Louisiana Department of Education

It’s the LAA! Leap ALTERNATE ASSESSMENT

AGENDA Overview of Statewide Assessment LEAP Alternate Assessment Who participates? What do we assess? do we assess? How do we assess? Age Appropriateness

What the LAA Performance-based assessment Student performs skills within activities Test administrator observes student Using rubric, the test administrator scores the student on the skills is

participates in the LAA? ? ? ? ?

Decisions to participate in the LAA must be Decisions to participate in the LAA must not be categorically based on the student’s disability.categorically based on the student’s disability. based on excessive absences.based on excessive absences. based on social, cultural, and/or economic differences.based on social, cultural, and/or economic differences. made administratively.made administratively.

Who participates in the LAA? Ask yourself— Does the student’s current evaluation reflect that he or she should participate in the alternate assessment? Does the student’s IEP reflect significant modifications to the general education curriculum with an emphasis on functional and life skills?

Does the student meet conditions as described in the LEAP Alternate Assessment Participation Criteria? Does the student meet all conditions as described in the LEAP Alternate Assessment Participation Criteria? Is the student ? Is the student at least 8 years old? Is the student enrolled inIs the student enrolled in grade 3, 4, 5, 6, 7, or 8? Is the student in his or her 1st, 3rd, or exit year of high school?Is the student in his or her 1st, 3rd, or exit year of high school?

Instruction Skills Activities Equipment

What does The degree to which the skills taught, the activities and materials selected, and the language used reflect the CHRONOLOGICAL AGE of the student and his/her peers without disabilities. mean ?

Ways to ensure Use language appropriate for the student’s age Select functional skills and activities that have meaning for the student Provide choice-making opportunities

do we assess in the LAA? ? ? ? ?

The key components of the Target Indicators Participation Levels Participation Levels Performance Outcomes Scoring Rubric Scoring Rubric

The behavior being measured as the student performs a set of specific skills during the assessment

Form the of the LAA Form the basis of the LAA Represent Louisiana Content Standards that reflect the students with significant disabilities must know and be able to doRepresent Louisiana Content Standards that reflect the skills students with significant disabilities must know and be able to do Skills range from very to more that will support the students as adults in the community.Skills range from very basic to more advanced skills that will support the students as adults in the community.

Behaviors - Observable - Measurable - 5 English Language Arts - 5 Mathematics - 6 Social Studies - 4 Science 20 Target Indicators in all

English Language Arts Mathematics Social Studies Science

Examples Skills Orders using a menu of skills during a visit to a fast food restaurant Pays with correct change Washes hands Greets worker appropriately Social Studies Language Arts Mathematics Science

do we assess ? ? ? ? ?

- Introductory - Fundamental - Comprehensive

Reflect the level of difficulty of a skill Reflect the different levels of skill complexity

Introductory: Skills that require basic processing of information to address real-world situations that are related to the content standards, regardless of the age or grade level of the student. - indicates choice when presented with two items

Fundamental: Skills that require simple decision making to address real-world situations that are related to the content standard, regardless of the age or grade level of the student - expresses a preference in response to the question, “What do you want?”

Comprehensive: Skills that require higher-order thinking and complex information-processing skills that are related to the content standards, regardless of the age or grade level of the student - communicates detailed information about preferences (e.g., describes activity with information about who, where, and in what manner)

How do I decide which participation level? Know the student. Watch how the student performs tasks during class/home activities. Examine each Target Indicator to determine the Participation Level Discuss this at the IEP meeting.

0 No performance (at introductory level only) 1Tolerates engagement or attempts engagement 2Performs skill in response to a prompt 3Performs skill independently without a prompt 4Performs skill independently without prompts for different purposes OR in multiple settings 5 Performs skill independently without prompts for different purposes AND in multiple settings CHANGE

OR ? ? ?

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

Communication Wallet Sample Card/Picture Timer Picture Reminder Daily Routine List Bell - Change of class - Recess - Lunch - Dismissal Teacher taps student as reminder Paraprofessional signs/gestures to student Peers yell, “Bell!” to signal that recess is over.

What are multiple settings? The student performs the skill in at least two different environments. Skill: Uses hot and cold faucets safely restroomkitchen cafeteriarestaurant art class work site

Skill: Uses hot and cold faucets safely washes hands cleans dishes waters plants prepares bath water What are different Purposes? The student performs the skill for at least two different reasons.

AND

The student uses water to wash his/her hands in a restaurant before eating. The student uses water to water plants in the classroom. &

ACTIVITYSKILLS Digging Planting Watering Harvesting Using tool safely Recognizing spacing/ distance/depth Knowledge of quantity- full/empty Size/color discrimination

ACTIVITYSKILLS LUNCHLUNCH TIMETIME Setting the table Using good manners Clearing the table Washing the dishes Sorting (flatware, dishes) Saying please/thank- you Advocating for self and others Sequencing Using appliances safely

ACTIVITYSKILLS Visiting a video store Following directions Choosing Advocating Giving personal information Greeting worker

Sources of Information Access Guide (Section IV – old Section II – new) Individualized Education Program Lesson Plans Teachers’ Guide to Statewide Alternate Assessment

Teachers’ Guide to Statewide Alternate Assessment The Tests Special Populations LEAP Alternate Assessment

Jeanne Johnson 1–877–453–8721 (toll free)

Louisiana Department of Education