1. LAA 1 Professional Development
Workshop for LEAP Alternate Assessment Level 1 (LAA 1)
Louisiana Department of Education

2. LAA 1 Professional Development
LAA 1 is an assessment program composed of many parts.
Grades
Subjects
Scoring
Reporting
Tests
Accommodations
Tasks
Manipulatives
9 pieces to the puzzle and we’ll address each one in depth
Standards
Louisiana Department of Education

3. LAA 1 Professional Development
Our goal is to help you assemble the LAA 1 puzzle!
Tasks
Grades
Standards
Subjects
So that each piece fits clearly in your minds when you leave today!
Tests
Accommodations
Scoring
Reporting
Manipulatives
Louisiana Department of Education

4. LAA 1 Professional Development
Standards
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
Extensions: Specific user-friendly language for accessing the state standards.
Louisiana Department of Education

5. Extended Standards (continued)
LAA 1 Professional Development
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
-- Development of the ES began with a committee of educators who work with this population. They determined the appropriate academic content the ES should address
--ES progress from grade to grade
--For teachers and for students………
--From fundamental to more complex
Standards
Louisiana Department of Education

6. LAA 1 Professional Development
Complexity Levels
Standards
Three complexity levels for each extended standard
Descriptions of ways to access the academic content identified by the extended standard
--CLs also facilitate access to the standards. They provide examples of how the ES, based on GLEs, can be measured at different levels of complexity.
Louisiana Department of Education

7. LAA 1 Professional Development
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
Louisiana Department of Education

8. 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:
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)
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

9. Extended Standards Handbook
LAA 1 Professional Development
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
--provides a breakdown of the content and skills by grade span and subject
Louisiana Department of Education

10. LAA 1 Professional Development
Subjects
LAA 1 Assessment Design
Grades
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.
---Students in grades 3 – 10 take ELA and math
---Students in grades 4&8 take the science test in addition to ELA and math
---Grade 11 students take the science test
WHY? NCLB requires that science be tested once at elem, middle, and HS levels and these are the LEAP and GEE grades for the science assessment
Tests
Louisiana Department of Education

11. LAA 1 Grades and Content Areas
LAA 1 Professional Development
LAA 1 Grades and Content Areas
Grade Span
Grade
Subject
ELA
Mathematics
Science
Total
3–4 3 25 50 4 75
5–6 5 6
7–8 7 8
10 –11 10 11
Louisiana Department of Education

12. Test Administration Procedures
LAA 1 Professional Development
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.
Tests
Louisiana Department of Education

13. 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.

14. LAA 1 Resources and Professional Development (PD) Materials
Administrator Booklet
Student Booklet
Response Document
Graphics
Manipulatives List
Task Descriptions
PowerPoint Slides

15. LAA 1 Administrator Booklet
Tests
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

16. PD Administrator Booklet
Introduction
General Instructions
LAA 1 Practice Tasks
Grades
Subjects

17. PD Administrator Booklet
Tasks
header bar
Header bar
Directions
Page numbers
Scoring rubric
Correct answer
page numbers
directions
Scoring rubric
correct answer

18. Scoring
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
Description 1
Student response is correct. The student identifies the ruler as a tool.
Student response is incorrect, irrelevant to the skill or concept being measured, or not attempted.

19. 2-point Scoring Rubric (one question, two correct responses )
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.
Student response is incorrect, irrelevant to the skill or concept being measured, or not attempted.

20. Scoring
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.
Student response is incorrect, irrelevant to the skill or concept being measured, or not attempted.

21. Tests
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

22. Sample Student Booklet Page
graphics and text
answer options
Tasks
task #

23. Use only #2 pencils to complete!
Tests
Response Document
one per student
grade specific
confidential
Test administrator enters student’s scores
Use only #2 pencils to complete!

24. Response Document (cont.)
Tests
Response Document (cont.)
Wait until the student has completed all parts of a task before entering a score.
Use only #2 pencils to complete!

25. Accommodations Assistive Technology Task Descriptions Other
Manipulatives
Accommodations
Assistive Technology
Manipulatives
Task Descriptions
Other

26. Accommodations
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

27. Assistive Technology (cont.)
Accommodations
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).

28. 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.

29. 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 prior to testing

30. Sample Manipulatives List

31. 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.

32. 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.

33. Tips for Using Manipulatives
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.

34. Tips for Using Manipulatives (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.
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.

35. Accommodations
 Task Descriptions
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.

36. Task Descriptions Page
Accommodations
Task Descriptions Page
information on omitted items
instructions
modified task description
instructions
task affected

37. 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.

38. Accommodations
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

39. 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.

40. Group Discussion on Administration of Tasks

41. Sharing LAA 1 Administration Experiences
Challenges
Successes
Helpful hints

42. 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.

43. 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.

44. 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-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.

45. 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
Tests

46. 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.
Tests

47. 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.

48. 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
Scoring

49. Other Key Materials Parent’s Guide Interpretive Guide
General LAA 1 information
Interpretive Guide
Detailed information on and interpretation of state, district, school, and student scores

50. LAA 1 Assessment Guide The best resource on LAA 1 tests
Subjects
Grades
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
Tests

51. 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.

52. 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.

53. Sample School Roster Report

54. Sample District Achievement Level Report

55. Sample School Achievement Level Report

56. Sample Special Education Exceptionality Report

57. Sample Subgroup Report

58. Additional Resources
The Access Guide for Students with Significant Disabilities (
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

59. In Closing
Please share the information and materials you received today with your colleagues.
LDOE Contacts:
Claudia Davis
Leslie Lightbourne

60. Questions?

61. Thank You!