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Workshop for LEAP Alternate Assessment Level 1 (LAA 1)

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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!

extended standards
StandardsExtended Standards
  • Extended Standards are
    • the foundation of the LAA 1 assessment program
    • based on selected state content standards, benchmarks, and grade-level expectations (GLEs)
    • extensions of the state standards
    • organized by grade spans (3-4, 5-6, 7-8, and 10-11)
      • Grade 9 students will not be assessed.
  • Subjects:
    • English Language Arts
    • Mathematics
    • Science
extended standards continued
Extended Standards (continued)
  • Represent the core academic content considered appropriate for LAA 1 students, not the entire curriculum for a given grade or content area
  • Articulate academic learning from one grade to the next
  • Facilitate access to grade-level content
  • Move from the concrete to the abstract


complexity levels
Complexity Levels


  • Three complexity levels for each extended standard
  • Descriptions of ways to access the academic content identified by the extended standard
Level 1

Least complex

Reflects a student’s initial encounter with content related to the extended standard

Level 2

A more complex application of the extended standards

Level 3

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


extended standards handbook
Extended Standards Handbook

The best resource on Extended Standards

  • Bulletin 127
  • Describes the development process
  • Summarizes the knowledge, skills, and abilities emphasized for each subject by grade span
  • Presents the extended standards and their link back to benchmarks and GLEs
  • Includes a glossary of terms
  • Can be downloaded from
laa 1 assessment design



LAA 1 Assessment Design
  • ELA and Mathematics
    • Grade spans 3–4, 5–6, 7–8
    • Grade 10 (Grade 9 students will not be assessed.)
  • Science
    • Grades 4, 8, and 11
  • Each subject area assessment is composed of 25 performance tasks.
test administration procedures
TestsTest Administration Procedures
  • LAA 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, 2011
    • Test administrators should review materials before February 14 and start assessing students at the beginning of testing window.
individualized administration
Individualized 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.
laa 1 resources and professional development pd materials
Administrator Booklet

Student Booklet

Response Document


Manipulatives List

Task Descriptions

PowerPoint Slides

LAA 1 Resources and Professional Development (PD) Materials
laa 1 administrator booklet
TestsLAA 1 Administrator Booklet

An 8½ X 11 inch spiral-bound booklet used by the test administrator:

  • one per grade span
  • all subjects tested in that grade span
  • task-specific instructions
  • each performance task includes
    • directions,
    • a scoring rubric,
    • correct answer(s), and
    • a copy of corresponding pages from the Student Booklet
pd administrator booklet


PD Administrator Booklet
  • Introduction
  • General Instructions
  • LAA 1 Practice Tasks
pd administrator booklet1
PD Administrator Booklet


header bar

  • Header bar
  • Directions
  • Page numbers
  • Scoring rubric
  • Correct answer

page numbers


Scoring rubric

correct answer

1 point scoring rubric one question response is either correct or incorrect
Scoring1-point Scoring Rubric (one question, response is either correct or incorrect)

Scoring Rubrics

Question: Which object is a tool?

Options: apple, toy blocks, ruler, ball

2 point scoring rubric one question two correct responses

Scoring Rubrics

2-point Scoring Rubric (one question, two correct responses )

Question: Which two animals spend much of their lives in water?

Options: fish, alligator, cat, pig

scoring rubrics 2 point scoring rubric two questions one correct response for each question
ScoringScoring Rubrics2-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,pig

laa 1 student booklet
TestsLAA 1 Student Booklet

A large print spiral-bound booklet for the students:

  • one for each grade span
  • includes all subjects tested in that grade span
  • assessment tasks include
    • graphics and text
    • answer options
    • task number
sample student booklet page
SampleStudent BookletPage

graphics and text

answer options


task #

response document
TestsResponse Document
  • one per student
  • grade specific
  • confidential
  • Test administrator enters student’s scores

Use only #2 pencils to complete!

response 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!

Accommodations Accommodations


  • Assistive Technology
    • Manipulatives
  • Task Descriptions
  • Other
assistive technology
AccommodationsAssistive Technology
  • Any item, piece of equipment, or product system used to enable a student to access the assessment
  • Augmentative communication devices
    • Switch with scanning
    • Voice recognition software
    • Communication board
    • Eye gaze board
    • Voice output device with dynamic display
assistive technology cont
AccommodationsAssistive Technology (cont.)
  • Student’s symbol system
    • Not 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).
assistive technology cont1
Assistive 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.


  • 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 activities
    • Organized by subject and grade span
    • Can also be downloaded from prior to testing
using the manipulatives list
Using 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.
using the manipulatives list cont
Using 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.
task descriptions
Accommodations Task Descriptions
  • Includes a list of tasks needing further description and/or modifications to accommodate the needs of students who cannot access print graphics
  • For visually impaired-blind or other students who cannot access graphics
  • Automatically sent for students who have VI-Blind listed as their primary exceptionality
  • Available upon request for other students who cannot access graphics
  • Some tasks are not accessible for these students even with descriptions and are identified in the Task Descriptions as Omitted.
    • The accommodation Task Descriptionsmust be coded on the response document to ensure the student is not penalized.
task descriptions page
Accommodations Task Descriptions Page

information on omitted items


modified task description


task affected

Task 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 describes

the meaning of the word


A girl is reading.

A boy and a girl are reading.

A girl is reading with her


other accommodations
AccommodationsOther Accommodations?
  • Consider the intent of the task to ensure the accommodation does not invalidate the purpose
    • For 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 accommodations
    • Go from the test administrator to the School Test Coordinator, then to the District Test Coordinator, and finally to the Louisiana Department of Education
test administration time
Test 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.
sharing laa 1 administration experiences
Sharing LAA 1 Administration Experiences
  • Challenges
  • Successes
  • Helpful hints

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.

4. 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.

8. 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.

general security of materials
TestsGeneral 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 Booklets
    • Student Booklets
    • Response Documents
    • Task Descriptions
security of response documents
TestsSecurity 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.
dual assessment scoring study
ScoringDual Assessment (Scoring Study)

Part of a required validity and reliability study

  • Student 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 areprinted.
  • Both assessors score the student’s performance at the same time; therefore, schedules must accommodate both test administrators.
dual assessors
ScoringDual Assessors

Who is eligible to be 2nd assessor?

  • Central office special education personnel
  • Support personnel
    • Speech therapist
    • Adapted PE teacher
    • Occupational therapist
    • Physical therapist
    • Evaluation team members, including psychologist
    • Another special education teacher
  • Must be trained in LAA 1 administration
  • Not a paraprofessional
other key materials
Other Key Materials
  • Parent’s Guide
    • General LAA 1 information
  • Interpretive Guide
    • Detailed information on and interpretation of state, district, school, and student scores
laa 1 assessment guide



LAA 1 Assessment Guide

The best resource on LAA 1 tests

  • Contains detailed information on purpose, design, and accommodations
  • Contains 33 sample performance tasks
  • Includes Frequently Asked Questions
  • Can be downloaded from
reporting student results
ReportingReporting Student Results
  • LAA 1 Achievement Level Names and Definitions
    • Exceeds Standard:

A student at this level has demonstrated expandedacademic knowledge and skills included in the grade-level Extended Standards.

    • Meets Standard:

A student at this level has demonstrated fundamentalacademic 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.

Alternate 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 Guide

It is understood that all students may not accomplish all academic skills described at each achievement level.

additional resources
Additional Resources
  • The Access Guide for Students with Significant Disabilities (
    • Instructional Resources
    • Links to other sites
  • LDOE Web site (click on Testing Information-Special Populations-LEAP Alternate Assessments-LAA 1).
    • Assessment Guide
    • Extended Standards Handbook
    • Interpretive Guide
    • Parent’s Guide
    • Manipulatives Lists and Graphics
    • Test Administration Manual
    • Test Coordinators Manual
in closing
In Closing
  • Please share the information and materials you received today with your colleagues.
  • LDOE Contacts: