Transcript Network Team Training Opening Session

LEAP Alternate Assessment, Level 1
Spring 2013 Administration
LEAP Alternate Assessment, Level 1
(LAA 1) is an assessment program
composed of many parts.
Accommodations
Manipulatives
Standards
2
The goal of this workshop is to help
you assemble the LAA 1 puzzle!
Tasks
Grades
Standards
Subjects
Tests
Scoring
Accommodations
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What is LAA 1?
• The LEAP Alternate Assessment, Level 1 (LAA 1), is a performancebased 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.
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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
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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 area
Articulate academic learning from one grade to the next
Facilitate access to grade-level content
Move from the concrete to the abstract
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Extended Standards (continued)
Complexity Levels
Three complexity levels for each extended
standard
Descriptions of ways to access the academic
content identified by the extended standard
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Levels of Complexity
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
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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,
personification) within
a selection
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
 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)
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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/lde/up
loads/11618.pdf
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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
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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 4 to March 15, 2013
•
Test administrators should review materials before
February 4 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.
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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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PD Administrator Booklet
• Introduction
• General Instructions
• LAA 1 Practice Tasks
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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:
Options:
Which object is a tool?
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.
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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:
Question B:
Options:
Which animal spends most of its life in water?
Which animal spends most of its life in the air?
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
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Student Booklet
Page
graphics
and text
Tasks
answer
options
task #
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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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Test Accommodations for LAA 1
Test Accommodations
Assistive Technology
• Manipulatives
Task Descriptions
Other
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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).
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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.
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 drceDIRECT prior to testing
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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 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.
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Tips for Using Manipulatives (cont.)
Manipulative
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
Grade span specific
nclude 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.
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Task Descriptions Page
Accommodations
information on
omitted items
instructions
instructions
modified task
description
task affected
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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.
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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 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
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Frequently Asked Questions about
administration of LAA 1
Frequently Asked Questions
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.
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Frequently Asked Questions (cont.)
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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Frequently Asked Questions (cont.)
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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Frequently Asked Questions (cont.)
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.
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Test Security
Test Security
of Materials
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
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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 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.
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Nonsecure Materials
• Manuals
• Test Coordinator
• Test Administrator
• Graphics
• Manipulatives Lists
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Dual Assessment (Scoring Study)
•Scoring Study is part of required validity and reliability analysis.
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.
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Dual Assessors
Who is eligible to be 2nd assessor?
Central office special education personnel
Support 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.
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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
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
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Test Results
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.
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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.
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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
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
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In Closing
Please share the information and materials you
received today with your colleagues.
LDOE Contact:
Leslie Lightbourne
• [email protected]
• 225-342-3404
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