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P/SI v1.5 English Language Arts Assessment Plan

Learn about the updated P/SI v1.5 assessment plan for English Language Arts, including the changes in content areas, scoring rubrics, and item difficulty. Find out how participation and supported independence are measured and supported in this new version.

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P/SI v1.5 English Language Arts Assessment Plan

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  1. Participation and Supported Independence (P/SI) v1.5 English Language Arts OEAA 2006 Conference Session 37

  2. Why P/SI v1.5? • June 2006 letter from USED – Original P/SI did not: • Explicitly measure Michigan’s ELA or Mathematics content standards • Report scores separately by content area

  3. Why P/SI v1.5? • P/SI for 2005/2006 • Participating but not Proficient • Required development of new, content-area specific assessments for 2006/2007 Adequate Yearly Progress (AYP)

  4. P/SI v1.5 vs. Original P/SI • Increased standardization • Structured, on-demand activity item format • Measure content areas explicitly • Scoring • Rubric • 2 Assessment Administrators

  5. P/SI v1.5 Assessment Plan • General Session Tab in the binder • www.mi.gov/mi-access • Phases of MI-Access Development • Development Timeline for P/SI v1.5 • Scoring Rubrics

  6. P/SI v1.5 Assessment Plan • Sample Items • P/SI ELA and Mathematics Assessment Plan Writing Team (APWT) members list • Figures 5 and 6 in Plan - ELA Blueprints • Operational vs. Pilot

  7. Pilot v Operational

  8. Participation ELA Blueprint

  9. Supported Independence Blueprint

  10. P/SI v1.5 Draft EGLCE/EB • Explicitly measuring English Language Arts • EGLCE/EB for P and SI (FI) • Linked to GLCE/EB (general education) • Strands and Domains • GLCE/EB to EGLCE/EB to Item

  11. P/SI v1.5 Draft EGLCE/EB • P/SI ELA and Mathematics Assessment Plan Writing Team (APWT) • Using FI EGLCE/EB, extended for SI and P • Reduced depth, breadth, and complexity

  12. Item Difficulty and Complexity • Difficulty and/or Complexity increase in two ways • EGLCE/EB across grade spans • Same EGLCE/EB in all grade spans, but number of trials increases

  13. Performance Contexts v Isolation • Looking for English language arts routinely use during instruction

  14. P/SI v1.5 Draft EGLCE/EB • MI-Access Team • Draft P/SI EGLCE linked to version 12.05 of GLCE for grades 3-8 • Linked to Benchmarks for grade 11 • OSI ELA Consultant • Strand and Domain

  15. English Language Arts EGLCE and EB • Elementary and middle school-solid links in most domains • High School- working on linking to the new ELA high school expectations

  16. Version 12/.05 v New High School Expectations

  17. P/SI v1.5 Draft EGLCE/EB Field Review • Focused Field Review by APWT • September 25-26 • General Field Review of Draft ELA and Mathematics EGLCE and EB (P/SI) and Draft Science EB (FI/SI/P) • October 2 – January 5, 2006 Online Survey www.mi.gov/mi-access

  18. GLCE: S.CN.04.02 Adjust their use of language to communicate effectively with a variety of audiences and for different purposes (e.g., community–building, appreciation/ invitations, crass-curricular discussions. EGLCE: S.CN.e.EG02 (1 section) Make progress toward communicating appropriately, e.g., listen actively while others are speaking; take turns when talking; and use polite expressions such as Thank you, You’re welcome. Supported IndependenceGLCE to EGLCE

  19. Supported Independence Item Activity: The student will correctly use 1 common courtesy word and/or phrase such as “please,” “thank you,” or “you’re welcome,” while interacting with staff during snack or lunchtime. Scoring Focus: Using language to communicate effectively for different purposes

  20. GLCE: R.WS.07.04 Know the meaning of frequently encountered words in written and oral contexts EGLCE: R.WS.m.EG04 Identify words encountered frequently in specific contexts, e.g., recognize vocabulary words accompanied by pictures associated with different tasks and/or vocations. Participation GLCE to EGLE

  21. ParticipationItem Activity: The student will correctly identify 2 words paired with pictures (from a set of 2 related and 2 unrelated words with pictures) associated with personal hygiene/grooming tasks such as comb, toothbrush, or deodorant during the preparation time for a personal hygiene/grooming activity. Scoring Focus: Identifying frequently encountered words related to a task.

  22. Administration Considerations • Words/Pictures • Selecting 1 from a set of 4 • Selection 2 from a set of 4 • Selecting 3 from a set of 6

  23. Selecting 1 Word from a Set of 4 • Presented with all 4 words visually accessible at one time • Assessed using a “yes/no” response by presenting each word beginning with an unrelated and moving to a related

  24. Selecting 2 Words from a Set of 4 • Presented with all 4 words visually accessible at one time.

  25. Selecting 2 Words from a Set of 4 • Assessed using a “yes/no” response • Presenting 2 sets of 2 words (one related and one unrelated in each set).

  26. Selecting 3 Words from a Set of 6 • Presented with all 6 words visually accessible at one time • Assessed using a “yes/no” response by presenting 3 sets of 2 words (one related and one unrelated in each set).

  27. P/SI Scoring Rubric

  28. P/SI Online Learning Program • 7 modules • P/SI Assessments • Rubric explanation and examples • The MI-Access Information Center www.mi-access.info

  29. Operational Administration • Spring 2007 • February 19 through April 6, 2007 • Grades 3 through 8 and 11 • Results used for Education YES! and NCLB. • 2007/2008 • Fall grades 3-8 • Spring grade 11

  30. MI-Access Web page • www.mi.gov/mi-access • MI-Access Information Center • www.mi-access.info • Office of Educational Assessment and Accountability • www.mi.gov/oeaa • Office of School Improvement • www.michigan.gov/schoolimprovement

  31. Questions

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