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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 goals7
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 benchmarks10
Extending Benchmarks

Question 2

“What are the underlying key concepts and understandings?”

extending benchmarks11
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

extending benchmarks21
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 contexts23
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 process26
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 process27
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

slide32
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 item39
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 relevance44
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 relevance45
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 ebs47
“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 ebs48
“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 benchmarks59
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 benchmarks60
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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