Mi access science the state of the extended benchmarks
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MI-Access Science: The State of the Extended Benchmarks. Vincent J. Dean, PhD Assessment Consultant for Students with Disabilities Session 52. OEAA Conference 2007. Today’s Topics. MI-Access Science Assessments Assessment Plan Writing Team (APWT) EB and Item Development/Samples

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Mi access science the state of the extended benchmarks

MI-Access Science: The State of the Extended Benchmarks

Vincent J. Dean, PhD

Assessment Consultant for Students with Disabilities

Session 52

OEAA Conference 2007


Today s topics

Today’s Topics

  • MI-Access Science Assessments

  • Assessment Plan Writing Team (APWT)

  • EB and Item Development/Samples

  • Instructional Relevance

  • Present and Future EB Endeavors


Mi access science assessments

MI-Access Science Assessments

  • NCLB – 2007/2008

  • Science in grades 5, 8, and 11

  • Functional Independence, Supported Independence, Participation

  • Extended Benchmarks from Michigan Curriculum Framework v.2000


Assessment plan writing team apwt

Assessment Plan Writing Team (APWT)

  • Members

  • Charge: Develop Assessment Plan

  • Five meetings/work sessions over the time period of July 2005 through March 2006


Apwt primary goal

APWT Primary Goal

  • Extend the Benchmarks in science for three groups of special education students who function as if they have mild to severe cognitive impairments:

    Functional Independence (FI)

    Supported Independence (SI)

    Participation (P)


Apwt secondary goals

APWT Secondary Goals

  • Achieve consensus on abilities and skills of each population

    • Should vs. Can

  • Attain a better understanding of the P/SI student populations - Wing Lake Developmental Center


Apwt secondary goals1

APWT Secondary Goals

  • Evaluate alternate assessments and item-type formats

  • Generate preliminary assessment blueprints and item specifications

  • Generate prototype items


Apwt process

APWT Process

Extending Benchmarks from Michigan Curriculum Framework Science Content Standards, 2000 version (MCF v.2000)

  • 3 Questions –


Extending benchmarks

Extending Benchmarks

Question 1

“What is the fundamental meaning or content of this cluster of standards and benchmarks?”


Extending benchmarks1

Extending Benchmarks

Question 2

“What are the underlying key concepts and understandings?”


Extending benchmarks2

Extending Benchmarks

Question 3

“What knowledge and skills will be assessed?”


Extended benchmarks ebs

Extended Benchmarks (EBs)

Examples of EBs across grade spans

Examples of EBs across populations


Extended benchmarks physical science

Extended BenchmarksPhysical Science


Extended benchmarks physical science1

Extended BenchmarksPhysical Science


Extended benchmarks physical science2

Extended BenchmarksPhysical Science


Extended benchmarks physical science3

Extended BenchmarksPhysical Science


Extended benchmarks physical science4

Extended BenchmarksPhysical Science


Extended benchmarks physical science5

Extended BenchmarksPhysical Science


Extended benchmarks physical science6

Extended BenchmarksPhysical Science


Extended science benchmarks life science

Extended Science Benchmarks Life Science


Extending benchmarks3

Extending Benchmarks

Additional components of the EBs:

  • Key concepts

  • Real-world contexts

  • Taken from the general education Benchmarks when possible; added for each population as appropriate


Key concepts real world contexts

Key Concepts/Real-World Contexts

  • Participation EB (Physical Science):

    “Identify attributes/properties of common objects.”

    Key Concepts:

    “Texture-rough, smooth. Smell-pleasant, unpleasant. Size-larger, smaller. Color-common color words. Shape-circle, square, triangle. Weight-heavy light.”


Key concepts real world contexts1

Key Concepts/Real-World Contexts

  • Participation EB (Physical Science):

    “Identify attributes/properties of common objects.”

    Real-world contexts:

    “Leisure activities, clothing choice, personal hygiene, carrying objects, environmental signs, animals.”


Apwt process1

APWT Process

Item types and formats

  • Multiple Choice

    FI: 3 choices-text and/or graphics

    SI: 3 choices-graphics

    P: 2 choices-graphics

  • Observation/Activity

    Participation only


Apwt process2

APWT Process

All items

  • aligned to extended benchmarks

  • related to key concepts

  • related to real-world contexts

  • coded to adult life contexts


Sample fi item

Sample FI Item

Which object is attracted by a magnet?

Aplastic ruler

Bsteel needle

Crubber ball


Sample si item mc

Sample SI Item - MC

Which animal is a reptile?

A

turtle

frog

B

mouse

C


Mi access science the state of the extended benchmarks

Picture Cards

The assessment administrator will be provided with an 8½ X 11 picture of a frog, a mouse, and a turtle.


Scoring rubric si

Scoring Rubric - SI


Scoring rubric assessment administrators

Scoring Rubric – Assessment Administrators

  • Must have two observers

    • Primary Assessment Administrator

    • Shadow Assessment Administrator


Sample participation item

Sample Participation Item

Which animal lives in water?

frog

A

mouse

B


Picture cards

Picture Cards

The assessment administrator will be provided with an 8½ X 11 pictures of a frog and a mouse.


Sample participation item1

Sample Participation Item

Activity: The student will correctly identify body parts during a familiar dressing routine and when given directions (e.g., “Show me where mittens are worn”, or “Tell me on which part of the body do the mittens go”).

Scoring Focus: Identifying body parts


Scoring rubric participation

Scoring Rubric - Participation


Instructional relevance

Instructional Relevance

  • Standards-Based IEPs

    • PLAFP for AA-AAS (all 3 present levels of MI-Access)

  • IDEA 2004 Regulations – PLAFP

  • §300.320 (2)(ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;


Instructional relevance1

Instructional Relevance

Benchmarks (grades 3-8)

  • MEAP

    High School Benchmarks

  • Michigan components of the MME

  • Possible secondary credit exams

  • Michigan Merit Curriculum framework

    • HSCEs available for each course

    • www.michigan.gov/osi


Instructional relevance2

Instructional Relevance

  • MI-Access

  • EBs (grades 3-8 and 11)

    • Functional Independence, Supported Independence, Participation

    • English Language Arts, Mathematics, Science

  • Student access to general curriculum

    • Alignment

    • IEP Goals –Standards-based

    • Assessment - Classroom and Statewide


Mining the ebs

“Mining” the EBs

  • Begin by discussing the fundamental meaning and content of the EB statement.

  • Underline important key concepts.

  • Think about the meaning of each concept—underlying knowledge/skills, concrete examples—and why it’s important.


Mining the ebs1

“Mining” the EBs

Questions

  • Do our students receive instruction on this concept?

  • Where, when, and how?

    • Performance Context

  • If we don’t teach this now, how could we in the future?


Mining the ebs2

“Mining” the EBs

Questions

  • What types of IEP goals could we write to measure these concepts?

  • Are our instructional materials covering these concepts adequately?

  • What materials exist to help us figure this stuff out?


Using the ebs to prepare for mi access

Using the EBs to Prepare for MI-Access

Questions

  • How many EBs from each strand/standard will be assessed?

  • What will the items assessing these concepts look like?

  • How will the items based on these concepts be scored and reported?


Mining and preparation tools

“Mining” and Preparation Tools

  • EB Documents

  • Online Learning Program

  • Blueprints from Assessment Plans

  • Released Item Booklets

  • Reports

  • www.michigan.gov/mi-access


Additional resources

Additional Resources

  • MI-Access information and materials.

    • www.michigan.gov/mi-access

    • www.mi-access.info

  • The Assist

  • Administration manuals

  • Surveys

  • Accommodation Summary Tables

  • MI-Access Committee Nomination Form

  • OEAA Listserv

  • [email protected]

  • [email protected]


Future of the extended benchmarks

Future of the Extended Benchmarks

New Science GLCEs

  • Statewide field review May 14-June 29, 2007

  • National review July/August 2007

  • Final document presented to State Board of Education for approval at November or December 2007 meeting.


Future of the extended benchmarks1

Future of the Extended Benchmarks

  • Posted final EBs will be used for the next three years

  • Science APWT will be reconvened to begin extension process of new Science GLCEs

  • Field reviewed, then will become basis of MI-Access


Future of the extended benchmarks2

Future of the Extended Benchmarks

  • Complete APWT process will be applied to the new GLCEs

    • General & Special education teacher involvement

  • Office of School Improvement science consultant will assist


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