L ouisiana

Louisiana

Educational

Assessment

Program2003–2004

IT’S STILL THE

LAA!

• LEAP 21—4, 8 (high stakes)

• GEE 21—10, 11 (high stakes)

• The Iowa Tests—3, 5, 6, 7, 9

LAA— 3rd–11th

grades

Pre-GED/Skills Option

LAA OR

ITED

Which assessment does a student take?

??

??

LAA

Iowa

GEE

LEAP GEE

LAALAA

LAAor

LEAP/GEE 21

Decisions to participate in the LAA must not be:• categorically based on

the student’s disability.

• based on excessive absences.

• based on social, cultural, and/or economic differences.

• made administratively..

REMINDER:

*

Steps in determining LAA participation

11

23

Check the

evaluation.

1

Study the evaluation. • level of intellectual functioning

• level of adaptive behavior

• social history

• psychological/social worker’s comments

• summary

• recommendations/support needs

• Look for recommendations that the student should address functional and life skills.

Intellectual (Cognitive) Functioning and

Exceptionality

Moderate Mental Disability

Severe Mental Disability

Profound Mental Disability

Multiple Disabilities

Traumatic Brain Injury

AutismWITH

•an assessed level of intellectual functioning

•adaptive behavior

three or more standard deviations below the mean.

AND

2 Check theIEP.

Study the IEP.

• Look for an emphasis on functional and life skills.

• Look for significant modifications to the general education curriculum.

3Check the

criteria formparticipation

LEAP

Alternate Assessment

Participation Criteria

A student participating in LEAP Alternate Assessment is progressing toward a Certificate of Achievement.

To be eligible for participation in LEAP Alternate Assessment, the response to either item 1 or item 2 below must be Yes.

Circle Yes or No for each item:

Yes No

Does the student’s current multidisciplinary evaluation match one of the following exceptionalities?

1.




Yes No1.

(If applicable, place a check by the exceptionality. Check only one.)




If you have circled yes at item 1 and checked one of the three exceptionalities listed, then complete the IEP Team Decision space.

If the answer is yes to either item 1 or 2 above, the student is eligible to participate in LEAP Alternate Assessment.

(NOTE: Although the student is eligible for LEAP Alternate Assessment, the IEP team may decide that the student should participate in the general statewide assessment.)

*

IEP Team Decision: _____________________is eligible for participation in LEAP Alternate Assessment and will participate in LEAP Alternate Assessment.

IEP Team Decision: ____________________is eligible for participation in LEAP Alternate Assessment but will not participate in LEAP Alternate Assessment. He/she will participate in the general statewide assessment.

Sally Student

OR

*

Yes No

(If no, continue to item 2.)

1.

Yes No

Does the student’s current multidisciplinary evaluation match one of the following exceptionalities

2.



Autism

AND

does the student have an assessed level of intellectual functioning

AND

adaptive behavior three or more standard deviations below the mean?

(If the student meets all three of these criteria, place a check by the exceptionality. Check only one.)



Autism

If you have circled yes at item 2 and checked one of the three exceptionalities listed, then complete the IEP Team Decision space.

Yes No

2.



*



OR

Sally Student*

Yes No(If no, complete the IEP Team Decision space.)

2.





OR

*

IEP Team Decision: _____________________is not eligible for participation in LEAP Alternate Assessment and therefore will participate in the general statewide assessment.

Sally Student

IEP Team (Signatures)

Name/Position

Date

Ms. John Student, Mother

September 30, 2003

determine whether or not the student must be assessed with the LAA this year.

•A LAA student must be at least 8 years old.

•A LAA student must be enrolled in grade 3, 4, 5, 6, 7, 8, 9, 10, or 11.

Finally,

What if the student does NOT meet the criteria for the LAA?

•Steps 1 through 3 tell you that the student is not eligible for LAA or LAA is not appropriate for the student.

•But you also know that the student must be assessed.

THEREFORE

Schedule the student for general assessment with appropriate test accommodations.

LEAP

Alternate

Assessment

The main parts of the LAA are:

1. Target Indicators2. Participation Levels

(Performance Outcomes)

3. Scoring Rubric

LAA

Target Indicators

Participation Levels

Scoring Rubric

The behavior being measured as the student performs a set of specific skills during the assessment.

Target Indicator

• Form the basis of the LAA

• Represent Louisiana Content Standards that reflect the skills students with significant disabilities must know and be able to do

• Skills range from very basic to more advanced skills that will support the students as adults in the community.

English Language Arts

MathematicsSocial Studies

Science

EXAMPLES OF

TARGET INDICATORS

ELA 1. Communicates needs

M 4. Measures quantities

SS 1. Interacts with others

SC 3. Follows safety procedures

LAA

Target Indicators


Scoring Rubric

5 ELA

4 Science

5 Mathematics

6 SS

20

All skills are not created equal!

Some skills are basic.

Some skills are complex.

And some skills are in the middle.

Levels

•Introductory

•Fundamental

•Comprehensive

Participation


•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:

(expresses a preference in response to the question, “What do you want?”

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.

Comprehensive:

(communicates detailed information about preferences [e.g., describes activity with information about who, where, and in what manner])

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

LAA

Target Indicators


Scoring Rubric

5 ELA

4 Science

5 Mathematics

6 SS

20

Introductory

Fundamental

Comprehensive

To determine the participation level,

1. Discuss the levels at the IEP meeting.

2. Know the student.

3. Watch how the student performs tasks during class/home activities.

4. Examine each Target Indicator.

C

Activity #1

1. Ali sets up a budget based on her income and expenses.

At which participation level does Ali perform on this skill?

IF

How did you make your decision?

Established criteria used to score an assessment

2 Performs skill in response to a prompt

0 No performance (at introductory level only)

1 Tolerates engagement or attempts engagement

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

(auditory, visual, tactile)

(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

• Communication wallet

• Sample Card/Picture• Timer

• Picture Reminder• Daily Routine List

- 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.

CUE PROMPT

• Bell

Skill: Indicates basic need (ELA 1-A, I)

classroom gym

cafeteria restaurant

art class school hall

What are multiple settings?

The student performs the skill in at least two different environments.

Skill: Indicates basic need (ELA 1-A, I)

• to quench thirst

• to satisfy hunger

• to empty bowel and/or bladder

What are different purposes?The student performs the skill for at least two different reasons.

The student indicates thirst in the classroom to quench his/her thirst.

The student indicates hunger in the cafeteria to satiate his/her appetite.

&





4 Performs skill independently without prompts

for different purposes OR in multiple settings


for different purposes AND in multiple settings

THE LAA rubric measures progression from…

independence

dependence particular skill

generalized skill

TEACHASSESS

TE

AC

HASSESS

TEACHASSESS

TE

AC

HASSESS

Determine student objectives

ACTIVITY SKILLS

Digging

Planting

Watering

Harvesting

Using tool safely

Recognizing spacing/ distance/depth

Knowledge of quantity-full/empty

Size/color discrimination

ACTIVITY SKILLS

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

Visitingthe school library

Following directions

Choosing

Advocating

Giving personal information

Greeting worker

ACTIVITY SKILLS

Field trip to super-market

Following directions

Making & using a list

Organizing items

Estimating cost

Advocating

Asking for help/giving help

Using tools safely (skill)

Skills by Participation Level

Teacher-Specified Skills

Target Indicator SC 3: Follows Safety Procedures

Fundamental

Uses tools/equipment/appliances safely

Follows safety rules

Content Standard Life Science: The students will become aware of the

characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

Page 24

Recognizing spacing/distance/depth (skill)


State-Specified Skills

Target Indicator M 1: Applies Mathematical Concepts

Introductory

Follows directions related to spatial concepts

Matches shapes

Content Standard In problem-solving investigations, students demonstrate an

understanding of patterns, relations, and functions that represent and explain real-world situations.

Page 17

Knowledge of quantity (skill)




Fundamental

Distributes multiple sets of objects accurately…

Demonstrates understanding of global measurement concepts



Page 17

Size/color discrimination (skill)




Comprehensive

Discriminates between sizes Recognizes parts versus whole



Page 17

The LAA has two categories of skills—

1. State-Specified

and2. Teacher-Specified

State-Specified Skills• Two skills for each of first two target

indicators in each content area

• Sixteen state-specified skills in all

• Test Administrator (TA) must determine the participation level of the skills

• Required as written in the LAA Instrument

• Each PAIR of skills MUST be at the same participation level

Teacher-Specified Skills• Remaining target indicators

• TA must determine skills each student needs; state does not specify

• TA must determine participation level for each skill separately

• Only one teacher-specified skill for each target indicator

(Twelve teacher-specified skills in all)

(Two example skills provided in the Teachers’ Guide)

State-Specified(A and B)

Teacher-Specified

Skills for target indicators 1 and 2 for each content area are state-specified.

Skills for all other target indicators for each content area are teacher-specified.


Skills A and B for target indicators 1 and 2 are state- specified and both must be assessed.

Paired State-Specified Skills A and B must be assessed at the same participation level for an individual target indicator.


O

TARGET INDICATOR PARTICIPATION SCORE

LEVEL

ENGLISH LANGUAGE ARTS

Introductory A 1 2 3 4 5

ELA 1. Communicates needs Fundamental B 1 2 3 4 5

Comprehensive

Responds to symbolic Introductory A 1 2 3 4 5

ELA 2. and nonsymbolic Fundamental B 1 2 3 4 5

materials Comprehensive

o

oo


ooX

X

O

O

O

O

ELA 1. Communicates Needs

Comprehensive Participation Level

A Orders items

B Advocates for self and/or others

ELA 2. Responds to Symbolic and/or Nonsymbolic Materials

Introductory Participation Level

A Reacts to a nonsymbolic stimulus

B Reacts to a symbolic stimulus


Assess only 1 skill for each remaining target indicator. (There are two skills in the Teachers’ Guide as examples; use either one or create your own.)

TARGET INDICATOR PARTICIPATION SCORE

LEVEL

ENGLISH LANGUAGE ARTS

Introductory

ELA 3. Indicates choices and Fundamental 1 2 3 4 5

preferences Comprehensive

Introductory

ELA 4. Communicates Fundamental 1 2 3 4 5

personal information Comprehensive

o

o

oo


oo

X

X

O

O

State-Specified…

A & B skills at same participation level.

Teacher-Specified…

1 skill

Again…

State-Specified skills2

Teacher-Specified skills1

(A & B at same participation level PER target indicator)

(Participation levels may be different for each target indicator)

PARTICIPATION SCORE LEVEL

No Performance at Introductory Level

ONLYO Introductory A 1 2 3 4 5 A NP

O Fundamental

O Comprehensive B 1 2 3 4 5 B NPX X

X

(Mark “No Performance” at only the Introductory Level.)

ELA 1: Communicates Needs (Comprehensive)

A. Orders items B. Advocates for self/others






for different purposes OR in multiple settings


for different purposes AND in multiple settings




O Fundamental

O Comprehensive B 1 2 3 4 5 B NP

X

X

X

Select less complex skills for both A and B.

ELA 1: Communicates Needs (Fundamental)

A. Makes requests B. Indicates need for assistance




O Fundamental

O Comprehensive B 1 2 3 4 5 B NP

X

X

X

Select less complex skills for both A and B.

ELA 1: Communicates Needs (Introductory)

A. Indicates basic need B. Indicates discomfort

LAA Issue Transferring scores from the LAA Instrument to the LAA Response Document

Transferring Scores• In the column labeled “Participation Level,”

darken only one circle in each box, even though you are marking both A and B skills in the column labeled “Score.”

• In the column labeled “Score,” in any row containing an A or B, darken one circle for A and one circle for B, always at the same participation level.

• In the column labeled “Score,” always darken only one circle in each row.

Transferring Scores (continued)

In the “Score” column, if you have bubbled an “NP,” be sure the Participation Level is Introductory.

• An appears on the Individual Student Report (ISR) if a response document is coded any other way.

• An stands for “Invalid.”

• “Invalid” means the coding is incorrect or incomplete and is always test administrator error.

*

*

StudentReport

The results of

the assessment

are useful in IEP

planning.

Individual

The ISR provides a snapshot of:

• the complexity of skills the student can perform (participation level)

• the degree of independence the student has attained and and the degree to which the student can generalize the skill (rubric score)

• student ability in specific content areas

• student ability performing specific skills

How does the LAA (and the ISR) affect instruction?

• examine the instrument and determine needed skills,

• continue to fade prompts, and

• have the student continue to attempt more complex skills.

The LAA suggests that the teacher:

ISR

*means invalid coding:

Omission Double marking

No participation level or

No score

More than one participation level or

More than one score

means “Invalid” coding by the TA. It always signals TA error.*

NAmeans the student was “Not Assessed” on some or all skills.

NA is a “0” in school accountability.

Both and prevent obtaining complete information about the student.

* NA

On the other hand, correct coding is cause for…

•attends and orients to sound

•enjoys listening to country music

•responds to his name •recognizes voices of significant people

•makes limited vocalizations

•demonstrates emerging skills in cause and effect

• expand choice making by increasing the variety of literacy selections (e.g., books on tape, variety of music, comedy)

• increase level of response to people in his environment

• develop use of switches for purposes of communication

• loop tape: “Come see, please.”

ELA 1: Communicates needs__ A : __ B : ELA 2: Responds to symbolic and/or nonsymbolic materials__ A: __ B: __ ELA 3: Indicates choices and

preferences__ ELA 4: Communicates personal

information__ ELA 5: Follows a sequence of activities

ELA

I

I

I

F

F

FF

(Indicates basic need)(Indicates discomfort)

(Responds to school signs)(Selects from list)

N

N

ELA 3

ELA 1A ELA 1B

ELA 2B

ELA 5

•has minimal receptive language skills

•has palmer grasp •reaches towards peers, teachers, adult family members to request object/activity

•demonstrates emerging skills in cause and effect

• range of motion: use money envelope system for making purchase

• respond to the inquiry “Do you want more?” (e.g., food, music, TV, interactions with peers, stories)

•use object-graphing system to track intake of ENSURE

•choice making -choose objects to denote next activity to change pattern of the day -use object schedule to organize his day M1: Applies mathematical concepts__ A:__ B: M2: Utilizes time measures__ A:__ B:__ M3: Counts specified amounts__ M4: Measures quantities__ M5: Applies currency concepts

I (Follows directions @ spatial)

M 1A

I (Matches shapes)

, B

I (Transfers from activity to activity)

M 2A

(Follows a routine)I

M 2B

I

& M 3

I

M 4

F(Indicates “more”)

M 5

MATH

LINKING CURRICULUM AND ASSESSMENT

Target Indicator Participation Level

ELA 1:Communicates Needs

0 Introductory

0 Fundamental

0Comprehensive

IEP Objectives

Provided with loop tape (“I need you.”), Jeremy will get attention by activating switch 12/15 times.

X

ELA

IEP Objectives

Provided with loop tape (I need you.”), Jeremy will get attention by activating switch, 12/15 times.

Skills to Assess

A. Indicates basic need (hunger, thirst, restroom)

B. Indicates discomfort

Skills to Assess

A. Indicates basic need (hunger, thirst, restroom

B. Indicates discomfort

Activities Multiple Multiple Settings Purposes

lunch time cafeteria hunger

recess classroom thirst

lunch time cafeteria hot

anytime gym cold

classroom tired

Target Indicator/ Participation Level IEP Objective(s)

ELA 2: Responds to Symbolic and Nonsymbolic Materials

0 Introductory

0 Fundamental

0 Comprehensive

Will expand choice-making with the use of object representations.

X

Skills to Assess Activities Multiple Settings

Multiple Purposes

A. Responds appropriately to school/com-munity signs

B. Makes selections from object representations

visit to library or fast food restaurant

library

fast food

place

select tapes

select food

Teachers Guide to Statewide

Alternate Assessment

www.louisianaschools.net

•Testing

•Testing Accommodations

•LEAP Alternate Assessment

http://www.louisianaschools.net/

LEAP Alternate Assessment

Jeanne Johnson

1-877-453-8721 (toll free)

[email protected]

LEAP Alternate Assessment

Documents

L ouisiana