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Workshop for LEAP Alternate Assessment Level 1 (LAA 1). Grades. Tests. Subjects. Standards. Scoring. Reporting. Tasks. Accommodations. Manipulatives. LAA 1 is an assessment program composed of many parts. Grades. Tests. Subjects. Standards. Scoring. Tasks. Reporting.
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LAA 1 is an assessment program composed of many parts.
Our goal is to help you assemble the LAA 1 puzzle!
Reflects a student’s initial encounter with content related to the extended standard
A more complex application of the extended standards
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
The best resource on Extended Standards
PowerPoint SlidesLAA 1 Resources and Professional Development (PD) Materials
An 8½ X 11 inch spiral-bound booklet used by the test administrator:
Question: Which object is a tool?
Options: apple, toy blocks, ruler, ball
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, pig
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
graphics and text
the TA says:
Students are reading.
Which statement describes
the meaning of the word
A girl is reading.
A boy and a girl are reading.
A girl is reading with her
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.
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.
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.
Part of a required validity and reliability study
Who is eligible to be 2nd assessor?
A student at this level has demonstrated expandedacademic knowledge and skills included in the grade-level Extended Standards.
A student at this level has demonstrated fundamentalacademic knowledge and skills included in the grade-level Extended Standards.
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.
It is understood that all students may not accomplish all academic skills described at each achievement level.