Mi access science the state of the extended benchmarks
Download
1 / 60

MI-Access Science: The State of the Extended Benchmarks - PowerPoint PPT Presentation


  • 138 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'MI-Access Science: The State of the Extended Benchmarks' - aubrey-phillips


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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



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?

A plastic ruler

B steel needle

C rubber 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 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



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

  • dutcherp@michigan.gov

  • deanv@michigan.gov


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