Presentation on theme: "LAA 1 Professional Development"— Presentation transcript:
1LAA 1 Professional Development Workshop for LEAP Alternate Assessment Level 1 (LAA 1)Louisiana Department of Education
2LAA 1 Professional Development LAA 1 is an assessment program composed of many parts.GradesSubjectsScoringReportingTestsAccommodationsTasksManipulatives9 pieces to the puzzle and we’ll address each one in depthStandardsLouisiana Department of Education
3LAA 1 Professional Development Our goal is to help you assemble the LAA 1 puzzle!TasksGradesStandardsSubjectsSo that each piece fits clearly in your minds when you leave today!TestsAccommodationsScoringReportingManipulativesLouisiana Department of Education
4LAA 1 Professional Development StandardsExtended StandardsExtended Standards arethe foundation of the LAA 1 assessment programbased on selected state content standards, benchmarks, and grade-level expectations (GLEs)extensions of the state standardsorganized by grade spans (3-4, 5-6, 7-8, and 10-11)Grade 9 students will not be assessed.Subjects:English Language ArtsMathematicsScienceExtensions: Specific user-friendly language for accessing the state standards.Louisiana Department of Education
5Extended Standards (continued) LAA 1 Professional DevelopmentExtended Standards (continued)Represent the core academic content considered appropriate for LAA 1 students, not the entire curriculum for a given grade or content areaArticulate academic learning from one grade to the nextFacilitate access to grade-level contentMove 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 complexStandardsLouisiana Department of Education
6LAA 1 Professional Development Complexity LevelsStandardsThree complexity levels for each extended standardDescriptions 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
7LAA 1 Professional Development Level 1Least complexReflects a student’s initial encounter with content related to the extended standardLevel 2A more complex application of the extended standardsLevel 3Even 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 3StandardsLouisiana Department of Education
8Sample 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 StandardBenchmarksGrade-Level ExpectationsExtended StandardsComplexity LevelsELA-1-E4: recognizing story elements (e.g., setting, plot, character, theme) and literary devices (e.g., simile, dialogue, personification) within a selection8. 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: character3. Identify the main character in a story2. Identify two characters in a story1. Identify one character in a story
9Extended Standards Handbook LAA 1 Professional DevelopmentExtended Standards HandbookThe best resource on Extended StandardsBulletin 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--provides a breakdown of the content and skills by grade span and subjectLouisiana Department of Education
10LAA 1 Professional Development SubjectsLAA 1 Assessment DesignGradesELA and MathematicsGrade spans 3–4, 5–6, 7–8Grade 10 (Grade 9 students will not be assessed.)ScienceGrades 4, 8, and 11Each 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 testWHY? NCLB requires that science be tested once at elem, middle, and HS levels and these are the LEAP and GEE grades for the science assessmentTestsLouisiana Department of Education
11LAA 1 Grades and Content Areas LAA 1 Professional DevelopmentLAA 1 Grades and Content AreasGrade SpanGradeSubjectELAMathematicsScienceTotal3–4325504755–6567–87810 –111011Louisiana Department of Education
12Test Administration Procedures LAA 1 Professional DevelopmentTest Administration ProceduresLAA 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, 2011Test administrators should review materials before February 14 and start assessing students at the beginning of testing window.TestsLouisiana Department of Education
13Individualized 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.
14LAA 1 Resources and Professional Development (PD) Materials Administrator BookletStudent BookletResponse DocumentGraphicsManipulatives ListTask DescriptionsPowerPoint Slides
15LAA 1 Administrator Booklet TestsAn 8½ X 11 inch spiral-bound booklet used by the test administrator:one per grade spanall subjects tested in that grade spantask-specific instructionseach performance task includesdirections,a scoring rubric,correct answer(s), anda copy of corresponding pages from the Student Booklet
16PD Administrator Booklet IntroductionGeneral InstructionsLAA 1 Practice TasksGradesSubjects
18ScoringScoring Rubrics1-point Scoring Rubric (one question, response is either correct or incorrect)Question: Which object is a tool?Options: apple, toy blocks, ruler, ballScoreDescription1Student 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.
192-point Scoring Rubric (one question, two correct responses ) Scoring Rubrics2-point Scoring Rubric (one question, two correct responses )Question: Which two animals spend much of their lives in water?Options: fish, alligator, cat, pigScoreDescription2Student response is complete. The student identifies the fish and the alligator.1Student 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.
20ScoringScoring 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, pigScoreDescription2Student response is complete. The student identifies fish as an animal in water and bird as in the air.1Student 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.
21TestsLAA 1 Student BookletA large print spiral-bound booklet for the students:one for each grade spanincludes all subjects tested in that grade spanassessment tasks includegraphics and textanswer optionstask number
22Sample Student Booklet Page graphics and textanswer optionsTaskstask #
23Use only #2 pencils to complete! TestsResponse Documentone per studentgrade specificconfidentialTest administrator enters student’s scoresUse only #2 pencils to complete!
24Response Document (cont.) TestsResponse Document (cont.)Wait until the student has completed all parts of a task before entering a score.Use only #2 pencils to complete!
25Accommodations Assistive Technology Task Descriptions Other ManipulativesAccommodationsAssistive TechnologyManipulativesTask DescriptionsOther
26AccommodationsAssistive TechnologyAny item, piece of equipment, or product system used to enable a student to access the assessmentAugmentative communication devicesSwitch with scanningVoice recognition softwareCommunication boardEye gaze boardVoice output device with dynamic display
27Assistive Technology (cont.) AccommodationsAssistive Technology (cont.)Student’s symbol systemNot 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).
28Assistive 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.
29Manipulatives 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 activitiesOrganized by subject and grade spanCan also be downloaded from prior to testing
31Using 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.
32Using 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.
33Tips for Using Manipulatives ActivityCDof graphicsLoad 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.StandardrulerUse 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.
34Tips for Using Manipulatives (cont.) ActivityTactileUse 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 shapesPrint out graphics from the CD and cut out shapes (circle, square, star).Three-dimensional shapesUse 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.
35Accommodations Task DescriptionsIncludes 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 graphicsAutomatically 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.
37Task 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 describesthe meaning of the wordstudents?A girl is reading.A boy and a girl are reading.A girl is reading with herdog.
38AccommodationsOther Accommodations?Consider the intent of the task to ensure the accommodation does not invalidate the purposeFor 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 accommodationsGo from the test administrator to the School Test Coordinator, then to the District Test Coordinator, and finally to the Louisiana Department of Education
39Test 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.
42Q&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.
434. 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.
448. 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.
45General 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 BookletsStudent BookletsResponse DocumentsTask DescriptionsTests
46Security 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
47Dual Assessment (Scoring Study) Part of a required validity and reliability studyStudent 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.
48Dual Assessors Who is eligible to be 2nd assessor? Central office special education personnelSupport personnelSpeech therapistAdapted PE teacherOccupational therapistPhysical therapistEvaluation team members, including psychologistAnother special education teacherMust be trained in LAA 1 administrationNot a paraprofessionalScoring
49Other Key Materials Parent’s Guide Interpretive Guide General LAA 1 informationInterpretive GuideDetailed information on and interpretation of state, district, school, and student scores
50LAA 1 Assessment Guide The best resource on LAA 1 tests SubjectsGradesLAA 1 Assessment GuideThe best resource on LAA 1 testsContains detailed information on purpose, design, and accommodationsContains 33 sample performance tasksIncludes Frequently Asked QuestionsCan be downloaded fromTests
51Reporting Student Results LAA 1 Achievement Level Names and DefinitionsExceeds 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.
52Alternate 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 GuideIt is understood that all students may not accomplish all academic skills described at each achievement level.
58Additional ResourcesThe Access Guide for Students with Significant Disabilities (http://sda.doe.louisiana.gov/default.aspx)Instructional ResourcesLinks to other sitesLDOE Web site (click on Testing Information-Special Populations-LEAP Alternate Assessments-LAA 1).Assessment GuideExtended Standards HandbookInterpretive GuideParent’s GuideManipulatives Lists and GraphicsTest Administration ManualTest Coordinators Manual
59In ClosingPlease share the information and materials you received today with your colleagues.LDOE Contacts:Claudia DavisLeslie Lightbourne