Download - L ouisiana
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Louisiana
Educational
Assessment
Program2003–2004
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IT’S STILL THE
LAA!
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• LEAP 21—4, 8 (high stakes)
• GEE 21—10, 11 (high stakes)
• The Iowa Tests—3, 5, 6, 7, 9
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LAA— 3rd–11th
grades
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Pre-GED/Skills Option
LAA OR
ITED
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Which assessment does a student take?
??
??
LAA
Iowa
GEE
LEAP GEE
LAALAA
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LAAor
LEAP/GEE 21
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Decisions to participate in the LAA must not be:• categorically based on
the student’s disability.
• based on excessive absences.
• based on social, cultural, and/or economic differences.
• made administratively..
REMINDER:
*
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Steps in determining LAA participation
11
23
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Check the
evaluation.
1
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Study the evaluation. • level of intellectual functioning
• level of adaptive behavior
• social history
• psychological/social worker’s comments
• summary
• recommendations/support needs
• Look for recommendations that the student should address functional and life skills.
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Intellectual (Cognitive) Functioning and
Exceptionality
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Moderate Mental Disability
Severe Mental Disability
Profound Mental Disability
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Multiple Disabilities
Traumatic Brain Injury
AutismWITH
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•an assessed level of intellectual functioning
•adaptive behavior
three or more standard deviations below the mean.
AND
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2 Check theIEP.
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Study the IEP.
• Look for an emphasis on functional and life skills.
• Look for significant modifications to the general education curriculum.
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3Check the
criteria formparticipation
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LEAP
Alternate Assessment
Participation Criteria
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A student participating in LEAP Alternate Assessment is progressing toward a Certificate of Achievement.
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To be eligible for participation in LEAP Alternate Assessment, the response to either item 1 or item 2 below must be Yes.
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Circle Yes or No for each item:
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Yes No
Does the student’s current multidisciplinary evaluation match one of the following exceptionalities?
1.
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Moderate Mental Disability
Severe Mental Disability
Profound Mental Disability
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Yes No1.
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(If applicable, place a check by the exceptionality. Check only one.)
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Moderate Mental Disability
Severe Mental Disability
Profound Mental Disability
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If you have circled yes at item 1 and checked one of the three exceptionalities listed, then complete the IEP Team Decision space.
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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.)
*
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IEP Team Decision: _____________________is eligible for participation in LEAP Alternate Assessment and will participate in LEAP Alternate Assessment.
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.
Sally Student
OR
*
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Yes No
(If no, continue to item 2.)
1.
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Yes No
Does the student’s current multidisciplinary evaluation match one of the following exceptionalities
2.
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Multiple Disabilities
Traumatic Brain Injury
Autism
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AND
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does the student have an assessed level of intellectual functioning
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AND
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adaptive behavior three or more standard deviations below the mean?
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(If the student meets all three of these criteria, place a check by the exceptionality. Check only one.)
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Multiple Disabilities
Traumatic Brain Injury
Autism
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If you have circled yes at item 2 and checked one of the three exceptionalities listed, then complete the IEP Team Decision space.
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Yes No
2.
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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.)
*
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IEP Team Decision: _____________________is eligible for participation in LEAP Alternate Assessment and will participate in LEAP Alternate Assessment.
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.
OR
Sally Student*
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Yes No(If no, complete the IEP Team Decision space.)
2.
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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.)
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IEP Team Decision: _____________________is eligible for participation in LEAP Alternate Assessment and will participate in LEAP Alternate Assessment.
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.
OR
*
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IEP Team Decision: _____________________is not eligible for participation in LEAP Alternate Assessment and therefore will participate in the general statewide assessment.
Sally Student
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IEP Team (Signatures)
Name/Position
Date
Ms. John Student, Mother
September 30, 2003
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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.
Finally,
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What if the student does NOT meet the criteria for the LAA?
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•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
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Schedule the student for general assessment with appropriate test accommodations.
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LEAP
Alternate
Assessment
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The main parts of the LAA are:
1. Target Indicators2. Participation Levels
(Performance Outcomes)
3. Scoring Rubric
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LAA
Target Indicators
Participation Levels
Scoring Rubric
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The behavior being measured as the student performs a set of specific skills during the assessment.
Target Indicator
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• 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
• Skills range from very basic to more advanced skills that will support the students as adults in the community.
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English Language Arts
MathematicsSocial Studies
Science
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EXAMPLES OF
TARGET INDICATORS
ELA 1. Communicates needs
M 4. Measures quantities
SS 1. Interacts with others
SC 3. Follows safety procedures
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LAA
Target Indicators
Participation Levels
Scoring Rubric
5 ELA
4 Science
5 Mathematics
6 SS
20
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All skills are not created equal!
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Some skills are basic.
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Some skills are complex.
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And some skills are in the middle.
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Levels
•Introductory
•Fundamental
•Comprehensive
Participation
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Participation Levels
•Reflect the level of difficulty of a skill
•Reflect the different levels of skill complexity
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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)
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Fundamental:
(expresses a preference in response to the question, “What do you want?”
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.
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Comprehensive:
(communicates detailed information about preferences [e.g., describes activity with information about who, where, and in what manner])
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
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LAA
Target Indicators
Participation Levels
Scoring Rubric
5 ELA
4 Science
5 Mathematics
6 SS
20
Introductory
Fundamental
Comprehensive
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To determine the participation level,
1. 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.
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C
Activity #1
1. Ali sets up a budget based on her income and expenses.
At which participation level does Ali perform on this skill?
IF
How did you make your decision?
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Established criteria used to score an assessment
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2 Performs skill in response to a prompt
0 No performance (at introductory level only)
1 Tolerates engagement or attempts engagement
3 Performs skill independently without a prompt
4 Performs skill independently without prompts for different purposes OR in multiple settings
5 Performs skill independently without prompts for different purposes AND in multiple settings
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(auditory, visual, tactile)
(auditory, visual, tactile) is initiated by another person at the time the skill is to be performed
Signal
occurs in the environment, and a student independently uses it to perform a skill during the activity
Signal
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• Communication wallet
• Sample Card/Picture• Timer
• Picture Reminder• Daily Routine List
- Change of class - Recess - Lunch
- Dismissal
• Teacher taps student as reminder
• Paraprofessional signs/gestures to student
• Peers yell, “Bell!” to signal that recess is over.
CUE PROMPT
• Bell
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Skill: Indicates basic need (ELA 1-A, I)
classroom gym
cafeteria restaurant
art class school hall
What are multiple settings?
The student performs the skill in at least two different environments.
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Skill: Indicates basic need (ELA 1-A, I)
• to quench thirst
• to satisfy hunger
• to empty bowel and/or bladder
What are different purposes?The student performs the skill for at least two different reasons.
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The student indicates thirst in the classroom to quench his/her thirst.
The student indicates hunger in the cafeteria to satiate his/her appetite.
&
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2 Performs skill in response to a prompt
0 No performance (at introductory level only)
1 Tolerates engagement or attempts engagement
3 Performs skill independently without a prompt
4 Performs skill independently without prompts
for different purposes OR in multiple settings
5 Performs skill independently without prompts
for different purposes AND in multiple settings
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THE LAA rubric measures progression from…
independence
dependence particular skill
generalized skill
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TEACHASSESS
TE
AC
HASSESS
TEACHASSESS
TE
AC
HASSESS
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Determine student objectives
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ACTIVITY SKILLS
Digging
Planting
Watering
Harvesting
Using tool safely
Recognizing spacing/ distance/depth
Knowledge of quantity-full/empty
Size/color discrimination
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ACTIVITY SKILLS
L
U
N
C
H
T
I
M
E
Setting the table
Using good manners
Clearing the table
Washing the dishes
Sorting (flatware, dishes)
Saying please/thank-you
Advocating for self and others
Sequencing
Using appliances safely
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ACTIVITY SKILLS
Visitingthe school library
Following directions
Choosing
Advocating
Giving personal information
Greeting worker
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ACTIVITY SKILLS
Field trip to super-market
Following directions
Making & using a list
Organizing items
Estimating cost
Advocating
Asking for help/giving help
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Using tools safely (skill)
Skills by Participation Level
Teacher-Specified Skills
Target Indicator SC 3: Follows Safety Procedures
Fundamental
Uses tools/equipment/appliances safely
Follows safety rules
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.
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Recognizing spacing/distance/depth (skill)
Skills by Participation Level
State-Specified Skills
Target Indicator M 1: Applies Mathematical Concepts
Introductory
Follows directions related to spatial concepts
Matches shapes
Content Standard In problem-solving investigations, students demonstrate an
understanding of patterns, relations, and functions that represent and explain real-world situations.
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Knowledge of quantity (skill)
Skills by Participation Level
State-Specified Skills
Target Indicator M 1: Applies Mathematical Concepts
Fundamental
Distributes multiple sets of objects accurately…
Demonstrates understanding of global measurement concepts
Content Standard In problem-solving investigations, students demonstrate an
understanding of patterns, relations, and functions that represent and explain real-world situations.
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Size/color discrimination (skill)
Skills by Participation Level
State-Specified Skills
Target Indicator M 1: Applies Mathematical Concepts
Comprehensive
Discriminates between sizes Recognizes parts versus whole
Content Standard In problem-solving investigations, students demonstrate an
understanding of patterns, relations, and functions that represent and explain real-world situations.
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The LAA has two categories of skills—
1. State-Specified
and2. Teacher-Specified
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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
• Required as written in the LAA Instrument
• Each PAIR of skills MUST be at the same participation level
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Teacher-Specified Skills• Remaining target indicators
• TA must determine skills each student needs; state does not specify
• TA must determine participation level for each skill separately
• Only one teacher-specified skill for each target indicator
(Twelve teacher-specified skills in all)
(Two example skills provided in the Teachers’ Guide)
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State-Specified(A and B)
Teacher-Specified
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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.
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State-Specified Skills
Skills A and B for target indicators 1 and 2 are state- specified and both must be assessed.
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Paired State-Specified Skills A and B must be assessed at the same participation level for an individual target indicator.
State-Specified Skills
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O
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
oo
State-Specified Skills
ooX
X
O
O
O
O
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ELA 1. Communicates Needs
Comprehensive Participation Level
A Orders items
B Advocates for self and/or others
ELA 2. Responds to Symbolic and/or Nonsymbolic Materials
Introductory Participation Level
A Reacts to a nonsymbolic stimulus
B Reacts to a symbolic stimulus
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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.)
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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
o
oo
Teacher-Specified Skills
oo
X
X
O
O
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State-Specified…
A & B skills at same participation level.
Teacher-Specified…
1 skill
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Again…
State-Specified skills2
Teacher-Specified skills1
(A & B at same participation level PER target indicator)
(Participation levels may be different for each target indicator)
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PARTICIPATION SCORE LEVEL
No Performance at Introductory Level
ONLYO Introductory A 1 2 3 4 5 A NP
O Fundamental
O Comprehensive B 1 2 3 4 5 B NPX X
X
(Mark “No Performance” at only the Introductory Level.)
ELA 1: Communicates Needs (Comprehensive)
A. Orders items B. Advocates for self/others
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2 Performs skill in response to a prompt
0 No performance (at introductory level only)
1 Tolerates engagement or attempts engagement
3 Performs skill independently without a prompt
4 Performs skill independently without prompts
for different purposes OR in multiple settings
5 Performs skill independently without prompts
for different purposes AND in multiple settings
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PARTICIPATION SCORE LEVEL
No Performance at Introductory Level
ONLYO 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
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PARTICIPATION SCORE LEVEL
No Performance at Introductory Level
ONLYO 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 (Introductory)
A. Indicates basic need B. Indicates discomfort
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LAA Issue Transferring scores from the LAA Instrument to the LAA Response Document
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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.
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Transferring Scores (continued)
In the “Score” column, if you have bubbled an “NP,” be sure the Participation Level is Introductory.
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• 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.
*
*
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StudentReport
The results of
the assessment
are useful in IEP
planning.
Individual
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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
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How does the LAA (and the ISR) affect instruction?
• examine the instrument and determine needed skills,
• continue to fade prompts, and
• have the student continue to attempt more complex skills.
The LAA suggests that the teacher:
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ISR
*means invalid coding:
Omission Double marking
No participation level or
No score
More than one participation level or
More than one score
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means “Invalid” coding by the TA. It always signals TA error.*
NAmeans the student was “Not Assessed” on some or all skills.
NA is a “0” in school accountability.
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Both and prevent obtaining complete information about the student.
* NA
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On the other hand, correct coding is cause for…
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•attends and orients to sound
•enjoys listening to country music
•responds to his name •recognizes voices of significant people
•makes limited vocalizations
•demonstrates emerging skills in cause and effect
• expand choice making by increasing the variety of literacy selections (e.g., books on tape, variety of music, comedy)
• increase level of response to people in his environment
• develop use of switches for purposes of communication
• loop tape: “Come see, please.”
ELA 1: Communicates needs__ A : __ B : ELA 2: Responds to symbolic and/or nonsymbolic materials__ A: __ B: __ ELA 3: Indicates choices and
preferences__ ELA 4: Communicates personal
information__ ELA 5: Follows a sequence of activities
ELA
I
I
I
F
F
FF
(Indicates basic need)(Indicates discomfort)
(Responds to school signs)(Selects from list)
N
N
ELA 3
ELA 1A ELA 1B
ELA 2B
ELA 5
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•has minimal receptive language skills
•has palmer grasp •reaches towards peers, teachers, adult family members to request object/activity
•demonstrates emerging skills in cause and effect
• range of motion: use money envelope system for making purchase
• respond to the inquiry “Do you want more?” (e.g., food, music, TV, interactions with peers, stories)
•use object-graphing system to track intake of ENSURE
•choice making -choose objects to denote next activity to change pattern of the day -use object schedule to organize his day M1: Applies mathematical concepts__ A:__ B: M2: Utilizes time measures__ A:__ B:__ M3: Counts specified amounts__ M4: Measures quantities__ M5: Applies currency concepts
I (Follows directions @ spatial)
M 1A
I (Matches shapes)
, B
I (Transfers from activity to activity)
M 2A
(Follows a routine)I
M 2B
I
& M 3
I
M 4
F(Indicates “more”)
M 5
MATH
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LINKING CURRICULUM AND ASSESSMENT
Target Indicator Participation Level
ELA 1:Communicates Needs
0 Introductory
0 Fundamental
0Comprehensive
IEP Objectives
Provided with loop tape (“I need you.”), Jeremy will get attention by activating switch 12/15 times.
X
ELA
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IEP Objectives
Provided with loop tape (I need you.”), Jeremy will get attention by activating switch, 12/15 times.
Skills to Assess
A. Indicates basic need (hunger, thirst, restroom)
B. Indicates discomfort
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Skills to Assess
A. Indicates basic need (hunger, thirst, restroom
B. Indicates discomfort
Activities Multiple Multiple Settings Purposes
lunch time cafeteria hunger
recess classroom thirst
lunch time cafeteria hot
anytime gym cold
classroom tired
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Target Indicator/ Participation Level IEP Objective(s)
ELA 2: Responds to Symbolic and Nonsymbolic Materials
0 Introductory
0 Fundamental
0 Comprehensive
Will expand choice-making with the use of object representations.
X
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Skills to Assess Activities Multiple Settings
Multiple Purposes
A. Responds appropriately to school/com-munity signs
B. Makes selections from object representations
visit to library or fast food restaurant
library
fast food
place
select tapes
select food
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Teachers Guide to Statewide
Alternate Assessment
www.louisianaschools.net
•Testing
•Testing Accommodations
•LEAP Alternate Assessment
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LEAP Alternate Assessment