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LEAP Alternate Assessment , Level 1. LAA 1. 2006 –2007. Cecil J. Picard, State Superintendent of Education. The main purpose of attending this professional development workshop is to. A. win prizes. B. eat snacks. O.
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LEAP Alternate Assessment, Level 1 LAA 1 2006–2007 Cecil J. Picard, State Superintendent of Education
The main purpose of attending this professional development workshop is to A. win prizes. B. eat snacks. O C. learn about the design of the LEAP Alternate Assessment, Level 1, and how to plan for and complete the assessment. D. be entertained.
Louisiana Educational Assessment Program 2006–2007
LEAP: 4, 8 (high stakes) • GEE: 10, 11 (high stakes) • iLEAP: 3, 5, 6, 7, 9 • ELDA: K–12 • LAA 2: 4–11
Options (PreGED/Skills) Program LAA 1, LAA 2, OR iLEAP
Design of LEAP Alternate Assessment, Level 1 LAA 1
The main parts of LAA 1 are: 1. Target Indicators • 2. Participation Levels 3. Scoring Rubric
LAA 1 Target Indicators Participation Levels Scoring Rubric
Target Indicator The behavior being measured as the student performs a set of specific skills during the assessment.
TARGET INDICATORS • Form the basis of LAA 1 • 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.
CONTENT STANDARDS Science English Language Arts Mathematics Social Studies
EXAMPLES OF TARGET INDICATORS ELA 1. Communicates needs M 4. Measures quantities SS 1. Interacts with others SC 3. Follows safety procedures
LAA 1 Participation Levels Scoring Rubric 20 Target Indicators 5 ELA 5 Mathematics 6 SS 4 Science
Participation Levels • Introductory • Fundamental • Comprehensive
Participation Levels • 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: 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. (expresses a preference in response to the question, “What do you want?”)
Crayons Comprehensive: 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 (communicates detailed information about preferences [e.g., describes activity with information about who, where, and in what manner])
LAA 1 Participation Levels Scoring Rubric 20 Target Indicators 5 ELA Introductory 5 Mathematics 6 SS Fundamental 4 Science Comprehensive
To determine the participation level, • Discuss the levels at the IEP meeting. 2. Study the student report. 3. Watch how the student performs tasks during class/home activities. 4. Examine each Target Indicator.
ACTIVITY #1
Activity #1 1. Ali sets up a budget based on her income and expenses. At which participation level does Ali perform on this skill? F C I How did you make your decision?
0No performance (at introductory level only) 1 Tolerates engagement or attempts engagement 2 Performs skill in response to aprompt 3 Performs skill independently without aprompt • Performs skill independently withoutpromptsfor different purposes OR in multiple settings • Performs skill independently withoutpromptsfor different purposes AND in multiple settings
CUE PROMPT Signal Signal (auditory, visual, tactile) (auditory,visual, tactile) may be initiated by another personat the time the skill is to be performed occurs in theenvironment,and a studentindependently uses it to perform a skill during the activity
CUE PROMPT • Communication wallet • Teacher taps student as reminder • Sample Card/Picture • Timer • Paraprofessional signs/gestures to student • Picture Reminder • Daily Routine List • Bell • Peers yell, “Bell!” to signal that recess is over. - Change of class -Recess - Lunch - Dismissal
What are multiple settings? The student performs the skill in at least two different environments. Skill: Indicates basic need(ELA 1-A, I) classroom gym cafeteria restaurant art class school hall
What are different purposes? The student performs the skill for at least two different reasons. • Skill: Indicates basic need(ELA 1-A, I) • to quench thirst • to satisfy hunger • to empty bowel and/or bladder
The student indicates thirst in the classroom to quench his/her thirst. & The student indicates hunger in the cafeteria to satiate his/her appetite.
0No performance (at introductory level only) 1 Tolerates engagement or attempts engagement 2 Performs skill in response to aprompt 3 Performs skill independently without aprompt • Performs skill independently withoutprompts • for different purposesORin multiple settings • Performs skill independently withoutprompts • for different purposesANDin multiple settings
THE LAA rubric measures progression from… dependence particular skill independence generalized skill
TEACH ASSESS ASSESS PERFORMANCE SKILLS TEACH TEACH ACTIVITIES ASSESS ASSESS TEACH
IEP Determine student objectives
ACTIVITY SKILLS Digging Use tool safely Recognize spacing/ distance/depth Know quantity-full/empty Know size/color discrimination Gardening Planting Watering Harvesting
ACTIVITY SKILLS Lunch Time Setting the table Sort Say please/thank-you Advocate for self and others Sequence Use appliances safely Using good manners Clearing the table Washing the dishes
ACTIVITY SKILLS Visiting the school library Follow directions Choose Advocate Greet a worker Give personal information
ACTIVITY SKILLS Follow directions Field trip to super-market Make and use a list Organize items Estimate cost Advocate Ask for help/give help
Using tools safely (skill) Teacher-Specified Skills Target Indicator SC 3: Follows Safety Procedures 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. Skills by Participation Level • Fundamental • Uses tools/equipment/appliances safely • Follows safety rules Page 24
Recognizing spacing/distance/depth (skill) State-Specified Skills Target Indicator M 1: Applies Mathematical Concepts Content Standard In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations. Skills by Participation Level • Introductory • Follows directions related to spatial concepts • Matches shapes Page 17
Knowledge of quantity (skill) State-Specified Skills Target Indicator M 1: Applies Mathematical Concepts Content Standard In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations. Skills by Participation Level Fundamental • Distributes multiple sets of objects accurately… • Demonstrates understanding of global measurement concepts Page 17
Size/color discrimination (skill) State-Specified Skills Target Indicator M 1: Applies Mathematical Concepts Content Standard In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations. Skills by Participation Level Comprehensive • Discriminates between sizes • Recognizes parts versus whole Page 17
LAA 1 has two categories of skills— 1. State-Specified and 2. 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 • Each PAIR of skills MUST be at the same participation level • Required as written in the LAA Instrument
Teacher-Specified Skills • Remaining target indicators • Only one teacher-specified skill for each target indicator (Twelve teacher-specified skills in all) • TA must determine participation level for each skill separately (Two example skills provided in the LAA 1 Assessment Guide) • TA must determine skills each student needs; state does not specify