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LAA 1 Redesign
Spring 2008
Division of Standards, Assessments
And Accountability
Why a Redesign?
• Redesigned LAA 1 must pass USDE peer review
• Peer review requires – academic based assessments– aligned/linked to content standards– at grade level or grade spans
• Retired LAA 1 is 7 years old
Why Fast Track?
• LDE learned late in the Peer Review process that LAA 1 had not been approved.
• LDE was advised to:– Redesign LAA 1– Implement by spring 2008
What Remains the Same?
• The participation criteria and form—2008 only (updated form will be available for 2009)
• Determination made by IEP team
• Assessment window (2/11–3/28)
• Test administrator is the student’s teacher
What Is Changing?
• Redesigned LAA 1 measures extensions of the standards, benchmarks, and GLEs– Referred to as Extended Standards
• Assessments by 4 grade spans• Three content areas to be assessed, currently • Assessment design: printed items/tasks• Assessment materials per grade span• Response documents (RDs) easier to mark• Method of administration, individual• Use of dual assessors for a sample of students
Extended Standards
• Developed by testing contractor Data Recognition Corporation
• Reviewed, revised, and approved by Louisiana educators representing general and special education– 3 committees: English language arts, math, and
science
• LAA 1 items/tasks based on extended standards
LAA 1 Extended Standards Handbook Draft
• Content areas– English Language Arts (ELA)– Mathematics– Science
• Grade spans– Selected general education standards,
benchmarks, grade-level-expectations (GLEs)– Were extended for the significant population
Extended Standards
• Three complexity levels (CLs) for each extended standard (ES)
• These are numbered, 1 being the least complex task and 3 being the most complex task
• Assessment tasks developed to these 3 complexity levels to provide a range of task difficulty
Extended Standards
• Students who are presymbolic and at the awareness level have limited representation in this assessment
• They must address this assessment as best they can
SAMPLE PAGE AND KEY FOR ENGLISH LANGUAGE ARTS
Standard One: Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
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:
• theme
• conflict
• character traits, feelings, and
motivation (ELA-1-E4)
5. Identify a variety of story
elements, including:
• the impact of setting on
character
• multiple conflicts
• first- and third-person points
of view
• development 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
GLE from grade 3 (top) and grade 4 (bottom)
Extended Standard:ES-8 /5 refers to GLE 8 from grade 3ES-8/ 5 refers to GLE from grade 4
OO
3 is most complex
Extended Standards
• Extended standards (ESs) are to the significant population
AS
• Grade-Level Expectations (GLEs) are to the general population.
LAA 1 Extended Standards Handbook Draft
• These books arrived in the districts October 31, to the attention of the DTCs.
• DTCs distributed them to the schools and were asked to get the handbooks to special ed personnel as soon as possible.
• ELA, Math, Science• ELA, Math• ELA, Math, Science
• ELA, Math• ELA, Math• Science
Extended Standards Handbooks and Assessments
Grade Span Content Area• 3 and 4• 5 and 6• 7 and 8• High school
– 9– 10– 11
Science for students in only grades 4, 8, and 11
LAA 1 materials are color coded.
• Student Booklet• Administrator Booklet• Response Document• Manipulatives List• Task Descriptions—VI-blind• CD
EXCEPT• Test Administration Manual• Test Coordinators Manual• Assessment Guide• Parent Guide• Interpretive Guide• Annual Report
Materials: Student Booklets
• 11” x 12 1/2”
• Contain large-print graphics
• Are spiral bound
• Have firm plastic covers
• Students in same grade span use same Student Booklet
• Students do not mark in Student Booklets
Materials: Administrator Booklets
• 8 ½” x 11”• Are spiral bound• Contain the complete task, including duplicate
graphics and response choices, all reduced in size
• Instructions to the test administrator (TA)• Scripts• Rubrics• Correct responses
LAA 1 Materials
• Materials are formatted by grade span:– Grade Span 3–4– Grade Span 5–6– Grade Span 7–8– Grade Span 9–11
• Each TA will receive:– One Student Booklet per grade span taught– One Corresponding Administrator Booklet per grade span
taught (with a corresponding Manipulatives List)– One Response Document per student– One Test Administration Manual (TAM)
Example of LAA 1 Materials in One Classroom
Classroom composition:• Student 1 is in grade 3• Student 2 is in grade 4• Student 3 is in grade 6• Student 4 is in grade 7• Student 5 is in grade 4
You will receive:• Three Student and three Administrator Booklets (with Manipulatives Lists):• One for 3–4 (three students will use this Student Booklet)• One for 5–6 (one student will use this Student Booklet)• One for 7–8 (one student will use this Student Booklet)
• Five Response Documents• One Test Administration Manual
Assessment Design
• Standardized: all students in the same grade span respond to the same tasks
• Rubric for each task
• Approximately 25 tasks per content area
• Therefore, possibly 75 tasks total; remember, only students in grades 4, 8, and 11 take the science assessment.
• Flexibility: in the accommodations
Rubrics
• Per task
• Rubric scores are either:– 0 or 1 or 2– 0 or 1
Accommodations
• Task Descriptions—VI-blind only available on request (instead of brailled material)
• Assistive technology– Augmentative Communication Devices– Graphics Presentation– Objects/Manipulatives– Symbol Systems
• Other
CD with graphics available on request
Accommodations (continued)
• Assistive technology– Any and all communication devices– Any type of symbol system
• TAs (teachers) who translate the task language using the symbol system used in the classroom may do this for the assessment.
• Not all students use a symbol system.• Translated materials will need to be handed in at
the end of assessment.
Accommodations (continued)
Manipulatives Lists
• Suggested manipulatives for tasks
• By grade span
• Single-fold card stock
• Located under front cover of Administrator Booklet
• Code manipulatives as Assistive Technology
Accommodations (continued)
• Other—Always consider the intent of the task• Questions about accommodations: teacher to
School Test Coordinator (STC) to District Test Coordinator (DTC) to LDE, Leslie Lightbourne or Jeanne Johnson
• All accommodations used for LAA 1 must be used regularly during classroom instruction and assessment.
Materials Security
• LAA 1 materials should be treated the same as general assessment materials, i.e., secure materials, not to be duplicated for use later.
• Must be returned at the end of the day if they are checked out. – Student Booklets– Response Documents– Administrator Booklets with Manipulatives Lists– Task Descriptions– CDs
Materials Security (continued)
• Response document (RD): TA will complete this task- by-task as student responds to each task. Therefore, the RD is confidential.
• Be sure to check Student and Administrator Booklets when assessment ends for RDs accidentally tucked inside. Count them!
Dual Assessors
• Student sample: 10 percent of the LAA 1 population
• Random selection• 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
Dual Assessors
• 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
• Not a paraprofessional
Dual Assessors
• Each assessor needs his/her own Administrator Booklet• Must observe student at the same time• Must score student independently, in other words, must
not discuss their scores before, during, or after the observation
• Unlike retired LAA 1, there is no need for preplanning• Major issue is scheduling• Return Administrator Booklet and Scoring Document to
School Test Coordinator at the end of each observation
Comments
• STCs and DTCs are responsible for LAA 1 materials—security, distribution, daily collection, final collection, and return.
• LAA 1 materials have tracking numbers.
Special Education Responsibilities• Facilitate IEP team in making assessment decision • Complete LAA 1 Participation Criteria Form (annually) to
help make determination• Incorporate extended standards into classroom
instruction along with daily life skills• Read the Test Administration Manual.• Use the first testing day, February 11, to verify that you
have the materials you need, to become familiar with them, and to plan a strategy to complete LAA 1 by March 28.
• If a student needs Task Descriptions or a CD of task graphics, notify the STC immediately.
• Coordinate schedules if a student is dually assessed
Questions Later?
• School and District Test Coordinators• [email protected] (general questions)• [email protected]
(accommodations)• [email protected] (materials
distribution, collection, return to vendor)• [email protected] (general
questions)
Questions now?
Thank you!
