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LEAP Alternate Assessment , Level 1

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

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  1. LEAP Alternate Assessment, Level 1 LAA 1 2006–2007 Cecil J. Picard, State Superintendent of Education

  2. 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.

  3. Louisiana Educational Assessment Program 2006–2007

  4. LEAP: 4, 8 (high stakes) • GEE: 10, 11 (high stakes) • iLEAP: 3, 5, 6, 7, 9 • ELDA: K–12 • LAA 2: 4–11

  5. LAA 13rd–11thgrades

  6. Options (PreGED/Skills) Program LAA 1, LAA 2, OR iLEAP

  7. Design of LEAP Alternate Assessment, Level 1 LAA 1

  8. The main parts of LAA 1 are: 1. Target Indicators • 2. Participation Levels 3. Scoring Rubric

  9. LAA 1 Target Indicators Participation Levels Scoring Rubric

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

  11. 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.

  12. CONTENT STANDARDS Science English Language Arts Mathematics Social Studies

  13. EXAMPLES OF TARGET INDICATORS ELA 1. Communicates needs M 4. Measures quantities SS 1. Interacts with others SC 3. Follows safety procedures

  14. LAA 1 Participation Levels Scoring Rubric 20 Target Indicators 5 ELA 5 Mathematics 6 SS 4 Science

  15. All skills are not created equal!

  16. Some skills are basic.

  17. Some skills are complex.

  18. And some skills are in the middle.

  19. Participation Levels • Introductory • Fundamental • Comprehensive

  20. Participation Levels • Reflect the level of difficulty of a skill • Reflect the different levels of skill complexity

  21. 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)

  22. 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?”)

  23. 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])

  24. LAA 1 Participation Levels Scoring Rubric 20 Target Indicators 5 ELA Introductory 5 Mathematics 6 SS Fundamental 4 Science Comprehensive

  25. 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.

  26. ACTIVITY #1

  27. 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?

  28. Established criteria used to score an assessment RUBRIC

  29. 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

  30. 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

  31. 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

  32. 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

  33. 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

  34. The student indicates thirst in the classroom to quench his/her thirst. & The student indicates hunger in the cafeteria to satiate his/her appetite.

  35. 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

  36. THE LAA rubric measures progression from… dependence particular skill independence generalized skill

  37. TEACH ASSESS ASSESS PERFORMANCE SKILLS TEACH TEACH ACTIVITIES ASSESS ASSESS TEACH

  38. EXAMPLES

  39. IEP Determine student objectives

  40. ACTIVITY SKILLS Digging Use tool safely Recognize spacing/ distance/depth Know quantity-full/empty Know size/color discrimination Gardening Planting Watering Harvesting

  41. 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

  42. ACTIVITY SKILLS Visiting the school library Follow directions Choose Advocate Greet a worker Give personal information

  43. ACTIVITY SKILLS Follow directions Field trip to super-market Make and use a list Organize items Estimate cost Advocate Ask for help/give help

  44. 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

  45. 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

  46. 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

  47. 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

  48. LAA 1 has two categories of skills— 1. State-Specified and 2. Teacher-Specified

  49. 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

  50. 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

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