A Teacher’s Guide - Edl · PDF fileA Teacher’s Guide to LEAP 360 ... assessments designed to help teachers, schools, ... Students in grades 3-8 (ELA and math), English I, English

A Teacher’s Guide

to

Release Date: July 25, 2017 1

A Teacher’s Guide to LEAP 360 2017-2018

A TEACHER’S GUIDE TO LEAP 360

Louisiana’s Comprehensive Assessment System includes the LEAP 2025 end-of-year summative assessments and the optional LEAP 360 non-summative tools. LEAP 360 offers formative assessments designed to help teachers, schools, and school systems monitor student learning and adjust instructional support. In addition, LEAP 360 offers school systems the opportunity to streamline testing and maximize instructional time.

This guide includes the following sections:

LEAP 360: In the Classroom LEAP 360 Overview LEAP 360 and Goal-Setting Practices LEAP 360 and Instructional Planning

Using LEAP 360 in the English Language Arts Classroom Using LEAP 360 in the Mathematics Classroom

K-2 Formative Assessments EAGLE LEAP 360: Making Meaning

Zeroing In on Results Sample Reports

LEAP 360: Assessment Design English Language Arts

LEAP 360 Diagnostic Assessment Guide LEAP 360 Interim Assessment Guide

Mathematics LEAP 360 Diagnostic Assessment Guide LEAP 360 Interim Assessment Guide

Additional Resources Appendix



LEAP 360: IN THE CLASSROOM

LEAP 360 Overview Each year, the results from LEAP 2025 summative assessments provide Louisiana educators, students, and parents with important information about what students did and did not learn that school year. However, the results have limited instructional implications. High quality diagnostic and interim assessments are more useful tools for educators to appropriately plan for and adjust instruction to meet all students’ needs.

Unlike LEAP 2025, LEAP 360 is designed to provide teachers and students with “real time” results with detailed reports that allow for immediate curricular and instructional adjustments as needed.

AN IMPORTANT NOTE ABOUT REDUCING TESTING: The Louisiana Department of Education remains committed to reducing testing time, including limiting state year-end assessments to no more than 2% of instructional time. In addition, Louisiana is committed to helping systems reduce local assessment minutes while improving the quality of their tools. LEAP 360 supports systems and schools with these efforts. The LEAP 360 system should not be used in addition to other assessments but rather in the place of those previous assessments.

To support system-wide test reduction, the Department has led assessment audits with districts, utilizing assessment inventory resources to help systems evaluate the amount and quality of their assessments in order to reduce testing time while improving quality.

Diagnostic Assessments Interim Assessments

EAGLE and K-2 Formative Tasks

Where are students starting? Are students progressing? Which skills do students need?

When Beginning of the year or start of a course

2-3 major checkpoints during the year after large periods of

instruction

Embedded throughout the year based on smaller units

of instruction

What

Tools to evaluate the full scope of the standards

needed to begin the school year to help educators identify prerequisite skills for success

in that grade level

Assessments to help educators identify students’ misconceptions and learning patterns to adjust instruction

and target support

High-quality items and pre-made assessments designed to be woven into the day-to-day practices of classroom

instruction

Where eDIRECT eDIRECT eDIRECT

Who

Students in grades 3-8 (ELA and math),

English I, English II, Algebra I, and Geometry

Students in grades 3-8 (ELA and math),

English I, English II, Algebra I, and Geometry

Students in grades K-12 in ELA, math, science, and social

studies

https://www.achieve.org/assessmentinventory



LEAP 360 Diagnostic Assessments LEAP 360 diagnostic assessments are designed to help educators identify the specific prerequisite skills individual students or groups of students have or will need in order to be successful in grade-level content. In math, this means that items have been developed to assess students’ mastery of precursory standards for the major work of the course; in ELA this means that items have been developed from readily accessible and moderately complex texts.

Instead of pretests focused on end-of-year rigor or content, the LEAP 360 diagnostic assessments help teachers pinpoint existing strengths and weaknesses of students entering their classrooms. In ELA, teachers can examine information about specific subclaims, text-complexity levels, and prerequisite writing skills to figure out areas that need additional instructional attention or present an opportunity for enhancement. In math, teachers gain information about specific domains and prerequisite standards that may require whole class, small group, or individual remediation as the curriculum unfolds over the course of the year.

LEAP 360 Interim Assessments LEAP 360 interim assessments are designed to allow systems, schools, and teachers to use results to make smart instructional decisions to improve student learning by: analyzing student-specific and class-wide data to identify the misconceptions students have about content; identifying student learning patterns; targeting support for students in need; and gauging progress toward end-of-year goals. They are designed to assess specific chunks of curricular content and should be given only after instruction on that content has occurred. They are not “mini-summatives” or isolated test prep materials. Grades 3-8 ELA and math have two interim assessments available and each high school course has three.

EAGLE and K-2 Formative Tasks EAGLE and the K-2 Formative Tasks are intended to provide teachers with access to quality questions and tasks that target individual skills or texts and are intended to be integrated into the teacher’s curriculum. In short, these tools are designed to aid and enhance student learning while allowing teachers to make timely interventions to adjust instruction throughout the year.

EAGLE’s design in English language arts is evolving to support the implementation of Guidebook 2.0 through the addition of cold-read tasks, while also removing passages and items that do not reflect Louisiana’s expectations regarding quality and rigor. In mathematics, EAGLE will begin to include new item types like those seen in both LEAP 360 and LEAP 2025 assessments as the item banks increases for each grade level at a steady rate. In social studies, complete item sets are being added in grades 3-8, with sets planned for U.S. History in the spring of 2018. A similar approach is underway to provide teachers with access to complete item sets that are aligned to the new science standards as the 2018-2019 school year approaches.

The K-2 Formative Tasks currently include six ELA tasks and six math tasks in both kindergarten and first grade with four ELA tasks and four math tasks available for grade two. ELA tasks contain one file with materials



ranging from texts to videos to rubrics. Math tasks include two files, one with access to the task itself and the other with access to additional checklists. Like EAGLE items and tests, these tasks are designed to be built into the teacher’s curriculum and instructional plans.

LEAP 360 and Goal-Setting Practices Connecting the Dots LEAP 360 provides teachers with connected assessments designed to give meaningful information about student performance throughout the year. These assessments are aligned to both the Louisiana Student Standards and to the approach of LEAP 2025. This has powerful implications for goal setting.

Pulling in the Same Direction

When assessment tools are not aligned to both state standards and LEAP 2025 end measures, goal setting can seem isolated and disconnected. Since LEAP 360 is aligned to both, teachers can feel confident about the quality of the assessment given and students can be encouraged to take true ownership of their learning. As such, LEAP 360 provides Louisiana’s educators and learners a unique opportunity to align student learning goals with the instructional planning and practices that matter most. The table below outlines what this process might look like for teachers.

LEAP 360 Diagnostic Assessments (Start-of-Year)

LEAP 360 Interim Assessments (Throughout the Year)

LEAP 2025 Assessments (End-of-Year)

1. Pair previous year’s LEAP 2025 results with LEAP 360 Diagnostic Assessment information.

2. Develop a goal for end-of-year performance based on results.

3. Conference with students and look at baseline data together to set meaningful, end-of-year goals.

4. Build personal learning goals (PLGs*), along with the action steps the student will take to reach them.

1. Review results of LEAP 360 Interim Assessments.

2. Evaluate progress toward end-of-year performance goals.

3. Conference with students and look at interim results together to identify areas of strength and opportunities for improvement.

4. Develop next steps to either stay on track or catch up.

5. Adjust instructional plans as needed.

6. Repeat 2-3 throughout year.

1. Administer LEAP 2025 statewide assessments.

2. Use statewide scores (available during the summer) to study student performance data and determine the degree to which goals were realized.

3. Break down results by subclaim to reflect on effectiveness of instruction and determine areas for growth for the next school year.

*A PLG template can be found in the Appendix.

District Goal

School Goals

Grade-Level Goals

Class Goals

Student Goals



This approach to student goal setting can easily be expanded to become the foundation of meaningful student learning targets, too. This process begins before school starts and extends throughout the year. The tables below include samples for how to develop student learning targets using the LEAP 360 tools.

Student Learning Target Sample Worksheet #1 Measure Name: SLT—Math Educator Type: Teacher Content Area/Other: 6th Grade Math

Baseline Info:

Students must be able to demonstrate understanding of math concepts (not just procedures); apply understanding to real world examples; use accurate procedures and skills to answer questions; and demonstrate mathematical reasoning by explaining, justifying, or critiquing with precision. Initial assessments

• Analyze data from previous year LEAP 2025 statewide test to determine how well students learned previous content;

• Administer LEAP 360 diagnostic assessment and use results to detail students’ readiness for major work of the grade broken down by domain;

• Together with students, set personal learning goals regarding end-of-year performance.

Checkpoints: • Teacher-created formative throughout the school year • LEAP 360 interim assessment 1 at midway point • LEAP 360 interim assessment 2 in early spring

End-of-Year Measure: 6th Grade LEAP 2025 summative test

Success Criteria Much Less Than Expected Less Than Expected Just As Expected More Than Expected 0-59% (0-14) of students

achieve their personal learning goals.

60-84% (15-20) of students achieve their

personal learning goals.

85%-94% (21-23) of students achieve their






Student Learning Target Sample Worksheet #2

Measure Name: SLT—ELA Educator Type: Teacher Content Area/Other: English I

Baseline Info:

Students must be able to demonstrate an ability to read, understand, and communicate their understanding of complex literary and informational texts. Initial assessments:

• Analyze data from previous year LEAP 2025 statewide test to determine how well students learned previous content;

• Administer LEAP 360 diagnostic assessment and use results to detail students’ readiness for major work of the grade broken down by domain;

• Together with students, set personal learning goals regarding end-of-year performance.

Checkpoints: • Teacher-created formative throughout the school year • LEAP 360 interim assessment 1 at midway point • LEAP 360 interim assessment 2 in early spring

End-of-Year Measure:

English I LEAP 2025 summative test

Success Criteria Much Less Than

Expected Less Than Expected Just As Expected More Than Expected

0-59% (0-14) of students achieve their personal

learning goals.

60-84% (15-20) of students achieve their personal

learning goals.

85%-94% (21-23) of students achieve their






LEAP 360 and Instructional Planning

Using LEAP 360 in the English Language Arts Classroom

Research has shown that the key factor in determining students’ postsecondary success is their ability to read and understand grade-level texts. Thus, the English Language Arts Guidebooks 2.0 units include the instruction in the study and analysis of complex, grade-level texts. This approach extends into the LEAP 360 assessments as well. However, the results from these assessments are only valuable if they are incorporated into instructional pacing and planning.

Where to Go and What to Do

LEAP 360 results will likely indicate that individual students, groups of students, or even whole classes are in need of additional supports in specific areas. The K-12 ELA Planning Resources page provides links to a variety of resources—Guidebooks 2.0, instructional strategies, LEAP 2025 assessment guides, and several other tools.

The Diverse Learners Guide describes the design principles of the units in the ELA Guidebooks 2.0 and the strategies and materials that are included to support all learners—particularly those students who learn in a different way or at a different pace than their peers. Based on this definition, all students can be classified as “diverse learners” at some point in the instructional process and can benefit from the steps shown in the graphic to the right.

Additionally, the Supports Flow Chart takes this a step further. Each column in the chart, shown in part below, addresses a step in the cycle. The chart identifies standards, highlights observable student behaviors, details possible issues or misconceptions at play, and suggests supports to intervene.

LEAP 360 fits into this cycle in a couple of ways. It may be used to identify the gaps between student performance and the standards, or it may be used after interventions have occurred to measure growth. In this way, LEAP 360 pairs well with Guidebook assessments and lessons, giving teachers the opportunity to incorporate it into the rhythm of their classroom and curriculum.

https://www.louisianabelieves.com/resources/library/k-12-ela-year-long-planning

https://learnzillion.com/resources/134194




Using LEAP 360 in the Mathematics Classroom

Students in Louisiana are ready for college or a career if they are able to meet college and workplace expectations without needing remediation in mathematics skills and concepts. The K-12 Louisiana Student Standards for Mathematics define what Louisiana students should know, understand, and be able to do mathematically and the steps students must take along the way to be able to meet this goal. LEAP 360 assessments provide teachers and learners with high-quality assessments of these standards through an approach that mirrors that of the LEAP 2025 statewide summative tests. However, like in English language arts, the results from these assessments are only valuable if they are incorporated into instructional pacing, planning, and, in the case of math, remediation.

Where to Go and What to Do

LEAP 360 results will likely indicate that individual students, groups of students, or even whole classes require additional instruction or remediation in specific areas. The K-12 Math Planning Resources page provides links to a variety of resources including sample year plans, companion documents, LEAP 2025 assessment guides, and several other tools.

The Eureka Remediation Tools aim to help teachers who use the Eureka curriculum to target instruction for students needing extra support before and while approaching on-grade-level work, creating opportunities for on-time adjustments directly connected to the new learning. Because the LEAP 360 Diagnostic Assessment is based on previous “major work” grade-level standards, this assessment can be used to determine which areas students may struggle with in the future. To best use this data, teachers should compare student trends with the standards addressed in each unit of instruction and plan to

address the gaps in knowledge and opportunities to complete “unfinished learning” using this valuable tool.

Because LEAP 360 Interim Assessments have each been designed to align to a selected group of grade-level standards, teachers should use these to the extent possible as students complete instruction on the specified standards. The Louisiana Guides to Implementing Eureka provide sample implementation calendars that clearly illustrate when to administer LEAP 360 Interim Assessments according to the scope and sequence of student learning.

Lastly, this series of assessments aligns to the approach of LEAP 2025 Summative Assessments, but in smaller chunks of learning. When students do not perform well on portions of an interim assessment, the

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/louisiana-student-standards-for-k-12-math.pdf?sfvrsn=50


http://www.louisianabelieves.com/resources/library/k-12-math-year-long-planning





Remediation Guides can serve as a valuable tool to pinpoint previous grade-level standards to target with individuals or in small groups.

K-2 Formative Assessments

The K-2 Formative Assessments are available to early elementary teachers and are intended to be integrated into instruction throughout the year. The tasks are designed to engage students in learning while the teacher observes how students demonstrate proficiencies with respect to the standards embedded in the tasks. Observations can be easily recorded using checklists and charts which can then be used to inform decisions. These tasks can be found in eDIRECT, which also contains links to an overview document describing all of the tasks and Frequently Asked Questions documents in both ELA and Math.

Key Features The chart below highlights the key features that have been included in every task.

English Language Arts Mathematics • Opportunities for students to engage with

authentic texts of appropriate complexity for the grade level

• Activities designed to demonstrate teacher modeling

• Student practice and application of grade-level ELA standards

• Checklists and/or rubrics and sample annotated scoring responses

• Ideas to support student learning based on student responses

• Embedded mathematical practices • Options to support students who are struggling

and extend the learning experiences of students who are ready

• A Get Ready, Get Set, Go! feature which includes research-based information regarding how students learn the mathematics involved in the task as well as common student misconceptions and errors

• Observation checklists to record student progress in the learning trajectory

• Printable materials and templates

When to Use Recommendations are based on whether the tasks are best suited for the first or second semester, but teachers should use the tasks based on their students’ needs and at the times they fit best in their curriculum.

In ELA, recommendations include literary and information tasks. In math, each task focuses on one to three content standards and one to three standards for mathematical practice. Some of the tasks have multiple parts and could be split across the year. Recommendations for this are included with some of the tasks. There may be times to use the task with only a portion of the class to gain insight about those students.


https://www.drcedirect.com/all/eca-portal-ui/welcome/LA

https://s3.amazonaws.com/pfs-ads/prc/s3fs-public/LA_K-2_Tasks_Overview.pdf

https://s3.amazonaws.com/pfs-ads/prc/s3fs-public/GRK_02_FIT_ELA_FAQs_DRC_LA_2016_10_31.pdf

https://s3.amazonaws.com/pfs-ads/prc/s3fs-public/GRK_02_FIT_Math_FAQs_2016_2016_10_31.pdf



EAGLE 2.0

EAGLE 2.0 is an online assessment tool that supports formative assessment in the classroom and can be used to aid and enhance student learning throughout the year. The system provides Louisiana teachers the ability to build online tests, assign them to students, and receive student and class performance reports on items aligned to state adopted standards and grade level expectations. The EAGLE 2.0 delivery platform is aligned to the system used for annual, statewide testing and the other LEAP 360 non-summative assessments. EAGLE is accessible to districts that have signed and returned a data sharing agreement (DRC – Non-Summative Assessments) or a LEAP 360 MOU. Information about EAGLE setup, administration, scoring, and reporting can be found in the EAGLE Quick Start Guide.

EAGLE 2.0 is continuously evolving to better support instructional goals in the different content areas. Teachers can choose to use individual items or meaningfully grouped item sets based on the curriculum as it is needed.

EAGLE 2.0 and the ELA Classroom • Support the implementation of Guidebooks 2.0 with assessments • Include cold-read tasks with a combination of multiple choice, technology

enhanced, EBSR, and prose constructed-response items.

EAGLE 2.0 and the Math Classroom • Support remediation practices and provide high-quality items for testing

purposes • Include variety of math items to include modeling and reasoning tasks • Develop modeling and reasoning tasks for all grade levels

EAGLE 2.0 and the Social Studies Classroom • Support the implementation of state scope and sequence documents with

high-quality assessments and tasks. • Complete item sets to accompany units

EAGLE 2.0 and the Science Classroom • Support the implementation of new statewide science standards • Include both stand-alone items and complete item sets with multiple

choice, technology-enhanced, and constructed response items

http://www.louisianabelieves.com/resources/library/data-center/data-sharing-agreements

http://www.louisianabelieves.com/resources/library/data-center/data-sharing-agreements

https://www.louisianabelieves.com/docs/default-source/assessment/leap-360-mou-(2017-2018).docx?sfvrsn=4



LEAP 360: MAKING MEANING

Zeroing In on Results LEAP 360 reports are designed to help teachers make meaning out of student performance and take action quickly and efficiently. When viewed as a full suite, these reports take teachers through a process of thoughtful analysis and reflection that can lead to critical planning and adjustments.

Bird’s Eye View: Test Session Summary Reports should be used to get a quick overview of student performance in a test session. These reports give a visual representation of areas of readiness and opportunities for intervention.

Set Your Sights: Test Session Response Maps should be used to make decisions about pacing for the coming year based on identified strengths and weaknesses. When read horizontally, a teacher can see an individual student’s responses on the whole test. When read vertically, a teacher can see the class responses for each individual item. These reports pair well with test answer keys to uncover specific standards or skills that will require additional instructional planning.

Narrowing the Focus: Individual Summary Report should be used to understand an individual student’s overall performance. Its easy-to-understand format gives teachers an overview of each child. This report can also be useful in parent-teacher conferences or in goal-setting conferences with students.

Zoom In: Student Response Maps should be used to dig in deeper for specific students or groups of students who will need targeted instructional support either throughout the school year or with specific parts of the curriculum. Analysis for patterns in student responses can lead teachers to identify subclaims or domains in need of specific remediation. When paired with the test answer keys, teacher can target specific standards or skills that need to be supported in order for a student to be successful with new grade-level content. For suggestions about how to best support this work, teachers can consult the Diverse Learners Guide and the Supports Flow Chart for ELA instruction and the Remediation Guides the Eureka Remediation Tools for math, as highlighted in the Instructional Planning section of this guide. This information can also help teachers make informed decisions for collaborative grouping and individual interventions.







How to Read Each Report Test Session Summary Report The Test Session Summary Reports provide information on the performance of a group of students who tested together. The most common group is a class, but depending on how schools and districts set up the assessments, other groupings can be used as well. The reports offer teachers that “Bird’s Eye View” of how this group of students performed, especially when considered in the context of other students who took the same assessment. In ELA, this is reported by subclaims. For the diagnostic assessments, only reading subclaims get reported; on the interims, both reading and writing subclaims are included.

Indicates level of the report

Gives contextual reporting

information

Teacher can see class/

group performance

as it compares to school and

district performance.

8/12

8/12

4/7

67%

67% 57%



Like the ELA reports, math diagnostic reports are slightly different from math interim reports. As shown below, math diagnostic reports provide readiness information by the domain of the major work for the grade; interim reports provide performance information similar to the summative assessments: major content, additional supporting content, and teacher-scored tasks related to modeling and reasoning.


Teacher can see class/

group performance

as it compares to school and

district performance.



Test Session Response Map Test Session Response Maps allow teachers to delve deeper into student performance, identifying specific areas of need or readiness at the class or group level. These reports share information about each individual item and how students respond to each. Color coding helps teachers “Set Their Sights” on areas of clear need or preparedness (green indicates a correct answer while white indicates an incorrect response).

In ELA, these maps include information about each item’s type, alignment, correct answer, and points possible. Additionally, these reports include information about how the students responded to each item as well as the points earned.

Indicates area of individual weakness for closer examination

Indicates item that was

difficult for most of the

class and warrants close

analysis



In math, these reports contain information about each item’s type, alignment, correct answer, and points possible. Additionally, these reports include information about how the students responded to each item as well as the points earned.

Indicates two students in need of similar supports.

Indicates item that was missed by several students who chose

the same response. Further analysis needed.



Individual Summary Reports Individual Summary Reports provide educators with snapshot information about a single student’s performance. These reports “Narrow the Focus” to areas of strength and weakness for individual students, which make them very useful during student-teacher goal-setting conferences.

In ELA, again, only reading subclaims are represented on the diagnostic assessments; both reading and writing subclaims are included on the interim assessments reports.


2/12 16%

4/7 57%



In math, this reports also varies slightly by assessment type. For the diagnostic assessment, reports are broken down by domain; however, interims are reported using the same categories of the LEAP 2025 practice tests: major content, additional and supporting content, and teacher-scored tasks in modeling and reasoning. I



Individual Student Response Map Individual Student Response Maps “Zoom In” to pinpoint student abilities and misconceptions. These reports also utilize color-coding to help teachers quickly identify correct and incorrect answers. In addition to item type and subclaim information for ELA, these reports also incorporate information about passage text complexity.

This student seems to struggle with literary texts—digging into the answer key will help

paint a clearer picture of standards or concepts that are difficult for this student.

From there, the Diverse Learners Guide can suggest meaningful interventions.




In math, diagnostic response maps include information by domain; on the interims, this information is based on LEAP 2025 reporting categories.

This student seems to be lacking some of the prerequisite skills for the expressions and equations; answer keys can help

pinpoint the exact standards, which can then be connected to the Remediation Guides for meaningful intervention planning.




LEAP 360: PIECES AND PARTS

English Language Arts LEAP 360 Diagnostic Assessment Guide The LEAP 360 Diagnostic Quick Start Guide provides general information about the purpose, administration, scoring, and reporting of the diagnostic assessments. Paper-based (PBT) diagnostic assessments for grades 3 and 4 are available for download from eDIRECT. Computer-based practice tests (CBT) for grades 3 through HS are administered through the Data Recognition Corporation (DRC) INSIGHT testing platform.

Access to the paper-based tests for grades 3 and 4, grades 3-HS answer keys, and diagnostic writing prompts are available in eDIRECT under the Documents tab. Teachers will be able to access the online assessments in Google Chrome by using the LEAP 360 Diagnostic Assessment Teacher Access link. User names and passwords can be found in the Appendix.

Test Structure The LEAP 360 ELA diagnostic assessment is divided into two parts: reading and writing. The reading portion is divided into two sessions built around diverse literary (lit) and informational (info) passages. In grades 3 and 4, only single passages are included, but at grades 5-HS paired passages are also included. All reading forms include only readily accessible (RA) and moderately complex (MOD) text selections.

Each session includes a total of eighteen to twenty multiple-choice (MC) and evidence-based selected response (EBSR) items. The table on the next page outlines the design of the diagnostic reading portion by grade level.

https://www.louisianabelieves.com/docs/default-source/assessment/leap-360-diagnostic-assessment-quick-start-guide.pdf?sfvrsn=3



https://wbte.drcedirect.com/LA/#portal/la/510701/ott/1/username/password/false



Diagnostic Test Design: Reading Form Grades 3-8, English I and English II

Grade/ Course Sessions

Number of

Passages Focus

Points per Item Type Total

Points Recommended

Time* Content Assessed MC EBSR

3

Session 1 2 1 RA lit 1 MOD info 12 16 28 35 minutes RI.2.1-4, 6, 8;

RL.2.1-6; W.2.1-3;

L.2.1 Session 2 2 1 MOD lit

1 RA info 11 20 31 35 minutes

Total Points: 59

4

Session 1 2 1 RA lit 1 MOD info 7 26 33 35 minutes RI.3.1-8;

RL.3.1-6; W.3.1-3;

L.3.1 Session 2 2 1 MOD lit

1 RA info 9 20 29 35 minutes

Total Points: 62

5

Session 1 2 MOD lit 1 RA info 10 18 28 40 minutes

RI.4.1-6, 8-9; RL.4.1-6; W.4.1-3;

L.4.1 Session 2 3

1 pair: RA lit/ MOD info

1 RA lit 11 20 31 40 minutes

Total Points: 59

6

Session 1 2 1 RA lit 1 MOD lit 11 18 29 40 minutes RI.5.1-6, 8;

RL.5.1-6; W.5.1-3;

L.5.1 Session 2 3 RA/MOD info

1 RA lit 10 20 30 40 minutes

Total Points: 59

7

Session 1 3 RA/MOD lit pair 1 RA info 10 20 30 45 minutes RI.6.1-6, 8-9;

RL.6.1-6; W.6.1-3;


1 MOD lit 10 20 30 45 minutes

Total Points: 60

Session 1 3 RA/MOD lit pair 1 RA info 10 20 30 45 minutes RI.7.1-6, 8-9;

RL.7.1-6; W.7.1-3; L.8.1

Session 2 3 RA/MOD info 1 MOD lit 10 20 30 45 minutes

Total Points: 60

English I

Session 1 3 1 MOD lit RA/MOD lit pair 9 18 27 45 minutes RI.8.1-6, 8-9;

RL.8.1-6; W.8.1-3;



Total Points: 45

English II

Session 1 3 1 MOD lit RA/MOD lit pair 9 18 27 45 minutes RI.9.1-6, 8;

RL.9.1-6; W.9.1-3;



Total Points



*Note: LEAP 360 assessments are not timed; recommendations are included for planning purposes only.

The writing portion is a stand-alone form, allowing school systems to choose the prompt that best suits their needs. Students will read one or two passages depending on the option selected and then write one prose constructed response (PCR). These responses will be scored by the teacher using a unique diagnostic rubric designed for this specific purpose. Scoring guidance, featuring authentic student work samples to assist educators with using the diagnostic rubrics with confidence and accuracy, can be found in eDIRECT under the Documents tab. The table below outlines the design of the diagnostic writing portion for all grade levels.

LEAP 360 Diagnostic Assessment Structure Writing Form

Description Number of Passages Content Assessed

Option A: Opinion/ Argument 1-2 Writing standards W.1, 4, 7–8, 10; language conventions

standards L.1–2, plus language skills from previous grades

Option B: Expository Prompt 2 Writing standards W.2, 4, 7–8, 10; language conventions


Option C: Narrative Prompt 1 Writing standards W.3, 4, 7–8, 10; language conventions


Item Types Reading Tasks LEAP 360 ELA Diagnostic Assessments include two types of items, both of which appear on both the paper- and computer-based versions of the diagnostic assessments.

1) Multiple Choice (MC): This item type asks students to choose one correct answer from four or five possible choices.

2) Evidence-Based Selected Response (EBSR): Reported as ESR, EBSRs consist of two parts: one part asks students to show their understanding of a text, and the other part asks students to identify evidence to support that understanding. The EBSR items are worth a possible two points, and students can earn partial credit of one point. However, they must answer correctly the part that asks them to show their understanding of a text and not only the part that asks for evidence. This means that if part A asks students to identify the theme of a text and part B asks for evidence of that theme, students must answer part A correctly to receive any credit; they cannot receive partial credit for answering only part B correctly.

Writing Prompt Prose Constructed Response (PCR): This item type appears only in the writing portion and requires students to create an extended and complete written response. It elicits evidence that students have understood a given text or texts and asks that they clearly communicate that understanding.




Students will respond to one writing prompt, which will be scored by teachers using a grade-level rubric specifically designed for diagnostic purposes. School systems may choose from the following three prompts:

● Opinion/Argument Prompt: Students in grades 3-5 craft a response to one text; students in grades 6-8, English I, and English II craft an argument based on one or two texts.

● Expository Prompt: students in grades 3-5 write an expository response to one text; students in grades 6-8, English I, and English II write in response to one or two texts.

● Narrative Prompt: Students in all grade levels read one text and create a narrative related to that text.

Each prompt is based on readily accessible texts from the previous grade level. The Diagnostic Writing Rubrics used to score student responses include dimensions that measure student readiness for the current grade based on the writing and conventions standards of the previous grade level. For example, the rubric for English I is based on the Grade 8 writing and conventions standards. There are separate rubrics for the diagnostic opinion/argument, expository, and narrative prompts in each grade level included in the scoring guides available in the “Documents” tab in eDIRECT.

Diagnostic Reporting Categories Like the LEAP 2025 summative assessments, student performance on the LEAP 360 diagnostic assessments will be reported by reading subclaim as outlined in the table below.

Claim Subclaim Subclaim Description

Reading

Reading Literary Text (RL) Students read and demonstrate comprehension of fiction, drama, and poetry.

Reading Informational Text (RI) Students read and demonstrate comprehension of grade-level non-fiction, including texts about history, science, and the arts.

Reading Vocabulary (RV) Students use context to determine the meaning of words and phrases in grade-level texts.

These reporting categories provide educators with valuable information about students’

● ability to read, understand, and communicate their understanding of previous grade-level literary and informational texts;

● performance in subcategories (which may help identify whether students need additional support or more challenging work); and

● understanding of readily accessible and moderately complex texts.

LEAP 360 Interim Assessment Guide The LEAP 360 Interim Assessment Quick Start Guide provides information about the purpose, administration, scoring, and reporting of the interim assessments. Paper-based (PBT) tests for grades 3 and 4 are available for download in eDIRECT. Computer-based tests (CBT) for grades 3 through HS are administered through the Data Recognition Corporation (DRC) INSIGHT testing platform.

Access to the paper-based tests for grades 3 and 4 and answer keys for grades 3-HS will be available in eDIRECT under the Documents tab. Teachers will be able to access the online assessments in Google Chrome






by using the LEAP 360 Interim Assessment Teacher Access link. User names and passwords can be found in the Appendix.

Test Structure Like the LEAP 2025 summative assessments, the interims focus on an integrated approach that reflects instruction in an effective ELA classroom. This means that the questions on the interims require that students perform close readings of grade-level texts, provide evidence to show their understanding, and address essential ideas and vocabulary. Although the interims reflect the rigor and depth of the Louisiana ELA Student Standards, the writing tasks on the interims may not fully reflect the expectations of the writing tasks on the LEAP 2025 summative assessments. This is because a fourth grader should not be expected to write at the same level in October as he or she will be expected to write in April. Because these interims are meant to be woven into classroom instruction and should not take much instructional time, some of the writing tasks have been modified, which might include fewer texts or texts of lesser complexity. For example, at grades 3 through high school, the research-focused task on the interim tests includes only two texts instead of the three texts that make up the research simulation task on the LEAP 2025 summative tests.

The LEAP 360 ELA interim assessments at grades 3-8 consist of three sessions, and the English I and English II interim assessments consist of two sessions. One session includes a task that asks students to read one or two texts and answer questions that build up to the writing prompt or prose constructed response (PCR). The other sessions focus on reading comprehension and ask students to read and answer questions about single texts or a pair of texts. Depending on the grade level and form, the tests will include the same item types as those on the LEAP 2025 summative assessments: evidence-based selected response (EBSR), multiple select, technology enhanced (TE), and prose constructed response (PCR). In grades 3-8, there are two versions of each form: 1A and 1B and 2A and 2B. Each version has a different writing task, (e.g., 1A has research-focused task, while form B focuses on analyzing literary texts). All three task types (research simulation, literary analysis, and narrative) are represented. This design allows districts to select the writing task that best suits their needs. Because there are three English I and English II interim tests, each form focuses on one of the task types (e.g., form 1 includes a narrative task).



The tables below outline the design for the first interim assessment by grade level or course.

LEAP 360 Interim Assessment Structure Grades 3-8

Interim Forms 1A and 1B*

Form Session Number of Passages Focus

Number/ Type of Items

Total Points Suggested Time**

Assessable ELA Student Standards

(by subclaim)

1A1A

1 2 Modified Research

Task

5 SR and 1 PCR

25 (grade 3) 29 (grades

4-8)

60-75 minutes

RI standards 1-3, 5-10; Vocabulary (RV)

standards: RI.4, L.4, and L.5; Writing

standards W.1 or 2, 4, 7-9; Conventions L.1

and L.2

2 2 Reading Literary Texts 5 SR 10 20-30

minutes

RL standards 1-3, 5-10 and Vocabulary (RV)

standards RL.4, L.4, and L.5

3 2

Reading Literary and

Informational Texts

6 SR 12 20-30 minutes

RL and RI standards 1-3, 5-10 and Vocabulary

(RV)standards RI/RL.4, L.4, and L.5

1B1B

1 2 Reading

Informational Texts


RI standards 1-3, 5-10 and vocabulary

standards RI.4, L.4, and L.5

2 2 Modified Literary

Analysis Task

5 SR and 1 PCR

25 (grade 3) 29 (grades

4-8)

60-75 minutes

RL standards 1-3, 5-10; RV standards: RL.4, L.4, and L.5; Writing (WE) standards W.1 or 2, 4, 9; Conventions (WKL) standards L.1 and L.2

3 2


Informational Texts


RL and RI standards 1-3, 5-10 and Vocabulary

(RV) standards RI/RL.4, L.4, and L.5

Total Points: 47 points (grade 3)/51 points (grades 4-8) *The only difference between forms 1A and 1B is the writing prompt that appears at the end of session 1 or session 2. All of the other items are the same on both forms. SR: Selected-Response items, which include Evidence-Based Selected-Response (EBSR) and Multiple-Select (MS) items PCR: Prose-Constructed Response, which requires an extended written response RI: Reading Informational text subclaim; RL: Reading Literary text subclaim; RV: Reading Vocabulary subclaim; WE: Written Expression subclaim; WKL: Written Knowledge of Language and Conventions **Note: LEAP 360 assessments are not timed; recommendations are included for planning purposes only.



This guide will be updated to include the specific design of the additional interim forms as they are released throughout the fall.

Item Types The LEAP 360 interim assessments in ELA utilize the same items types as those integrated into the LEAP 2025 summative assessments. The chart below describes each item type and how each type is scored.

Item Type* Description Scoring Information Evidence-Based Selected Response (EBSR)

• Two-part item • Part A measures reading

comprehension • Part B asks for evidence to support

part A

• Worth up to two points (2, 1, or 0) • Full credit (2 points): both parts correct • Partial credit (1 point): Part A is correct; Part B is not

correct • No credit (0 points): only Part B is correct or neither

part is correct Prose Constructed Response (PCR)

• Requires student to show understanding of text(s) by writing a multi-paragraph response

• Addresses more than one text depending on the task and grade level (RST and LAT: 2 texts; NWT: 1 text)

• Requires evidence from texts

LAT/RST: Worth up to 15 points (grade 3) and up to 19 points (grades 4-10) • Reading Comprehension and Written Expression

dimension: score point of 3, 2, 1, 0 (grade 3) or 4, 3, 2, 1, 0 (grades 4-10) ; holistic score is multiplied by 4 to provide total dimension score

• Knowledge of Language and Conventions dimension (3, 2, 1, 0)

LEAP 360 Interim Assessment Structure English I and English II

Interim Form 1: Narrative Writing Task (NWT)

Course Session Number

of Passages

Focus

Points per Item Type EBSR PCR

Total Points

Recommended Time*

Assessable ELA Student Standards

(by subclaim)

1 1 NWT 4 SR and 1 PCR 23 60 minutes

RL standards 1-3, 5-10; RV standards: RL.4, L.4, and L.5;

Writing (WE) standard W.3, 4;

Conventions (WKL) standards L.1 and L.2

2 4


Informational Texts

14 SR 28 60 minutes

RL and RI standards 1-3, 5-10 and

Vocabulary (RV) standards RI/RL.4, L.4,

and L.5 Total Points: 51 points

SR: Selected-Response items, which include Evidence-Based Selected-Response (EBSR), Multiple-Select (MS), and Technology-Enhanced (TE) items PCR: Prose-Constructed Response, which requires an extended written response RL: Reading Literary text subclaim; RV: Reading Vocabulary subclaim; RI: Reading Informational text subclaim; WE: Written Expression subclaim; WKL: Written Knowledge of Language and Conventions



Item Type* Description Scoring Information • Measures Reading

Comprehension/Written Expression and Knowledge of Language and Conventions (LAT and RST); measures Written Expression and Knowledge of Language and Conventions (NWT)

NWT: Worth up to 12 pts (gr. 3-5) or 15 pts (gr. 6-10) • Written Expression dimension: score point of 3, 2, 1, 0

(grades 3-5) or 4, 3, 2, 1, 0 (grades 6-10); holistic score is multiplied by 3 to provide total dimension score

• Knowledge of Language and Conventions dimension (3, 2, 1, 0)

See scoring tables in ELA Assessment Guides for a more thorough explanation. See Assessment Guidance page for links to ELA rubrics.

*Interim assessments to be released this fall will include additional item types. This chart will be updated as those assessments are released.

ELA Reporting Categories Like the LEAP 2025 summative assessments, student performance on the LEAP 360 interim assessments will be reported by claim and subclaim as outlined in the table below.

Claim Sub-Claim Sub-Claim Description

Reading

Reading Literary Text (RL)

Students read and demonstrate comprehension of fiction drama, and poetry.

Reading Informational Text (RI)

Students read and demonstrate comprehension of grade-level non-fiction, including texts about history, science, art, and music.

Reading Vocabulary (RV) Students use context to determine the meaning of words and phrases in grade-level texts.

Writing Written Expression (W) Students compose well-developed, organized, and clear writing,

using details from provided texts. Knowledge and Use of

Language Conventions (L) Students compose writing that correctly uses the rules of standard English (including those for grammar, mechanics, and usage).

http://www.louisianabelieves.com/resources/library/assessment-guidance





Mathematics LEAP 360 Diagnostic Assessment Guide The LEAP 360 Diagnostic Assessment Quick Start Guide provides information about the purpose and structure of the diagnostic assessments, test administration, scoring, and reporting. Access to the grades 3 and 4 paper-based diagnostic assessments and grades 3-HS answer keys are available in eDIRECT in the Documents tab. The computer-based diagnostic tests for grades 3-HS are available in INSIGHT. Teachers may access the online diagnostic assessments in Google Chrome by using the LEAP 360 Diagnostic Assessment Teacher Access link. Usernames and passwords can be found in the Appendix.

Test Structure Like the LEAP 2025 summative assessments, each item on the LEAP 360 mathematics diagnostic assessments is referred to as a task and is identified by one of three types: Type I, Type II, or Type III. Each task type is designed to align with at least one of the Louisiana Student Standards for Mathematical Practice (MP), found on pages 6-8 in the K-12 Louisiana Student Standards for Mathematics. All Type I task on the diagnostic assessments are multiple choice items.

Task Type Description Item Type Total Tasks Point Value

Type I Assess conceptual understanding, fluency, and application

Multiple Choice

Varies by grade 1

Type II Written arguments/ justifications, critique of

reasoning, or precision in mathematical statements

Constructed Response 1 3 or 4

Type III Modeling/ application in a real-world context or scenario

Constructed Response 1 3

Information about the test structure by grade level is in the table that follows. LEAP 360 diagnostic assessments are available as computer-based tests (CBT) for grades 3-HS. School systems may choose to administer paper-based tests (PBT) for grades 3 and 4. The tables that follow include the test sessions, points per task type, and recommended testing times for each session.



https://wbte.drcedirect.com/LA/#portal/la/510701/ott/1/username/password/false




LEAP 360 Diagnostic Assessment Design for Grades 3-8

Grade Sessions Points per Task Type Total

Points Recommended

Time Assessed Prerequisite Content Type I

Type II

Type III

3

Session 1 16 0 0 16 25 minutes 2.OA.A.1, 2.OA.C.3, 2.OA.C.4; 2.NBT.A.1, 2.NBT.A.2, 2.NBT.A.4, 2.NBT.B.7, 2.NBT.B.8; 2.MD.A.2,

2.MD.B.6; and 2.G.A.3

Session 2 13 4 0 17 30 minutes Session 3 16 0 0 16 25 minutes

(No calculator.) Total Points 48

4

Session 1 19 0 0 19 30 minutes 3.OA.A.1, 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.C.7, 3.OA.D.8;

3.NBT.A.1, 3.NBT.A.2, 3.NBT.A.3; 3.NF.A.1, 3.NF.A.2, 3.NF.A.3



5

Session 1 22 0 0 22 35 minutes 4.OA.A.1, 4.OA.A.2, 4.OA.A.3, 4.OA.C.5; 4.NF.A.1, 4.NF.A.2, 4.NF.B.4, 4.NF.C.5, 4.NF.C.6,

4.NF.C.7; 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4, 4.NBT.B.5,

4.NBT.B.6

Session 2 14 4 0 18 35 minutes

Session 3 18 0 3 21 40 minutes


6

Session 1 12 0 3 15 30 minutes 5.OA.A.2, 5.OA.B.3; 5.NBT.A.2, 5.NBT.A.3;

5.NF.B.3, 5.NF.B.5, 5.NF.B.6, 5.NF.B.7; 5.G.A.1, 5.G.A.2



7

Session 1: No calculator 16 0 0 16 25 minutes

6.RP.A.2, 6.RP.A.3; 6.NS.A.1, 6.NS.B.3, 6.NS.C.5, 6.NS.C.6, 6.NS.C.7; 6.EE.A.3, 6.EE.A.4,

6.EE.B.6, 6.EE.B.7, 6.EE.B.8, 6.EE.C.9


Session 3: Calculator 10 4 3 17 40 minutes

Total Points 51

8


6.EE.A.1, 6.EE.B.5; 6.G.A.3; 7.RP.A.2, 7.RP.A.2b, 7.RP.A.2c; 7.EE.A.1, 7.EE.B.3; 7.NS.A.2a, 7.NS.A.2c,

7.NS.A.3; 7.G.A.2, 7.G.B.5, 7.G.B.6



Total Points 50 * Note: Diagnostic assessments are not timed; recommendations included are for planning purposes only **Note: Calculator use is not allowed on the grade 6 mathematics diagnostic assessment because the prerequisite material is from grade 5, which does not allow calculator use on any assessments



Alge

bra

I


7.EE.A.1; 8.EE.A.1, 8.E.A.2, 8.EE.B.5, 8.EE.C.7, 8.EE.C.8;

8.F.A.1, 8.F.A.2, 8.F.A.3, 8.F.B.4, 8.F.B.5



Total Points 59

Geo

met

ry


7.G.A.1, 7.G.A.2, 7.G.B.5, 7.G.B.6; 8.G.A.2, 8.G.A.4, 8.G.A.5, 8.G.B.6, 8.G.B.7, 8.G.B.8, 8.G.C.9;

8.EE.B.6; 8.F.A.3; A1: A-REI.B.4



Total Points 59 * Note: Diagnostic assessments are not timed; recommendations included are for planning purposes only **Note: Calculator use is not allowed on the grade 6 mathematics diagnostic assessment because the prerequisite material is from grade 5, which does not allow calculator use on any assessments.

Diagnostic Reporting Categories Student performance on the LEAP 360 mathematics diagnostic assessments are reported for the following categories. Items are based on the prerequisite standards listed and the percentage correct are provided.

Grade 3 Reporting Category Prerequisite Standards Addressed Operations and Algebraic Thinking 2.OA.A.1, 2.OA.C.3, 2.OA.C. Numbers and Operations in Base Ten 2.NBT.A.1, 2.NBT.A.2, 2.NBT.B.7, 2.NBT.B.8 Numbers and Operations - Fractions 2.MD.A.2, 2.MD.B.6, 2.G.A.3 Teacher-Scored Tasks LEAP.II.3.5 (2.NBT.A.4)

Grade 4 Reporting Category Prerequisite Standards Addressed Operations and Algebraic Thinking 3.OA.A.1, 3.OA.A.3, 3.OA.A.4, 3.OA.B.5, 3.OA.C.7, 3.OA.D.8 Numbers and Operations in Base Ten 3.OA.B.5, 3.OA.C.7, 3.NBT.A.1, 3.NBT.A.2, 3.NBT.A.3 Numbers and Operations - Fractions 3.NF.A.1, 3.NF.A.2, 3.NF.A.3 Teacher-Scored Tasks LEAP.II.4.5 (3.NF.A.3)

LEAP 360 Diagnostic Assessment Design for Algebra I and Geometry

Grade Sessions Points per Task Type Total

Points Recommended

Time Assessed Prerequisite Content Type I

Type II

Type III



LEAP.III.4.2 (3.OA.A.1 , 3.OA.A.3)

Grade 5 Reporting Category Prerequisite Standards Addressed Operations and Algebraic Thinking 4.OA.A.1, 4.OA.A.2, 4.OA.A.3, 4.OA.C.5

Numbers and Operations in Base Ten 4.NF.C.5, 4.NF.C.6, 4.NF.C.7, 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6

Numbers and Operations - Fractions 4.OA.A.1, 4.OA.A.2, 4.MD.A.2, 4.NF.A.1, 4.NF.A.2, 4.NF.B.4, 4.NF.C.5, 4.NF.C.6, 4.NF.C.7

Teacher-Scored Tasks LEAP.II.5.8 (4.NF.A.2) LEAP.III.5.2 (4.OA.A.3)

Grade 7

Reporting Category Prerequisite Standards Addressed Ratio and Proportional Relationships 6.RP.A.2, 6.RP.A.3 The Number System 6.NS.A.1, 6.NS.B.3, 6.NS.C.5, 6.NS.C.6

Expressions and Equations 6.EE.A.3, 6.EE.A.4, 6.EE.B.6, 6.EE.B.7, 6.EE.B.8

Teacher-Scored Tasks LEAP.II.7.6 (6.NS.C.7) LEAP.III.7.2 (6.EE.C.9, 6.RP.A.3b)

Grade 8 Reporting Category Prerequisite Standards Addressed Expressions and Equations 6.EE.A.1, 6.EE.B.5, 7.EE.A.1, 7.EE.B.3, 7.NS.A.3, 7.RP.A.2 Functions 7.RP.A.2 Geometry 6.G.A.3, 7.G.A.2, 7.G.B.5, 7.G.B.6

Teacher-Scored Tasks LEAP.II.8.3 (7.NS.A.2a, 7.NS.A.2c) LEAP.III.8.3 (7.RP.A.2b, 7.RP.A.2c, 7.NS.A.3)

Algebra I Reporting Category Prerequisite Standards Addressed Algebra – Seeing Structure in Expressions 8.EE.A.1 Algebra – Arithmetic with Polynomials and Rational Expressions

7.EE.A.1

Algebra – Creating Equations 8.EE.C.7, 8.EE.C.8, 8.F.A.3, 8.F.B.4 Algebra – Reasoning with Equations and Inequalities

7.EE.A.1, 8.EE.A.2, 8.EE.B.5, 8.EE.C.7, 8.EE.C.8

Functions – Interpreting Functions 7.EE.A.1, 8.F.A.1, 8.F.A.2, 8.F.A.3, 8.F.B.4, 8.F.B.5, 8.EE.B.5 Functions – Building Functions 8.F.B.4



Functions – Linear, Quadratic, and Exponential Models

8.F.A.3, 8.F.B.4

Teacher-Scored Tasks LEAP.II.A1.9 (8.EE.B.5) LEAP.III.A1.1 (8.EE.C.8, 8.EE.C.7)

Geometry Reporting Category Prerequisite Standards Addressed Geometry - Congruence 7.G.A.2, 7.G.B.5, 8.G.A.2, 8.G.A.5 Geometry – Similarity, Right Triangles, and Trigonometry

7.G.B.5, 8.G.B.6, 8.G.B.7

Geometry – Expressing Geometric Properties with Equations

8.EE.B.6, 8.G.B.8, 8.F.A.3, A1: A-REI.B.4

Geometry – Modeling with Geometry 7.G.A.1, 7.G.B.6, 8.G.C.9

Teacher-Scored Tasks LEAP.II.8.5 (8.G.A.2, 8.G.A.4) LEAP.III.GM.1 (8.G.B.7, 8.G.C.9)

Test Materials for Diagnostic Assessments

Scratch Paper Schools are required to provide scratch paper (lined, graph, and/or unlined) at all grades. Calculator Policy For grades/sessions in which a calculator is allowed, it is recommended that students use a handheld calculator with which they are most familiar as long as the calculator is allowed within the guidelines found in the Appendix. Reference Sheets Reference sheets for each grades 6-8, Algebra I and Geometry are available both online and in the Appendix. LEAP 360 Interim Assessment Guide The LEAP 360 Interim Assessment Quick Start Guide provides information about the purpose and structure, administration, scoring, and reporting of the interim assessments. Access to the grades 3 and 4 paper-based interim assessments and grades 3-HS answer keys are available in eDIRECT in the Documents tab. The computer-based diagnostic tests for grades 3-HS are available in INSIGHT. Teachers may access the online diagnostic assessments in Google Chrome by using the LEAP 360 Interim Assessment Teacher Access link.

Test Structure Information about the test structure by grade level is in the table below. LEAP 360 interim assessments are available as computer-based tests (CBT) for grades 3-HS. School systems may choose to administer paper-based tests (PBT) for grades 3 and 4. The tables that follow include the test sessions, points per task type, and

https://www.louisianabelieves.com/docs/default-source/assessment/leap-360-interim-assessment-quick-start-guide.pdf?sfvrsn=3




recommended testing times for each session. Interim assessments are not timed; recommendations are included for planning purposes only.



Grade 3 Interim Assessments Designs

Reporting Category

Form 1 Form 2 One Session Assessable Content Session 1 Session 2 Assessable Content Tasks Points Tasks Points Tasks Points

Major Content 18 20

3.OA.A.1, 3.OA.A.2, 3.OA.A.3, 3.OA.A.4, 3.OA.B.6, 3.OA.C.7, 3.OA.D.8, 3.MD.A.1, 3.MD.A.2, LEAP.I.3.2, LEAP.I.3.3, LEAP.I.3.4

10 11 10 11

3.NF.A.1, 3.NF.A.2, 3.NF.A.3, 3.MD.C.5, 3.MD.C.6, 3.MD.C.7,

LEAP.I.3.1

Additional & Supporting

Content 3 4 3.NBT.A.2, 3.NBT.A.3 1 1 1 2 3.G.A.2

Expressing Mathematical

Reasoning 1 3

LEAP.II.3.1, LEAP.II.3.2, LEAP.II.3.5,

LEAP.II.3.6, LEAP.II.3.8

1 4 0 0 LEAP.II.3.1, LEAP.II.3.3, LEAP.II.3.4, LEAP.II.3.5, LEAP.II.3.7, LEAP.II.3.8

Modeling & Application 1 3 LEAP.III.3.1 0 0 1 3 LEAP.III.3.1

TOTALS 23 30 TOTALS 12 16 12 15 Suggested

Time 70 minutes Suggested Time 35 minutes 35 minutes




Reporting Category

Form 1 Form 2 One Session Assessable Content Session 1 Session 2 Assessable Content

Tasks Points Tasks Points Tasks Points

Major Content 16 18

4.OA.A.1, 4.OA.A.2, 4.OA.A.3, 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, LEAP.I.4.2, LEAP.I.4.3 LEAP.I.4.4, LEAP.I.4.5, LEAP.I.4.7,

LEAP.I.4.8

10 10 6 8

4.NF.A.1, 4.NF.A.2, 4.NF.B.3, 4.NF.B.4,

4.OA.A.2, LEAP.I.4.1, LEAP.I.4.6

Additional & Supporting

Content 5 6 4.OA.B.4, 4.MD.A.1,

4.MD.A.2, 4.MD.A.3 2 2 3 4

4.OA.B.5, 4.MD.A.2, 4.MD.B.4, 4.MD.C.5, 4.MD.C.6, 4.MD.C.7,

4.G.A.1, 4.G.A.2, 4.G.A.3


Reasoning 1 3

LEAP.II.4.1, LEAP.II.4.3,

LEAP.II.4.5, LEAP.II.4.6 1 3 0 0

LEAP.II.4.1, LEAP.II.4.2, LEAP.II.4.4, LEAP.II.4.5, LEAP.II.4.6, LEAP.II.4.7







Reporting Category

Form 1 Form 2 One Session Assessable Content Session 1 Session 2 Assessable Content

Tasks Points Tasks Points Tasks Points

Major Content 17 19

5.NBT.A.1, 5.NBT.A.2, 5.NBT.A.3, 5.NBT.A.4, 5.NBT.B.5, 5.NBT.B.6, 5.NBT.B.7, LEAP.I.5.1

8 8 8 10

5.NF.A.1, 5.NF.A.2, 5.NF.B.3, 5.NF.B.4, 5.NF.B.5, 5.NF.B.6, 5.NF.C.7, 5.MD.C.3, 5.MD.C.4, 5.MD.C.5,

LEAP.I.5.2 Additional & Supporting

Content 4 5 5.OA.A.1, 5.OA.A.2,

5.MD.A.1 3 4 2 2 5.OA.A.1, 5.OA.A.2, 5.MD.A.1, 5.MD.B.2,

5.G.B.3, 5.G.B.4


Reasoning 1 4

LEAP.II.5.1, LEAP.II.5.2, LEAP.II.5.3, LEAP.II.5.4,

LEAP.II.5.5, LEAP.II.5.6

1 3 0 0 LEAP.II.5.2, LEAP.II.5.3, LEAP.II.5.6, LEAP.II.5., LEAP.II.5.8, LEAP.II.5.9







Reporting Category

Form 1 Form 2 Session

1 Session

2 Assessable Content

Session 1

Session 2

Assessable Content Ta

sks

Poin

ts

Task

s

Poin

ts

Task

s

Poin

ts

Task

s

Poin

ts

Major Content 13 15 4 5

6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.NS.A.1, 6.NS.C.5, 6.NS.C.6, 6.NS.C.7, 6.NS.C.8

7 7 9 11

6.EE.A.1, 6.EE.A.2, 6.EE.A.4, 6.EE.B.5, 6.EE.B.6, 6.EE.B.7 6.EE.B.8, 6.EE.C.9

Additional & Supporting Content 4 4 0 0 6.NS.B.2, 6.NS.B.3,

6.NS.B.4 0 0 5 6 6.G.A.1, 6.G.A.2, 6.G.A.3, 6.G.A.4

Expressing Mathematical Reasoning 0 0 1 3

LEAP.II.6.2, LEAP.II.6.3, LEAP.II.6.4, LEAP.II.6.5, LEAP.II.6.8

0 0 1 3

LEAP.II.6.1, LEAP.II.6.6, LEAP.II.6.7, LEAP.II.6.8

Modeling & Application 0 0 1 3 LEAP.III.6.1, LEAP.III.6.3 0 0 1 3 LEAP.III.6.1

TOTALS 17 19 6 11 TOTALS 7 7 16 23

Suggested Time 40 minutes

35 minutes

15 minutes

55 minutes




Reporting Category


1 Session


Session 1

Session 2


sks

Poin

ts

Task

s

Poin

ts

Task

s

Poin

ts

Task

s

Poin

ts

Major Content 17 19 4 5 7.NS.A.1, 7.NS.A.2, 7.NS.A.3, 7.RP.A.1,

7.RP.A.2 10 11 6 7

7.EE.A.1, 7.EE.A.2, 7.EE.B.3, 7.EE.B.4,

7.RP.A.1, 7.RP.A.2,7.RP.A.3

Additional & Supporting Content 0 0 0 0 N/A 0 0 5 6 7.G.A.1, 7.G.B.4,

7.G.B.5, 7.G.B.6

Expressing Mathematical Reasoning 0 0 1 3

LEAP.II.7.1, LEAP.II.7.2, LEAP.II.7.3, LEAP.II.7.4, LEAP.II.7.6, LEAP.II.7.7

0 0 1 4 LEAP.II.7.1, LEAP.II.7.4, LEAP.II.7.5

Modeling & Application 0 0 1 3 LEAP.III.7.1, LEAP.III.7.3, LEAP.III.7.4

0 0 1 3 LEAP.III.7.1, LEAP.III.7.3, LEAP.III.7.4

TOTALS 17 19 6 11 TOTALS 10 11 13 20


40 minutes

Suggested Time

25 minutes

50 minutes




Reporting Category


1 Session


Session 1

Session 2


sks

Poin

ts

Task

s

Poin

ts

Task

s

Poin

ts

Task

s

Poin

ts

Major Content 19 22 2 2

8.EE.A.1, 8.EE.A.3, 8.EE.A.4, 8.G.A.1, 8.G.A.2, 8.G.A.3, 8.G.A.4, 8.G.B.7

10 10 9 11

8.EE.B.5, 8.EE.B.6, 8.EE.C.7, 8.EE.C.8,

8.F.A.1, 8.F.A.2, 8.F.A.3, 8.G.B.7

Additional & Supporting Content 0 0 0 0 N/A 0 0 2 3 8.G.C.9

Expressing Mathematical Reasoning 0 0 1 3 LEAP.II.8.3,

LEAP.II.8.5 0 0 1 3

LEAP.II.8.1, LEAP.II.8.2, LEAP.II.8.3, LEAP.II.8.4, LEAP.II.8.5

Modeling & Application 0 0 1 3 LEAP.III.8.1, LEAP.III.8.3, LEAP.III.8.4

0 0 1 3 LEAP.III.8.1, LEAP.III.8.3, LEAP.III.8.4

TOTALS 19 22 4 8 TOTALS 10 10 13 20


25 minutes

Suggested Time

25 minutes

45 minutes







Item Types for the Mathematics Interim Assessments Like the LEAP 2025 statewide summative assessments, the LEAP 360 interim assessments include a full range of item types, including multiple-choice, multiple-select, fill-in-the-blank, constructed-response, and technology-enhanced items (TEIs).

Type Specifics Point Value Multiple-Choice (MC)

Grades 3-HS • 3 or 4 answer choices • only one correct answer

• 1 point

Multiple-Select (MS)

Grades 3-5 • 5-6 answer choices • more than one correct answer • Directions indicate the number of correct answers to be

selected (“Select two....”) Grades 6-HS • 5-7 answer choices • more than one correct answer • Directions may not indicate the number of correct answer to

be selected (“Select each...” or “Select ALL...”)

• 1 point • all correct

answers and no incorrect answer must be chosen

• no partial credit

Fill-in-the-Blank (FIB)

CBT (grades 3-HS) • Does not require students to bubble answers into an answer

grid • Numeric answers are keyed into entry box • The only symbols allowed are

o decimals (.) for grades 3-5 o negative signs (-) and decimals (.) for grades 6-HS

• Students attempting to enter symbols that are not allowed (e.g., commas, dollar signs, etc.) will receive an error message

PBT (grades 3 & 4 only) • Write each part of the answer in a separate box and shade the

bubble of the corresponding figure or number in the same column

• Do not skip columns • Cannot grid a fraction answer, all items with potential

fractional answers will be multiple-choice, multiple-select, or constructed-response1

• 1 point

Constructed-Response (CR)

CBT (grades 3-HS) • Complete all parts and all components of each part • Tasks contain an equation builder tool with commonly-used,

grade-specific math symbols (grades 3-5, 6-8, and High School).

Type II – 3 or 4 points, depending on the rubric Type III – 3 points

1 Grade 3 students are not expected to work with decimals. All gridded responses for grade 3 will be whole number answers.

http://www.louisianabelieves.com/docs/default-source/assessment-2013-2014/guide-to-the-leap-online-equation-builder-grades-3-5.pdf?sfvrsn=2


http://www.louisianabelieves.com/docs/default-source/assessment-guidance/guide-to-the-eoc-equation-builder-algebra-i-and-geometry.pdf?sfvrsn=16



Type Specifics Point Value • It is strongly recommended that students be afforded ample

practice time using the Online Tools Training (OTT) to gain familiarity with using all the features of the equation builder.

• Students are not required to use the equation builder for any symbols found on the keyboard. For example, a student response with a forward (/) slash to represent a fraction or with an asterisk (*) to represent a multiplication dot would earn the same credit as a student response using the equation builder symbols to build the same representations.

PBT (grades 3 & 4 only) • Complete all parts and all components of each part • Crossed-out work will not be scored • Students may not need all the space provided, but must fit all

of their answer within the space

Technology-enhanced (TE)

• It is strongly recommended that students be afforded ample practice time using the Online Tools Training (OTT) to gain familiarity with using a variety of TE items.

• Types: drag and drop, drop-down menu, hot spot (table or objects), bar graph (includes histogram), coordinate plane, number line (includes line plots)

• 1 point

The following list includes the types of technology-enhanced items that may appear on the interim assessments.

• Drag and Drop: allows students to drag and drop answers in different ways, such as moving information into a graphic or putting information in sequential order

• Drop-Down Menu: allows students to open a list of answer options, usually embedded in a sentence or within a paragraph containing multiple drop-down menus

• Hot Spot: allows students to select areas within a graphic (e.g., area model, table) • Bar Graph: allows students to create a bar graph by adjusting bar height up and down • Coordinate Plane: allows students to graph and label points and lines • Number Line: allows students to plot solutions on a number line

Interim Reporting Categories LEAP 360 interim assessment results are reported like the LEAP 2025 summative assessments, as shown in the following table.

Reporting Category Mathematical Practice (MP)

Major Content: solve problems involving major content Can involve any or all practices

Additional & Supporting Content: solve problems involving additional and supporting content Can involve any or all practices

https://wbte.drcedirect.com/LA/portals/la




Reporting Category Mathematical Practice (MP) Expressing Mathematical Reasoning: express mathematical reasoning by constructing mathematical arguments and critiques

Primarily MP.3 and MP.6, but may involve any of the other practices

Modeling & Application: solve real-world problems engaging particularly in the modeling practice

Primarily MP.4, but may involve any of the other practices

ADDITIONAL RESOURCES • LEAP 360 Diagnostic Assessment Quick Start Guide: provides information regarding the administration and

scoring process needed for the computer-based diagnostic assessments

• LEAP 360 Interim Assessment Quick Start Guide: provides information regarding the administration and scoring process needed for the computer-based practice tests

• Louisiana Student Standards in ELA: provides the ELA standards for all grade levels

• ELA Guidebooks, 2.0: provides a whole-class curriculum made by teachers for teachers and focused on real learning grounded in a collection of texts

• Teacher Support Toolbox Library: provides links to grade-specific resources, such as the standards, shared teacher resources, and instructional plans

• Online Tools Training (OTT): provides students and teachers opportunities to become familiar with the tools available in the online testing platform; available in INSIGHT or here using the Chrome browser

• Accessibility Features and Accommodations Overview: provides information on the accessibility features and accommodations for grades 3 through 8 and high school assessments

• EAGLE Sample Test Items: provides teachers a bank of questions that can be used for instructional and assessment purposes.

• LDOE Remediation Guides: provide prerequisite standards as well as standards to be taught in advance or currently with other standards at each grade. These guides were used to determine prerequisite standards (identified in the Test Structure section of this document) for each grade. Grade 3 Remediation Guide Grade 7 Remediation Guide Grade 4 Remediation Guide Grade 8 Remediation Guide Grade 5 Remediation Guide Algebra I Remediation Guide Grade 6 Remediation Guide Geometry Remediation Guide

• LEAP 2025 Equation Builder for Grades 3-5: provides teachers with information on using the equation builder within the open-response boxes on the CBT; Spanish version also available

• LEAP 2025 Equation Builder for Grades 6-8: provides teachers with information on using the equation builder within the open-response boxes on the CBT; Spanish version also available

• LEAP 2025 Equation Builder for High School: provides teachers with information on using the equation builder within the open-response boxes on the CBT; Spanish version also available

• K-12 Louisiana Student Standards for Math: explains the development of and lists the math content standards for Louisiana students

• K-12 LSSM Alignment to Rigor: provides explanations and a standards-based alignment to assist teachers in providing a rigorous education


https://www.louisianabelieves.com/docs/default-source/assessment/leap-360-interim-assessment-quick-start-guide.pdf?sfvrsn=3

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/k-12-ela-standards.pdf?sfvrsn=36

http://www.louisianabelieves.com/academics/ela-guidebooks

http://www.louisianabelieves.com/resources/library/teacher-support-toolbox-library


http://www.louisianabelieves.com/docs/default-source/assessment/leap-accessibility-and-accommodations-manual.pdf?sfvrsn=10

http://www.louisianabelieves.com/assessment/eagle

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/new-standards---grade-3-remediation-guide.pdf?sfvrsn=4




http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/new-standards---algebra-i-remediation-guide.pdf?sfvrsn=6


http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/new-standards---geometry-remediation-guide.pdf?sfvrsn=6

http://www.louisianabelieves.com/docs/default-source/assessment-guidance/guide-to-the-leap-online-equation-builder-grades-3-5.pdf?sfvrsn=20

http://www.louisianabelieves.com/docs/default-source/assessment-2013-2014/spanish-guide-to-the-leap-online-equation-builder-grades-3-5.pdf?sfvrsn=2


http://www.louisianabelieves.com/docs/default-source/assessment-2013-2014/spanish-guide-to-the-leap-online-equation-builder-grades-6-8.pdf?sfvrsn=2

http://www.louisianabelieves.com/docs/default-source/assessment-guidance/guide-to-the-eoc-equation-builder-algebra-i-and-geometry.pdf?sfvrsn=16

http://www.louisianabelieves.com/docs/default-source/assessment-guidance/spanish-guide-to-the-eoc-equation-builder-algebra-i-and-geometry.pdf?sfvrsn=22


http://www.louisianabelieves.com/docs/default-source/year-long-planning/k-12-lssm-alignment-to-rigor.pdf?sfvrsn=2





APPENDIX PLG Template







Diagnostic Assessment Teacher Access Links, User Names, and Passwords

LEAP 360 Mathematics Diagnostic Assessment Teacher Access Link

Grade User Name Password Grade User Name Password 3 DIAG_MATH3 LEAP360 7 DIAG_MATH7 LEAP360 4 DIAG_MATH4 LEAP360 8 DIAG_MATH8 LEAP360 5 DIAG_MATH5 LEAP360 Algebra I DIAG_ALG1 LEAP360 6 DIAG_MATH6 LEAP360 Geometry DIAG_GEOM LEAP360

LEAP 360 English Language Arts Diagnostic Assessment Teacher Access Link

Grade Reading Form User Name

Writing Forms Password (all forms) Option A

User Name Option B

User Name Options C

User Name 3 DIAG_ELA13 DIAG_ELA2A3 DIAG_ELA2B3 DIAG_ELA2C3 LEAP360 4 DIAG_ELA14 DIAG_ELA2A4 DIAG_ELA2B4 DIAG_ELA2C4 LEAP360 5 DIAG_ELA15 DIAG_ELA2A5 DIAG_ELA2B5 DIAG_ELA2C5 LEAP360 6 DIAG_ELA16 DIAG_ELA2A6 DIAG_ELA2B6 DIAG_ELA2C6 LEAP360 7 DIAG_ELA17 DIAG_ELA2A7 DIAG_ELA2B7 DIAG_ELA2C7 LEAP360 8 DIAG_ELA18 DIAG_ELA2A8 DIAG_ELA2B8 DIAG_ELA2C8 LEAP360

English I DIAG_ENG11 DIAG_ENG12A DIAG_ENG12B DIAG_ENG12C LEAP360 English II DIAG_ENG21 DIAG_ENG22A DIAG_ENG22B DIAG_ENG22C LEAP360



Interim Assessment Teacher Access Links, User Names, and Passwords

LEAP 360 English Language Arts Interim Assessment Teacher Access

Interim 1 Grades 3-8 Interim 2 Grades 3-8

Grade Option 1A Option 1B Option 2A Option 2B

User Name Password User Name Password User Name Password User Name Password 3 INT1_ELA1A3 LEAP 360 INT1_ELA1B3 LEAP 360 Coming Soon LEAP 360 Coming Soon LEAP 360 4 INT1_ELA1A4 LEAP 360 INT1_ELA1B4 LEAP 360 Coming Soon LEAP 360 Coming Soon LEAP 360 5 INT1_ELA1A5 LEAP 360 INT1_ELA1B5 LEAP 360 Coming Soon LEAP 360 Coming Soon LEAP 360 6 INT1_ELA1A6 LEAP 360 INT1_ELA1B6 LEAP 360 Coming Soon LEAP 360 Coming Soon LEAP 360 7 INT1_ELA1A7 LEAP 360 INT1_ELA1B7 LEAP 360 Coming Soon LEAP 360 Coming Soon LEAP 360 8 INT1_ELA1A8 LEAP 360 INT1_ELA1B8 LEAP 360 Coming Soon LEAP 360 Coming Soon LEAP 360

English I English II Form User Name Password User Name Password

1 INT1_ENG1 LEAP 360 INT1_ENG2 LEAP 360 2 Coming Soon LEAP 360 Coming Soon LEAP 360 3 Coming Soon LEAP 360 Coming Soon LEAP 360

LEAP 360 Mathematics

Interim Assessment Teacher Access Link

Grade Interim 1 Interim 2 User Name Password User Name Password

3 INT1_MATH3 LEAP 360 Coming soon LEAP 360 4 INT1_MATH4 LEAP 360 Coming soon LEAP 360 5 INT1_MATH5 LEAP 360 Coming soon LEAP 360 6 INT1_MATH6 LEAP 360 Coming soon LEAP 360 7 INT1_MATH7 LEAP 360 Coming soon LEAP 360 8 INT1_MATH8 LEAP 360 Coming soon Pas LEAP 360ord

Form Algebra 1 Geometry User Name Password User Name Password

1 INT1_ALG1

LEAP 360 INT1_GEOM

LEAP 360

2 Coming soon LEAP 360 Coming soon LEAP 360 3 Coming soon LEAP 360 Coming soon LEAP 360



LEAP 360 Diagnostic Assessment Calculator Policy Grades 3-6

• Students without an approved accommodation may not use a calculator on any session. • Students with an approved accommodation may use a hand-held four-function calculator. Square root, percent,

memory, and +/- keys are also allowed but not required. • If a student needs an adaptive calculator (e.g., large key, talking), the student may bring his or her own or the

school may provide one, as long as it is specified in his or her approved IEP or 504 Plan Grade 7

• Calculator use is allowed in session 3 only. Calculator use is not permitted in sessions 1 and 2. Only students with an approved accommodation by use a calculator for sessions 1 and 2.

• A hand-held four-function calculator is allowed. Square root, percent, memory, and +/- keys are also allowed but not required.

• If a student needs an adaptive calculator (e.g., large key, talking), the student may bring his or her own or the school may provide one, as long as it is specified in his or her approved IEP or 504 Plan.

• A four-function calculator is available online for all students in session 3. • Hand-held calculators must be provided for students with the accommodation for calculator use on sessions 1

and 2. Grade 8

• Calculator use is allowed in sessions 2 and 3 only. Calculator use is not permitted in session 1. Only students with an approved accommodation by use a calculator for session 1.

• A hand-held scientific calculator without graphing capabilities is allowed. • Students with an approved calculator accommodation may also use a hand-held four-function calculator in

addition to the scientific calculator, provided the accommodation is documented. • If a student needs an adaptive calculator (e.g., large key, talking), the student may bring his or her own or the

school may provide one, as long as it is specified in his or her approved IEP or 504 Plan. • A scientific calculator is available online for all students in sessions 2 and 3. • Hand-held calculators must be provided for students with the accommodation for calculator use on session 1.

Algebra I • Calculator use is allowed in session 3 only. Calculator use is not permitted in sessions 1 and 2. Only students

with an approved accommodation by use a calculator for sessions 1 and 2. • A hand-held graphing calculator is allowed. • Students with an approved calculator accommodation must be provided a hand-held graphing calculator. • If a student needs an adaptive calculator (e.g., large key, talking), the student may bring his or her own or the

school may provide one, as long as it is specified in his or her approved IEP or 504 Plan. • Calculator and graphing capabilities are available online for all students in session 3. • Hand-held calculators must be provided for students with the accommodation for calculator use on sessions 1

and 2. Geometry

• Calculator use is allowed in sessions 2 and 3 only. Calculator use is not permitted in session 1. Only students with an approved accommodation by use a calculator for session 1.

• A hand-held graphing calculator is allowed. • Students with an approved calculator accommodation must be provided a hand-held graphing calculator. • If a student needs an adaptive calculator (e.g., large key, talking), the student may bring his or her own or the

school may provide one, as long as it is specified in his or her approved IEP or 504 Plan.



• Calculator and graphing capabilities are available online for all students in sessions 2 and 3. • Hand-held calculators must be provided for students with the accommodation for calculator use on session 1.



LEAP 360 Diagnostic Assessment Reference Sheets







