Louisiana Department of Education
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Louisiana Department of Education
It’s the LAA!
LeapLeap
ALTERNATE ALTERNATE ASSESSMENTASSESSMENT
AGENDA• Overview of Statewide Assessment
• LEAP Alternate Assessment
• Who participates?
• What do we assess?
• How do we assess? do we assess?
• Age Appropriateness
What the LAA• Performance-based assessment
• Student performs skills within activities
• Test administrator observes student
• Using rubric, the test administrator scores the student on the skills
is
participatesin the LAA?
????
??
??
Decisions to participate in Decisions to participate in the LAA must the LAA must not be be•categorically based on the categorically based on the student’sstudent’s disabilitydisability..
•based on based on excessive absences.excessive absences.
•based on based on socialsocial, , culturalcultural, and/or , and/or economiceconomic differences. differences.
•made made administrativelyadministratively..
Who participates in the LAA?
Ask yourself—Does the student’s current evaluation reflect that he or she should participate in the alternate assessment?
Does the student’s IEP reflect significant modifications to the general education curriculum with an emphasis on functional and life skills?
Does the student meet Does the student meet all conditions as conditions as described in the LEAP Alternate described in the LEAP Alternate Assessment Participation Criteria?Assessment Participation Criteria?
• Is the student Is the student at least 8 years old??
• Is the student enrolled in Is the student enrolled in grade 3, 4, 5, 6, 7, or 8?
• Is the student in his or her Is the student in his or her 1st, 3rd, or1st, 3rd, or exit yearexit year of high school? of high school?
Instruction Skills
Activities
Equipment
What does
The degree to which the skills taught, the activities and materials selected, and the language used reflect the CHRONOLOGICAL AGE of the student and his/her peers without disabilities.
mean?
Ways to ensure
• Use language appropriate for the student’s age
• Select functional skills and activities that have meaning for the student
• Provide choice-making opportunities
do we assessin the LAA?
????
??
??
The key components
of the• Target IndicatorsTarget Indicators
• Participation LevelsParticipation Levels
• Performance OutcomesPerformance Outcomes
• ScoringScoring Rubric Rubric
The behavior being measured as the student performs a set of specific skills during the assessment
• Form the Form the basis of the LAA of the LAA
• Represent Louisiana Content Represent Louisiana Content Standards that reflect the Standards that reflect the skills students with significant disabilities students with significant disabilities must know and be able to domust know and be able to do
• Skills range from very Skills range from very basic to more to more advanced skills that will support the that will support the students as adults in the students as adults in the community.community.
Behaviors- Observable
- Measurable
- 5 English Language Arts- 5 Mathematics
- 6 Social Studies - 4 Science
20 Target Indicators in all
English Language Arts
MathematicsSocial StudiesScience
ExamplesExamplesSkills
•Orders using a menu
of skills during of skills during a visit to a fast a visit to a fast food restaurantfood restaurant
•Pays with correct change
•Washes hands
•Greets worker appropriatelySocial
Studies
Language
Arts
Mathematics
Science
do we
assess
??
????
??
?
- 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: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
- expresses a preference in response to the question, “What do you want?”
Comprehensive: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
- communicates detailed information about preferences (e.g., describes activity with information about who, where, and in what manner)
How do I decide which participation level?
• Know the student.
• Watch how the student performs tasks during class/home activities.
• Examine each Target Indicator to determine the Participation Level
• Discuss this at the IEP meeting.
0 No performance (at introductory level only)
1 Tolerates engagement or attempts engagement
2 Performs skill in response to a prompt
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
CHANGE
OR
?? ????
(auditory,
visual, tactile) is
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 (auditory, visual,
tactile)
Communication Wallet
Sample Card/Picture
Timer
Picture ReminderDaily Routine List
Bell - 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.
What are multiple settings?
The student performs the skill in at least two different environments.
Skill: Uses hot and cold faucets safely
restroom kitchen
cafeteria restaurant
art class work site
Skill: Uses hot and cold faucets safely
washes hands cleans dishes
waters plants prepares bath water
What are different Purposes?
The student performs the skill for at least two different reasons.
AND
The student uses water to wash his/her hands in a restaurant before eating.
The student uses water to water plants in the classroom.
&
ACTIVITYACTIVITY SKILLSSKILLS
Digging
Planting
Watering
Harvesting
Using tool safely
Recognizing spacing/ distance/depth
Knowledge of quantity-full/empty
Size/color discrimination
ACTIVITYACTIVITY SKILLSSKILLS
L
U
N
C
H
T
I
M
E
Setting the table
Using good manners
Clearing the table
Washing the dishes
Sorting (flatware, dishes)
Saying please/thank-you
Advocating for self and others
Sequencing
Using appliances safely
ACTIVITY SKILLS
Visiting a video store
Following directions
Choosing
Advocating
Giving personal information
Greeting worker
Sources of Information• Access Guide (Section IV – old
Section II – new)
• Individualized Education Program
• Lesson Plans
• Teachers’ Guide to Statewide Alternate Assessment
Teachers’ Guide to Statewide
Alternate Assessment
www.louisianaschools.net
•The Tests
•Special Populations
•LEAP Alternate Assessment
Louisiana Department of Education
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