LEAP Alternate Assessment, Level 1 Spring 2013 Administration

LEAP Alternate Assessment, Level 1

Spring 2013 Administration

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LEAP Alternate Assessment, Level 1 (LAA 1) is an assessment program

composed of many parts.

Subjects

Accommodations

Scor

ing

GradesReporting

Standards

Tests

Tasks Manipulatives

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

Standards

Tasks Grades Subjects

Tests ScoringAccommodations

ReportingManipulatives

What is LAA 1?

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• 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.

Standards

Extended Standards

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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

Standards

Extended Standards (continued)

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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 contentMove from the concrete to the abstract

Standards

Complexity Levels

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Three complexity levels for each extended standard

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

Standards

Extended Standards (continued)

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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

Standards

Levels of Complexity

Sample of Extended Standards ChartGrades 3-4

English Language Arts

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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

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

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The best resource on Extended Standards

LAA 1 Assessment Design

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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. Tests

Grades

Subjects

LAA 1 Grades and Content Areas

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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

Test Administration Procedures

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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.

Tests

Individualized Administration

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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

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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)• a copy of corresponding pages

from the Student Booklet

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Tests

PD Administrator Booklet

• Introduction

• General Instructions

• LAA 1 Practice Tasks

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Grades Subjects

Administrator Booklet

• Header bar

• Directions

• Page numbers

• Scoring rubric

• Correct answer

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header bar

directions page numbers

Scoring rubric

correct answer

Tasks

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.

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Scoring

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.


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Scorin

gScoring 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.


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Scoring

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

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Tests

Student BookletPage

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answer options

graphics and text

task #

Tasks

Response Document

• One per student• Grade specific• Confidential• Test administrator

enters student’s scores

25Use only #2 pencils to complete!

Tests

Response Document (cont.)

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

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Use only #2 pencils to complete!

Tests

Test Accommodations for LAA 1

Test Accommodations

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Assistive Technology• Manipulatives

Task DescriptionsOther

Accommodations

Manipulatives

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

Accommodations

Assistive Technology (cont.)

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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

Assistive Technology (cont.)

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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

Manipulatives

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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

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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 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 Descriptions

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Grade span specificnclude 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

Task Descriptions Page

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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 describesthe meaning of the wordstudents?

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?

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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

Accommodations

Frequently Asked Questions about administration of LAA 1

Frequently Asked Questions

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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.)

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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.


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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).


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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

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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

Tests

Security of Response Documents

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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.

Tests

Nonsecure Materials

• Manuals • Test Coordinator• Test Administrator

• Graphics• Manipulatives Lists

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Dual Assessment (Scoring Study)

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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.

Scoring

Dual Assessors

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Who is eligible to be 2nd assessor?Central office special education personnelSupport 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.

Scoring

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

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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

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Subjects

Grades

The best resource on LAA 1 tests

Tests

Test Results

Reporting Student Results

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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 Guide.

It 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 Resources

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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

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

LDOE Contact:Leslie Lightbourne

• [email protected]• 225-342-3404