Louisiana - PowerPoint PPT Presentation

Loading...

PPT – Louisiana PowerPoint presentation | free to download - id: 97bae-NWEyN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Louisiana

Description:

Moderate Mental Disability. Severe Mental Disability. Profound Mental Disability ... Distributes multiple sets of objects accurately... – PowerPoint PPT presentation

Number of Views:39
Avg rating:3.0/5.0
Slides: 136
Provided by: jljo8
Learn more at: http://www.doe.state.la.us
Category:
Tags: louisiana

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Louisiana


1
Louisiana
Educational
Assessment
Program
20032004
2
ITS STILL THE LAA!
3
  • LEAP 214, 8 (high stakes)
  • GEE 2110, 11 (high stakes)
  • The Iowa Tests3, 5, 6, 7, 9

4
LAA 3rd11th grades
5
Pre-GED/Skills Option LAA OR
ITED
6
Which assessment does a student take?
?
LAA
?
?
Iowa
GEE
LEAP
LAA
LAA
GEE
?
7
LAA
or
LEAP/GEE 21
8
REMINDER
Decisions to participate in the LAA must not be
  • categorically based on the students disability.
  • based on excessive absences.
  • based on social, cultural, and/or economic
    differences.
  • made administratively.

9
Steps in determining LAA participation
3
2
1
10
Check the
1
evaluation.
11
Study the evaluation.
  • level of intellectual functioning
  • level of adaptive behavior
  • social history
  • psychological/social workers comments
  • summary
  • recommendations/support needs
  • Look for recommendations that the student
    should address functional and life skills.

12
Intellectual (Cognitive) Functioning and
Exceptionality
13
Exceptionalities
Moderate Mental Disability
Severe Mental Disability
Profound Mental Disability
14
OR
15
Exceptionalities
Multiple Disabilities
Traumatic Brain Injury
WITH
Autism
16
  • an assessed level of intellectual functioning
  • adaptive behavior
  • three or more standard deviations below the
    mean.

AND
17
Check the
2
IEP.
18
Study the IEP.
  • Look for an emphasis on functional and life
    skills.
  • Look for significant modifications to the general
    education curriculum.

19
3
Check the
participation
criteria form
20
LEAP Alternate Assessment
Participation Criteria
21
A student participating in LEAP Alternate
Assessment is progressing toward a Certificate of
Achievement.  
 
22
To be eligible for participation in LEAP
Alternate Assessment, the response to either item
1 or item 2 below must be Yes.
23
Circle Yes or No for each item
24
1.
Yes No Does the
students current multidisciplinary evaluation
match one of the following
exceptionalities?
25
Moderate Mental Disability Severe Mental
Disability Profound Mental Disability
26
Yes No
1.
27
(If applicable, place a check by the
exceptionality. Check only one.)
28
Moderate Mental Disability Severe Mental
Disability Profound Mental Disability
29
If you have circled yes at item 1 and checked one
of the three exceptionalities listed, then
complete the IEP Team Decision space.
30
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.)
31
Sally Student
IEP Team Decision _____________________is
eligible for participation in LEAP Alternate
Assessment and will participate in LEAP Alternate
Assessment.

OR
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.
32
Yes No
1.
(If no, continue to item 2.)
33
2.
Yes No
Does the students current multidisciplinary
evaluation match one of the following
exceptionalities
34
Multiple Disabilities Traumatic Brain
Injury Autism
35
AND
36
does the student have an assessed level of
intellectual functioning
37
AND
38
adaptive behavior three or more standard
deviations below the mean?
39
(If the student meets all three of these
criteria, place a check by the exceptionality.
Check only one.)
40
Multiple Disabilities Traumatic Brain
Injury Autism
41
If you have circled yes at item 2 and checked one
of the three exceptionalities listed, then
complete the IEP Team Decision space.
42
2.
Yes No
43
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.)
44
IEP Team Decision _____________________is
eligible for participation in LEAP Alternate
Assessment and will participate in LEAP Alternate
Assessment.

OR
Sally Student
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.
45
2.
Yes No
(If no, complete the IEP Team Decision space.)
46
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.)
47
IEP Team Decision _____________________is
eligible for participation in LEAP Alternate
Assessment and will participate in LEAP Alternate
Assessment.

OR
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.
48
IEP Team Decision _____________________is not
eligible for participation in LEAP Alternate
Assessment and therefore will participate in the
general statewide assessment.
Sally Student
49
IEP Team (Signatures)
Ms. John Student, Mother
Name/Position
September 30, 2003
Date
50
Finally,
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.

51
What if the student does NOT meet the criteria
for the LAA?
52
  • 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
53
Schedule the student for general assessment with
appropriate test accommodations.
54
LEAP Alternate Assessment
55
The main parts of the LAA are
1. Target Indicators
2. Participation Levels
(Performance Outcomes)
3. Scoring Rubric
56
LAA
Target Indicators
Participation Levels
Scoring Rubric
57
Target Indicator
The behavior being measured as the student
performs a set of specific skills during the
assessment.
58
  • 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

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

59
Content Standards
Science
English Language Arts
Mathematics
Social Studies
60
EXAMPLES OF TARGET INDICATORS
ELA 1. Communicates needs
M 4. Measures quantities
SS 1. Interacts with others
SC 3. Follows safety procedures
61
LAA
Target Indicators
Participation Levels
Scoring Rubric
20
5 ELA
5 Mathematics
6 SS
4 Science
62
All skills are not created equal!
63
Some skills are basic.
64
Some skills are complex.
65
And some skills are in the middle.
66
Participation
Levels
  • Introductory
  • Fundamental
  • Comprehensive

67
Participation Levels
  • Reflect the level of difficulty of a skill
  • Reflect the different levels of skill complexity

68
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)
69
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?
70
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)
71
LAA
Target Indicators
Participation Levels
Scoring Rubric
20
5 ELA
Introductory
5 Mathematics
6 SS
Fundamental
4 Science
Comprehensive
72
To determine the participation level,
  • 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.
73
Activity 1
74
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?
75
Established criteria used to score an assessment
RUBRIC
76

0 No performance (at introductory level only)
1 Tolerates engagement or attempts engagement
2 Performs skill in response to a prompt
3 Performs skill independently without a prompt
  • Performs skill independently without prompts
    for different purposes OR in multiple settings
  • Performs skill independently without prompts
    for different purposes AND in multiple settings

77
PROMPT
CUE
Signal
Signal
(auditory, visual, tactile)
(auditory, visual, tactile) is
initiated by another person at the time the
skill is to be performed
occurs in the environment, and a student
independently uses it to perform a skill during
the activity
78
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
79
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
80
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

81
The student indicates thirst in the classroom to
quench his/her thirst.

The student indicates hunger in the cafeteria to
satiate his/her appetite.
82

0 No performance (at introductory level only)
1 Tolerates engagement or attempts engagement
2 Performs skill in response to a prompt
3 Performs skill independently without a prompt
  • Performs skill independently without prompts
  • for different purposes OR in multiple settings
  • Performs skill independently without prompts
  • for different purposes AND in multiple
    settings

83
THE LAA rubric measures progression from
dependence
particular skill
independence
generalized skill
84
TEACH
ASSESS
ASSESS
PERFORMANCE
SKILLS
TEACH
TEACH
ACTIVITIES
ASSESS
ASSESS
TEACH
85
EXAMPLES
86
IEP
Determine student objectives
87
ACTIVITY
SKILLS
Using tool safely Recognizing spacing/
distance/depth Knowledge of quantity-full/empty
Size/color discrimination
Digging Planting Watering Harvesting
GARDENING
88
ACTIVITY
SKILLS
Sorting (flatware, dishes) Saying
please/thank-you Advocating for self and
others Sequencing Using appliances safely
L U N C H
Setting the table Using good manners Clearing the
table Washing the dishes
T I M E
89
ACTIVITY
SKILLS
Following directions
Visitingthe school library
Choosing
Advocating
Greeting worker
Giving personal information
90
ACTIVITY
SKILLS
Following directions
Field trip to super-market
Making using a list
Organizing items
Estimating cost
Advocating
Asking for help/giving help
91
Page 24
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

92
Page 17
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

93
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

94
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

95
The LAA has two categories of skills
1. State-Specified
and
2. Teacher-Specified
96
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

97
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 Teachers
Guide)
  • TA must determine skills each student needs
    state does not specify

98
State-Specified (A and B)
SKILLS
Teacher-Specified
99
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.
100
State-Specified Skills
Skills A and B for target indicators 1 and 2 are
state- specified and both must be assessed.
101
State-Specified Skills
Paired State-Specified Skills A and B must be
assessed at the same participation level for an
individual target indicator.
102
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
O
o
O
o
X
o
O
o
O
O
X
State-Specified Skills
103
ELA 1. Communicates Needs
Comprehensive Participation Level
A Orders items
B Advocates for self and/or others
STATE- SPECIFIED
ELA 2. Responds to Symbolic and/or Nonsymbolic
Materials
Introductory Participation Level
A Reacts to a nonsymbolic stimulus B Reacts to
a symbolic stimulus
104
Teacher-Specified Skills
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.)
105
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
X
o
O
o
o
o
O
X
o
Teacher-Specified Skills
106
State-Specified A B skills at same
participation level.
REMEMBER
Teacher-Specified 1 skill
107
Again
State-Specified skills
2
(A B at same participation level PER target
indicator)
1
Teacher-Specified skills
(Participation levels may be different for each
target indicator)
108
PARTICIPATION SCORE LEVEL
No
Performance at Introductory
Level ONLY
O Introductory A 1 2 3 4
5 A NP O Fundamental
O Comprehensive B 1 2 3 4
5 B NP
X
X
X
ELA 1 Communicates Needs
(Comprehensive) A. Orders items B.
Advocates for self/others
(Mark No Performance at only the Introductory
Level.)
109

0 No performance (at introductory level only)
1 Tolerates engagement or attempts engagement
2 Performs skill in response to a prompt
3 Performs skill independently without a prompt
  • Performs skill independently without prompts
  • for different purposes OR in multiple settings
  • Performs skill independently without prompts
  • for different purposes AND in multiple
    settings

110
PARTICIPATION SCORE LEVEL
No
Performance at Introductory
Level ONLY
O Introductory A 1 2 3 4
5 A NP 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
111
PARTICIPATION SCORE LEVEL
No
Performance at Introductory
Level ONLY
X
X
O Introductory A 1 2 3 4
5 A NP O Fundamental
O Comprehensive B 1 2 3 4
5 B NP
X
Select less complex skills for both A and B.
ELA 1 Communicates Needs (Introductory) A.
Indicates basic need B. Indicates discomfort
112
ACTIVITY
2
113
LAA Issue
Transferring scores from the LAA Instrument to
the LAA Response Document
114
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.

115
Transferring Scores (continued)
In the Score column, if you have bubbled an
NP, be sure the Participation Level is
Introductory.
116
  • 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.


117
The results of the assessment are useful in IEP
planning.
Individual
Student
Report
118
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

119
How does the LAA (and the ISR) affect
instruction?
The LAA suggests that the teacher
  • examine the instrument and determine needed
    skills,
  • continue to fade prompts, and
  • have the student continue to attempt more complex
    skills.

120
ISR

means invalid coding
Omission
Double marking
More than one participation level or More than
one score
No participation level or No score
121

means Invalid coding by the TA. It always
signals TA error.
means the student was Not Assessed on some or
all skills. NA is a 0 in school
accountability.
NA
122

NA
Both and prevent obtaining
complete information about the student.
123
On the other hand, correct coding is cause for
124
LAA Issue2
Dual Assessmentto verify scoring reliability
125
Dual Assessment
  • 10 students in district (not school)
  • Vendor notifies STC with an beside
    students name on roster
  • Dual, or second assessor must be from people
    specified in LAA TA Manual


126
Test Administrators (TAs) Responsibilities
  • Meet together and plan the activities and skills
    being assessed
  • Together, schedule times and places to observe
    student
  • Observe student at the same time
  • Assess student independently of each other
  • Do not discuss students scores during or after
    assessing student

127
TA 1s Responsibilities
  • Initiate planning meeting with TA 2
  • Sign out a LAA Instrument from the STC (or
    special education coordinator) and verify TA 2
    knows this person.
  • When ready, sign out a LAA Response Document
    write your name on your response document in
    section B, page 1 complete the boxes in section
    L, p 3.
  • Darken the circle by Test Administrator 1,
    section K, p 3
  • After assessing student, return response document
    to STC and remind TA 2 to do the same
  • Get the LAA Instrument from TA 2 and file both
    instruments with IEP records

128
TA 2s Responsibilities
  • When ready, sign out a response document and
    write your name in section B, page 1 and complete
    the boxes in section L, page 3.
  • Darken the circle by Test Administrator 2 in
    section K, page 3.
  • Return the response document to the STC.
  • Give the LAA Instrument to TA 1 to file with
    his/hers in the students file.
  • Remind TA 1 to schedule a meeting with you and to
    tell you where you can sign out a LAA Instrument.

129
If the student designated for dual assessment is
no longer in your school, meaning the principal
completes an accountability code on the response
documents,
NOT
do select a different student to dually
assess.
130
If the student designated for dual assessment is
no longer in school, return both preidentified
response documents and instruments to the STC.
131
Student Planning Matrix
132
ELA 3
ELA 2B
ELA 1A
ELA 1B
ELA 5
I
(Indicates basic need)
I
(Indicates discomfort)
F
N
(Responds to school signs)
(Selects from list)
F
F
F
N
ELA
I
133
M 5
M 4
M 1A
, B
M 3
M 2A
M 2B
I
(Follows directions _at_ spatial)
I
(Matches shapes)
I
(Transfers from activity to activity)
(Follows a routine)
I
I
MATH
I
(Indicates more)
F
134
Linking Curriculum and Assessment
135
LINKING CURRICULUM AND ASSESSMENT
Target Indicator Participation Level
IEP Objectives
ELA 1Communicates Needs 0 Introductory 0
Fundamental 0Comprehensive
Provided with loop tape (I need you.), Jeremy
will get attention by activating switch 12/15
times.
X
ELA
136
IEP Objectives
Skills to Assess
  • Indicates basic need (hunger, thirst, restroom)
  • B. Indicates discomfort

Provided with loop tape (I need you.), Jeremy
will get attention by activating switch, 12/15
times.
137
Skills to Assess
Activities Multiple Multiple Settings
Purposes
A. Indicates basic need (hunger, thirst,
restroom B. Indicates discomfort
lunch time cafeteria hunger recess
classroom thirst
lunch time cafeteria hot anytime
gym cold
classroom tired
138
X
139
Need to add
140
LAA and Accountability
  • Students taking LAA shall be included in
    accountability calculations at the grade level in
    which they are enrolled in the Student
    Information System (SIS).
  • Students taking LAA who do not meet the Alternate
    Assessment Participation Criteria shall receive a
    score of zero in SPS Component calculations and a
    score of non-proficient in Subgroup Component
    calculations.

141
(No Transcript)
142
Determining LAA Score and Proficiency
  • Average the subject area state-specified skills
    rubric scores.
  • Example
  • ELA 1 (1 pt. 2 pts.), ELA 2 (3 pts. 3
    pts.) 9 pts.
  • 9 points/4 skills 2.25 LAA Score for ELA
  • For ELA, student performed at Approaching Basic.
    CRT/NRT score is 50.
  • Proficient Basic, Mastery, and Advanced levels

143
(No Transcript)
144
SPS Indicators (K- 8)
145
SPS Indicators (K- 8)
146
  • Teachers Guide to Statewide
  • Alternate Assessment
  • www.louisianaschools.net
  • Testing
  • Testing Accommodations
  • LEAP Alternate Assessment

147
LEAP Alternate Assessment Jeanne Johnson
1-877-453-8721 (toll free)
jeanne.johnson_at_la.gov
148
LEAP Alternate Assessment
About PowerShow.com