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Fall 2009 Assessment Workshops

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Subjects

LAA 1 is an assessment program LAA 1 is an assessment program

composed of many parts. composed of many parts.

Accommodations

Scori

ng

Grades

Reporting

Standards

Tests

Tasks Manipulatives

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Our goal today is to help you

assemble the LAA 1 puzzle!

Standards

Tasks Grades Subjects

Tests Scoring

Accommodations

ReportingManipulatives

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Extended Standards

Extended Standards (ESs) 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 9-

11)

Subjects:−English Language Arts−Mathematics−Science

Standards

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Extended Standards

• Articulate academic learning from

one grade to the next

• Facilitate access to grade-level

content

• Move from the concrete to the

abstract

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Extended Standards Handbook

•Will become 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

http://www.louisianaschools.net/lde/uploads/11618.pdf

The best resource on Extended StandardsThe best resource on Extended Standards

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Complexity Levels

• Three complexity levels for each

extended standard

• Descriptions of ways to access the

academic content identified by the

extended standard

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Level 1Level 1−Least complex−Reflects a student’s initial encounter with

content related to the extended standard.

Level 2Level 2−A more complex application of the

extended standards.

Level 3Level 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.

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Grades 3-4English Language Arts

Standard One: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different

purposes.

Note: GLE 8 (grade 3) + GLE 5 (grade 4) = source of grade-span 3–4 Extended Standard

Benchmarks Grade-Level Expectations Extended

Standards

Complexity Levels

ELA-1-E4:

recognizing story

elements (e.g.,

setting, plot,

character, theme) and

literary devices (e.g.,

simile, dialogue,

personification)

within a selection

8. Identify story elements, including: themeconflictcharacter traits, feelings, and motivation

(ELA-1-E4)

5. Identify a variety of story elements,

including:the impact of setting on charactermultiple conflictsfirst- and third-person points of viewdevelopment of theme (ELA-1-E4)

ES-8/5: Identify story

elements, including:

character

3. Identify the main character in a story

2. Identify two characters in a story

1. Identify one character in a story

Standards

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Tests

Grades

SubjectsLAA 1 Assessment Design

• ELA and Mathematics−Grade spans 3–4, 5–6, 7–8, and 9–10

• Science−Grades 4, 8, and 11

• Each subject area assessment is composed of 25 performance tasks.

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LAA 1 Grades and Content LAA 1 Grades and Content AreasAreas

Grade

SpanGrade

Subject

ELA Mathematics Science Total

3–43 25 25 50

4 25 25 25 75

5–65 25 25 50

6 25 25 50

7–87 25 25 50

8 25 25 25 75

9–11

9 25 25 50

10 25 25 50

11 25 25

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Test Administration ProceduresLAA 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 16 to March 27, 2009

Prepare in advance to begin assessing in February.

Tests

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LAA 1 Professional Development (PD) Materials

•Administrator

Booklet

•Student Booklet

•Manipulatives List

•Response Document

•Task Descriptions

•Graphics on website

•PowerPoint slides

Please refer to your copy of the test materials during this portion of the presentation.

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LAA 1 Administrator BookletAn 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

Tests

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PD Administrator Booklet

• Introduction

• General Instructions

• LAA 1 Practice

Tasks

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PD Administrator Booklet

•Header bar

•Directions

•Page numbers

•Scoring Rubric

•Correct answer

header bar

directions

page number

s

Scoring rubric

correct answer

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1-point Scoring Rubric (one question, response is either correct or incorrect)Question: Which object is a tool?Options: apple, toy blocks, ruler, ball

Score Description

1 Student response is correct. The student identifies the ruler as a tool.

0Student response is incorrect, irrelevant to the skill or concept being

measured, or not attempted.

ScoringScoring RubricsScoring Rubrics

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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

Score Description

2Student response is complete. The student identifies the fish and the

alligator.

1Student response is partial. The student identifies only the fish or the

alligator.

0Student response is incorrect, irrelevant to the skill or concept being

measured, or not attempted.

Scorin

gScoring RubricsScoring Rubrics

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Scoring 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

Score Description

2Student response is complete. The student identifies fish as an animal

in water and bird as in the air.

1Student response is partial. The student identifies fish as an animal in

water or bird as in the air.

0Student response is incorrect, irrelevant to the skill or concept being

measured, or not attempted.

Scoring

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LAA 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

Tests

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SampleStudent BookletPage

answer

options

graphics and text

task #

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Response Document•one per student

•grade specific

•confidential

• test administrator enters student’s scores

Use only #2 pencils to complete!Use only #2 pencils to complete!

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Response Document•Wait until the

student has

completed all parts

of a task before

entering a score.

Use only #2 pencils to complete!Use only #2 pencils to complete!

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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 nonresponsive, stop testing and reschedule testing.

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Accommodations

Assistive TechnologyManipulatives

Task Descriptions

Other

Manipulatives

Accommodations

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Assistive Technology

Any item, piece of equipment, or product system used to enable a student to access the assessment

Augmentative communication devices

Student’s symbol system− The language in the task may be translated into a student’s

symbol system.− Turn in translated materials to the School Test Coordinator

following testing.

CD of LAA 1 graphics is available upon request for each grade span.− Graphics may be imported into a device or printed as

needed.− For 2009, graphics may also be downloaded from the LDE

website prior to testing.− Files are available in two file formats (tiff and jpeg)

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Manipulatives

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.

Use manipulatives familiar to the student.

Manipulatives Lists are provided.Include suggested manipulatives and activitiesOrganized by subject and grade spanCan be downloaded from http://www.louisianaschools.net prior to testing

Code as Assistive Technology on response document.

Manipulatives

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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 preidentified as VI-Blind• Available upon request for other students who cannot

access graphics• Some tasks are not accessible even with descriptions for

these students and are identified as Omitted in the Task Descriptions. − The accommodation Task Descriptions must be coded on

the response document to ensure the student is not penalized.

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Other 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.

• Questions about accommodations− Go from the test administrator to the School Test

Coordinator, then to the District Test Coordinator, and finally to LDE

Accommodations

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More Information to Come!

But, now it’s Test Administration Time!

• Find a partner who−teaches at the same grade span.

• One serves as the Test Administrator

• The other serves as the student taking

the test

• Administer the first task at that grade

span

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Group Feedback on Administration of Task 1

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Test Administration Time Again!• Reverse roles: The TA becomes the

student, and the student becomes the TA.

• Now administer the second task within the grade span.

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Group Feedback on Administration of Task 2

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Share some of your experiences from administering LAA 1 in 2008

• Challenges

• Successes

• Helpful hints

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LAA 1 Testing Materials

A few enhancements were made to the

Spring 2009 assessment materials:

−Science instructions clarified for the administration of 2-point tasks

−Manipulatives List is posted on LDE website

−Graphics file format revised−Response documents provided for each

grade

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Q&AMay I assess more than one student at a time?

No. Each student must be assessed individually.

Must I move through the Administrator Booklet and the Student Booklet in the order of the tasks presented?

Yes. The items are ordered from least to most complex within a test booklet and should be administered in sequence. Consequently, within a content area, assess each student on tasks as ordered in the booklets.

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.

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May I prompt the student?

You must follow the directions for test administrators as written in the assessment booklet. You may read the directions as many times as you think necessary and encourage the student to try.

Must the student respond aloud?

Students may communicate responses in their typical communication modality.

What if the student doesn’t respond to a question after it has been read several times?

Mark a zero.

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.

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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 9, 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 span or grade in which he or she is enrolled. This is a federal guideline based on the No Child Left Behind (NCLB) act.

Must I read the directions in the Administrator Booklet word-for-word?

Yes. (Some exceptions are made for students who are Visually Impaired-Blind.)

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 0, the TA may stop testing. Do not code a score on the RD for the remaining items. Remember: If the student is unresponsive because he or she is having a bad day, try administering the test on another day.

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Materials Security

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

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Materials Security

Response document (RD): Once the TA enters scores, the RD is 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!

$100 charge for testing company to look for a response document

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Dual Assessors

Student sample: 10 percent of the LAA 1 population within each district

Random selection of students

Noted with asterisk by student name on school roster

RD with words Scoring Study Document printed upper right beside student name and on the label

Part of a required validity and reliability study

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Dual AssessorsWho 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

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Other Key Materials•Parent’s Guide

−General LAA 1 information

•Interpretive Guide−Detailed information on state, district, school, and student scores and their interpretation

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Subjects

LAA 1 Assessment Guide

•Contains detailed information on the purpose, design, and accommodations

•Contains 33 sample performance tasks

•Includes Frequently Asked Questions

•Can be downloaded from http://www.louisianaschools.net

Grades

The best resource on LAA 1 testsThe best resource on LAA 1 tests

Tests

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Reporting Student Results

• LAA 1 Achievement Level Names and Definitions− Exceeds Standard:

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

− Meets Standard: A student at this level has demonstrated fundamental academic 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.

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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.

−included in LAA 1 Interpretive Guide

It is understood that all students may It is understood that all students may notnot accomplish all accomplish all

academic skills described at each achievement level.academic skills described at each achievement level.

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In closing

• Please share the information and materials you received today with your colleagues in your school/district.

• Reminder: Various resources are available on the LDE website (Testing-Alternate Assessments-LAA 1).− Extended Standards Handbook− Assessment Guide− Interpretive Guide− Parent’s Guide− Test Administration Manual

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Questions?

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LDE Contacts

• Claudia Davis −Claudia.davis@la.gov−225-342-3393

• Leslie Lightbourne−Leslie.lightbourne@la.gov−225-342-3404

• Diane Knight−Diane.knight@la.gov−225-342-3393

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Thank You!