LAC 28:XI.405. Calculating a K-8 Assessment Index [Formerly LAC 28:LXXXIII.405]

A. For all grades 3-8 use the values from the following table. LEAP 2025 Index Points Label | Subject-Test Index Points Advanced | 150 Mastery | 100 Basic | 80 Approaching Basic | 0 Unsatisfactory | 0 B. Beginning no earlier than the 2019-2020 school year, the kindergarten through eighth grade assessment index will also include a measure of progress to English language proficiency for English learners. The improvement of every English learner eligible to participate in ELPT counts in equal weight to all other exams. 1. The 2018-2019 school year will be a designated learning year. a. English language proficiency progress results will be calculated but not included in 2018-2019 school performance scores. b. As required by the federal Every Student Succeeds Act (ESSA), performance on the English language proficiency progress measure will be used for the purpose of identifying schools requiring comprehensive intervention in 2018-2019. c. The Accountability Commission will review learning year results no later than August 2019. 2. For measuring progress on the ELPT assessment, the overall proficiency scores will be organized into the following levels: a. emerging—all domain scores are one or two; b. progressing 1—at least one domain score of three and the lowest domain score is one; c. progressing 2—at least one domain score of three and the lowest domain score is two; d. progressing 3—at least one domain score of three and the lowest domain score is three; and e. transitioning—all domain scores are four or five. 3. Each English learner expected trajectory to proficiency will be determined as follows. a. The initial proficiency level for each English learner will be determined based on the ELPT or ELPT Connect assessment results from the school year in which the student was first enrolled in a Louisiana public school and participated in the ELPT or ELPT Connect assessment. b. If a student exits the United States for one or more school years following the initial ELPT or ELPT Connect assessment and later reenrolls in Louisiana, the student will be considered a new student for the purpose of determining the initial proficiency level. c. For students first identified in prekindergarten through fifth grade, use the initial ELPT or ELPT Connect proficiency level and number of years identified as defined in the table below. Trajectory to English Language Proficiency: Students First Identified in Grades PK-5 Initial ELPT or ELPT Connect Proficiency Level | Year 2 | Year 3 | Year 4 | Year 5 and Beyond Emerging (E) | P1 | P2 | P3 | T Progressing 1 (P1) | P2 | P3 | T Progressing 2 (P2) | P3 | T Progressing 3 (P3) | T Transitioning (T) | N/A d. For students first identified in sixth through twelfth grade, use the initial ELPT or ELPT Connect proficiency level and number of years identified as defined in the following table. Trajectory to English Language Proficiency: Students First Identified in Grades 6-12 Initial ELPT or ELPT Connect Proficiency Level | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | Year 7 and Beyond Emerging (E) | P1 | P2 | P3 | T Progressing 1 (P1) | P2 | P3 | T Progressing 2 (P2) | P2 | P3 | T Progressing 3 (P3) | P3 | T Transitioning (T) | N/A e. An ELPT or ELPT Connect overall proficiency score exceeds the trajectory if the score is at least one level higher than expected and meets the trajectory if the score is the same level as expected based on the tables above. 4. The level of progress on the ELPT or ELPT Connect assessment will be included in the kindergarten through eighth grade assessment index for each English learner according to the following table. ELPT Progress Assessment Index Points Outcome | ELP Index Points ELPT level exceeds trajectory | 150 ELPT level meets trajectory | 100 ELPT level is at least one above the prior year | 80 ELPT level is the same or lower than the prior year | 0 5. For measuring progress on the ELPT Connect assessment, the overall proficiency scores will be organized into the following levels: a. emerging—receptive modality is 1 and productive modality is 1; b. progressing 1—score of 1 on receptive modality or productive modality; c. progressing 2—score of 2 on receptive modality and productive modality; d. progressing 3—score of 2 on one modality and 3 or 4 on the other modality; and e. transitioning—score of 3 or 4 on receptive and productive modalities. C. Beginning in the 2025-2026 school year (2026 SPS), the kindergarten through eighth grade assessment index will also include a measure of K-2 literacy and growth on student literacy. In addition, no earlier than the 2024-2025 school year (2025 SPS), the department will develop and establish an assessment or a screener to measure numeracy for students in K-2. 1. With the establishment of the K-2 literacy screener and baseline scores, the department will recommend how to incorporate K-2 literacy results in the school assessment index. The calculation of the kindergarten through eighth grade assessment index will always ensure that the weight of student scores on LEAP in grades three and above will always be weighted more than that of the K-2 results. D. Weight each subject-test index score by the corresponding value from the table below. Unit Weights for K-8 Assessment Index Grade | ELA | Math | Science | Social Studies 3rd | 2 | 1 4th | 2 | 1 5th | 2 | 1 6th | 2 | 1 7th | 2 | 1 8th | 2 | 1 1. For the 2023-2024 school year, the social studies test for third through eighth grade students will be administered as a field test only. The K-8 assessment index for the 2023-2024 school year will be calculated with each subject-test index score weighted by the corresponding value from below. Unit weights for 2023-2024 K-8 assessment index: a. English Language Arts (ELA) - 2; b. Mathematics - 2; and c. Science - 2. E. Weight each ELP index score by six. F. Sum all weighted subject-test and ELP index scores. G. Sum all weights applied to subject-test and ELP index scores from the tables in Subsections D and E of this Section. H. Divide the sum from Subsection G of this Section by the total scores. I. When eighth grade students only participate in the Algebra I test but not the grade-level math assessment, the Algebra I test results will be used in the middle school assessment index (80 for basic, 100 for mastery, and 150 for advanced) and will be weighted by content as noted in the table above. Middle schools will also earn incentive points for all high school LEAP 2025 scores of mastery or advanced earned during the same year in which the test was administered. 1. Incentive points will be awarded as follows: a. advanced = 50; and b. mastery = 25. J. The policy outlined in Subsection I of this Section will also apply to combination schools. The high school LEAP 2025 score will be used in middle school results for the year in which the assessment is taken, incentive points may be awarded, and the score will be banked for use in the high school score once the student arrives in ninth grade, as outlined in §409.A.3.