2 Subjects LAA 1 is an assessment program composed of many parts. Accommodations Scoring Grades Reporting Standards Tests Tasks Manipulatives
3 Our goal is to help you assemble the LAA 1 puzzle! Standards TasksGrades Subjects TestsScoring Accommodations Reporting Manipulatives
4 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 Standards
5 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 Standards
6 Complexity Levels Three complexity levels for each extended standard Descriptions of ways to access the academic content identified by the extended standard Standards
7 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
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 BenchmarksGrade-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 Standards
9 Extended Standards Handbook 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/ld e/uploads/11618.pdf The best resource on Extended Standards
10 Tests Grades Subjects 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.
12 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
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 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 Tests
16 PD Administrator Booklet Introduction General Instructions LAA 1 Practice Tasks Grades Subjects
18 1-point Scoring Rubric (one question, response is either correct or incorrect) Question: Which object is a tool? Options: apple, toy blocks, ruler, ball ScoreDescription 1 Student response is correct. The student identifies the ruler as a tool. 0 Student response is incorrect, irrelevant to the skill or concept being measured, or not attempted. Scoring Scoring Rubrics
19 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 ScoreDescription 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. 0 Student response is incorrect, irrelevant to the skill or concept being measured, or not attempted. Scoring Scoring Rubrics
20 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 ScoreDescription 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. 0 Student response is incorrect, irrelevant to the skill or concept being measured, or not attempted. Scoring
21 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 Tests
22 Sample Student Booklet Page answer options graphics and text task # Tasks
23 Response Document one per student grade specific confidential Test administrator enters student’s scores Use only #2 pencils to complete! Tests
24 Response Document (cont.) Wait until the student has completed all parts of a task before entering a score. Use only #2 pencils to complete! Tests
26 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 Accommodations
27 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). Accommodations
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 http://www.louisianaschools.net prior to testing Manipulatives
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 ManipulativeActivity 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/watchUse a clock or watch to tell time. Match the time on the digital clock or watch to the time on the graphic. CoinsPlace coins on the appropriate graphics in the Student Booklet. Students may point to, pick up, hold, and feel the edges of each coin. CountersUse 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. ObjectsUse 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.) ManipulativeActivity TactileUse 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 StixUse Wikki Stix to outline graphics (animals, pizza), measure the height of objects, and trace a path on a grid.
35 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. Accommodations
36 Task Descriptions Page information on omitted items instructions modified task description task affected Accommodations
37 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. Task Description Example
38 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 Accommodations
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.
42 Q&AQ&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) 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. Part of a required validity and reliability study Scoring
48 Dual Assessors Who is eligible to be 2 nd 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 −General LAA 1 information Interpretive Guide −Detailed information on and interpretation of state, district, school, and student scores
50 Subjects LAA 1 Assessment Guide 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 Grades The best resource on LAA 1 tests 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. Reporting
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.
Sample School Roster Report 53
Sample District Achievement Level Report 54
Sample School Achievement Level Report 55
Sample Special Education Exceptionality Report 56
Sample Subgroup Report 57
Additional Resources The Access Guide for Students with Significant Disabilities (http://sda.doe.louisiana.gov/default.aspx) −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 58
59 In Closing Please share the information and materials you received today with your colleagues. LDOE Contacts: Claudia Davis − Claudia.email@example.com − 225-342-3355 Leslie Lightbourne −Leslie.firstname.lastname@example.org −225-342-3404