• In the column labeled “Score,” always darken only one circle in each row.

Transferring Scores (continued)

In the “Score” column, if you have bubbled an “NP,” be sure the Participation Level is Introductory.

StudentReportThe results of th

e

assessment are

useful in IEP

planning.

• An appears on the Student Report (SR) if a response document is coded any other way.

• An stands for “Invalid.”

• “Invalid” means the coding is incorrect or incomplete.

*

*

SR

*means invalid coding:

Omission Double marking

No participation level or

No score

More than one participation level or

More than one score

means “Invalid” coding by the TA. It always signals TA error.*

NAmeans the student was “Not Assessed” on some or all skills.

The SR provides a snapshot of:

• the complexity of skills the student can perform (participation level)

• the degree of independence the student has attained and and the degree to which the student can generalize the skill (rubric score)

• student ability in specific content areas

• student ability performing specific skills

How does LAA 1 (and the SR) affect instruction?

• examine the instrument and determine skills student needs to acquire or improve,

• continue to fade prompts, and

• have the student continue to attempt more complex skills.

LAA 1 suggests that the teacher:

Both and prevent obtaining complete information about the student.

* NA

STUDENTPLANNINGMATRIX

•attends and orients to sound

•enjoys listening to country music

•responds to his name

•recognizes voices of significant people

•makes limited vocalizations

•demonstrates emerging skills in cause and effect

• expand choice making by increasing the variety of literacy selections (e.g., books on tape, variety of music, comedy)

• increase level of response to people in his environment

• develop use of switches for purposes of communication

• loop tape: “Come see, please.”

ELA 1: Communicates needs__ A : __ B : ELA 2: Responds to symbolic and/or nonsymbolic materials__ A: __ B: __ ELA 3: Indicates choices and

preferences__ ELA 4: Communicates personal

information__ ELA 5: Follows a sequence of activities

ELA

I

I

I

F

F

FF

(Indicates basic need)(Indicates discomfort)

(Responds to school signs)(Selects from list)

N

N

ELA 3

ELA 1A ELA 1B

ELA 2B

ELA 5

•has minimal receptive language skills

•has palmer grasp

•reaches towards peers, teachers, adult family members to request object/activity

•demonstrates emerging skills in cause and effect

• range of motion: use money envelope system for making purchase

• respond to the inquiry “Do you want more?” (e.g., food, music, TV, interactions with peers, stories)

•use object-graphing system to track intake of ENSURE

•choice making -choose objects to denote next activity to change pattern of the day -use object schedule to organize his day M1: Applies mathematical concepts__ A:__ B: M2: Utilizes time measures__ A:__ B:__ M3: Counts specified amounts__ M4: Measures quantities__ M5: Applies currency concepts

I (Follows directions @ spatial)

M 1A

I (Matches shapes)

, B

I (Transfers from activity to activity)

M 2A

(Follows a routine)I

M 2B

I

& M 3

I

M 4

F(Indicates “more”)

M 5

MATH

LINKINGCURRICULUM

AND ASSESMENT

LINKING CURRICULUM AND ASSESSMENT

Target Indicator Participation Level

ELA 1:Communicates Needs

0 Introductory

0 Fundamental

0Comprehensive

IEP Objectives

Provided with loop tape (“I need you.”), Jeremy will get attention by activating switch 12/15 times.

X

ELA

IEP Objectives

Provided with loop tape (“I need you.”), Jeremy will get attention by activating switch, 12/15 times.

Skills to Assess

A. Indicates basic need (hunger, thirst, restroom)

B. Indicates discomfort

Skills to Assess

A. Indicates basic need (hunger, thirst, restroom)

B. Indicates discomfort

Activities

lunch time cafeteria hunger

recess classroom thirst

lunch time cafeteria hot

anytime gym cold

classroom tired

Multiple

Settings

Multiple

Purposes

Target Indicator/ Participation Level IEP Objective(s)

ELA 2: Responds to Symbolic and Nonsymbolic Materials

0 Introductory

0 Fundamental

0 Comprehensive

Will expand choice-making with the use of object representations.

X

Skills to Assess Activities Multiple Settings

Multiple Purposes

A. Responds appropriately to school/com-munity signs

B. Makes selections from object representations

visit to library or fast food restaurant

library

fast food

place

select tapes

select food

Need to Add

ACTIVITY

#3

Who takes LEAP Alternate Assessment, Level 1?

Steps in determining LAA 1 participation

11

23

Check the

evaluation.

1

• level of intellectual functioning and adaptive behavior

• exceptionality

• social history

• psychological/social worker’s comments

• summary

• recommendations/support needs

• Look for recommendations that the student should primarily address functional and life skills.

2 Check theIEP

Study the IEP• Look for an emphasis on functional

and life skills.

• Look for significant modifications to the general education curriculum.

• Look for indications that it takes repeated instruction for this student to learn, maintain, and generalize functional skills needed for daily living activities.

3Check the

criteria formparticipation

LAA 1 is now and has always been for students with the most significant cognitive disabilities.

LEAP

Alternate Assessment, Level 1 Participation Criteria

Form

The form has two parts:

1. Part One—10 agree or disagree statements (including student safeguards)

2. Part Two—exceptionality documentation (including three areas for consideration)

Emphases in part one:• The student needs extensive

instruction to acquire, maintain, and generalize functional skills.

• The student’s cognitive disability causes dependence on others for daily living needs now and in the future.

• Be prepared to show documentation.

• Participation is an IEP team decision.*

Decisions to participate in LAA 1 must not be solely based on:

• excessive absences,• social, cultural, and/or economic

differences, or

Student Safeguards:

• the student’s placement,• the student’s disability,

• their anticipated impact on School Performance Scores.

The decision for LEAP Alternate Assessment, Level 1, IS AN IEP TEAM DECISION BASED ON THE NEEDS OF THE STUDENT; IT IS NOT AN ADMINISTRATIVE DECISION.

Emphases in part two:

1. Regardless of exceptionality, the student must function like a student with a significant cognitive disability.

2. Cautions• LAA 1 is for students with the most

significant cognitive disabilities.

• The decision to participate in LAA 1 is unrelated to anticipated school performance scores.

• Participation remains an IEP team decision (within participation criteria).

• LAA 1 does not lead to a regular high school diploma.

Exceptionalities

Moderate Mental Disability

Severe Mental Disability

Profound Mental Disability

A.

We know these

students have a

significant cognitive

disability.

OR

Exceptionalities

Multiple Disabilities

Traumatic Brain Injury

Autism

B.

These students may

function like a

student with a

significant cognitive

disability.

OR

C. Other Exceptionality

This student must function like a student with a significant cognitive disability.

AND

You must have documentation to support your assessment decision.

*

Read the caution aloud to ensure full disclosure.

Be certain that everyone signs at the end of the form.

AND

A LAA 1 student must be enrolled in grade 3, 4, 5, 6, 7, 8, 9, 10, or 11.

Finally, remember that LAA 1 students are assessed in the same grade levels as their peers in general assessments.

Must every student who is eligible for LAA 1 take LAA 1?

Non!

nein!

NO! Nyet

!

Does that mean the student can skip all assessments?

Non!

nei

n! Nyet!

NO!

What do you mean…

DOCUMENTATION?

Documentation

• Multiple Disability

• TBI

• Autism

• Other

• Be sure you have evidence of student functioning like a student who is 3 SDBM.

• Be sure the IEP objectives are primarily functional.

What if the student does NOT meet the criteria for LAA 1?

Complete the Participation Criteria Form for

LEAP Alternate Assessment, Level 2 (LAA 2)

If a student does not take LAA 1 or LAA 2, then the student must take a general assessment—either LEAP, GEE, or iLEAP.

with accommodations!

LAA 1 Assessment Guide

www.louisianaschools.net

•Testing

•Special Populations

•LEAP Alternate Assessments

http://www.louisianaschools.net/

Jeanne Johnson

1-877-453-8721 (toll free)

[email protected]


LEAP Alternate Assessment, Level 1 LAA 1 2006–2007 Cecil J. Picard, State Superintendent of Education.

Documents

student laa

grade level

skills students

basis of laa

rubric laa

level of difficulty

advanced skills

introductory level