Transcript MI-Access Science: The State of the Extended Benchmarks OEAA Conference 2007

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
• Instructional Relevance
• Present and Future EB Endeavors
2
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
3
Assessment Plan Writing Team (APWT)
• Members
• Charge: Develop Assessment Plan
• Five meetings/work sessions over the
time period of July 2005 through
March 2006
4
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)
5
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
6
APWT Secondary Goals
• Evaluate alternate assessments and
item-type formats
• Generate preliminary assessment
blueprints and item specifications
• Generate prototype items
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APWT Process
Extending Benchmarks from
Michigan Curriculum Framework
Science Content Standards, 2000
version (MCF v.2000)
- 3 Questions –
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Extending Benchmarks
Question 1
“What is the fundamental
meaning or content of this
cluster of standards and
benchmarks?”
9
Extending Benchmarks
Question 2
“What are the underlying key
concepts and
understandings?”
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Extending Benchmarks
Question 3
“What knowledge and skills will
be assessed?”
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Extended Benchmarks (EBs)
Examples of EBs across grade spans
Examples of EBs across populations
Elementary
Middle
MCF
Benchmark
FI EB
SI EB
P EB
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High
Extended Benchmarks
Physical Science
Elementary
MCF
Benchmark
FI EB
Middle
High
Describe
sounds in
terms of their
properties
Explain how sound Relate
travels through
characteristics of
different media
sounds that we
hear to
properties of
sound waves
Describe
sounds in
terms of their
properties
Recognize how
sound travels
through different
media
SI EB
P EB
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Describe how
sound travels
through different
media
Extended Benchmarks
Physical Science
Elementary
MCF
Benchmark
Middle
High
Describe
Explain how sound
sounds in
travels through
terms of their different media
properties
Relate
characteristics of
sounds that we
hear to
properties of
sound waves
Identify and
Compare
create sounds properties of
sound
Identify
vibration as the
source of sound
FI EB
SI EB
P EB
14
Extended Benchmarks
Physical Science
Elementary
MCF
Benchmark
Middle
High
Describe
sounds in
terms of their
properties
Explain how
sound travels
through different
media
Relate
characteristics of
sounds that we
hear to
properties of
sound waves
Identify
different
characteristic
s of sound
Identify ways to
create sound
Identify sources
of sound
FI EB
SI EB
P EB
15
Extended Benchmarks
Physical Science
Elementary
MCF
Benchmark
Describe
sounds in
terms of their
properties
FI EB
Describe
sounds in
terms of their
properties
SI EB
Identify and
create sounds
P EB
Identify
different
characteristics
of sound
Middle
High
Explain how sound
travels through
different media
Relate
characteristics of
sounds that we
hear to properties
of sound waves
16
Extended Benchmarks
Physical Science
Elementary
MCF
Benchmark
Describe
sounds in
terms of their
properties
Middle
High
Explain how sound
travels through
different media
Relate
characteristics of
sounds that we
hear to properties
of sound waves
FI EB
Recognize how
sounds travel
through different
media
SI EB
Compare
properties of sound
P EB
Identify ways to
create sound
17
Extended Benchmarks
Physical Science
Elementary
MCF
Benchmark
Describe
sounds in
terms of their
properties
Middle
High
Explain how sound
travels through
different media
Relate
characteristics of
sounds that we
hear to properties
of sound waves
FI EB
Recognize how
sounds travel
through different
media
SI EB
Identify vibration
as the source of
sound
P EB
Identify sources
of sound
18
Extended Benchmarks
Physical Science
Elementary
Middle
High
Describe
sounds in
terms of their
properties
Explain how sound
travels through
different media
Relate
characteristics of
sounds that we hear
to properties of
sound waves
FI EB
Describe
sounds in
terms of their
properties
Recognize how
sounds travel
through different
media
Recognize how
sounds travel
through different
media
SI EB
Identify and
create sounds
Compare
Identify vibration as
properties of sound the source of sound
P EB
Identify
different
characteristics
of sound
Identify ways to
create sound
MCF
Benchmark
19
Identify sources of
sound
Extended Science Benchmarks
Life Science
Elementary
Middle
High
Compare and
contrast (K-2) or
classify (3-5) familiar
organisms on the
basis of observable
physical
characteristics
Compare and classify
organisms into major
groups on the basis
of
their structure.
Classify major groups of
organisms to the
kingdom level.
Identify observable
physical
characteristics of
plants and animals.
Classify organisms in
major groups based
on their structure.
Classify organisms in
major groups based on
their structure
SI EB
Differentiate between
plants and animals.
Identify the
characteristics or
parts of selected
plants and animals.
Identify the differences
between characteristics
or parts of plants and
animals.
P EB
Identify plants and
animals.
Identify plants and
animals.
Identify plants and
animals.
MCF v.2000
Benchmark
FI EB
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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
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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. Colorcommon color words. Shape-circle,
square, triangle. Weight-heavy light.”
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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.”
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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
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APWT Process
All items
• aligned to extended
benchmarks
• related to key concepts
• related to real-world contexts
• coded to adult life contexts
27
Sample FI Item
Which object is attracted by a
magnet?
A
B
C
plastic ruler
steel needle
rubber ball
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MI-Access FI Science Assessment Blueprint
(Number of Core Items per Standard)
Strand
Standard
Elementary
Middle
High
Constructing New and Reflecting on Scientific Knowledge
C
CN
2
2
2
R
RO
2
2
2
4
4
4
Subtotal
Using Life Science Knowledge
L
CE
0
1
2
L
OR
7
7
8
L
HE
2
0
0
L
EV
1
2
0
L
EC
3
4
4
13
14
14
Subtotal
29
MI-Access FI Science Assessment Blueprint
(Number of Core Items per Standard)
Strand
Standard
Elementary
Middle
High
Using Physical Science Knowledge
P
ME
3
7
7
P
CM
4
3
3
P
MO
2
3
2
P
WV
3
1
3
12
14
15
Subtotal
Using Life Science Knowledge
E
GE
2
2
5
E
HY
2
2
3
E
AW
2
2
3
E
SS
0
2
1
Subtotal
6
8
12
TOTAL
35
40
45
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Sample SI Item - MC
Which animal is a reptile?
A
turtle
B
frog
C
mouse
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Picture Cards
The assessment
administrator will be
provided with an 8½ X
11 picture of a frog, a
mouse, and a turtle.
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MI-Access SI Science Assessment Blueprint
(Number of Core Items per Standard)
Strand
Standard
Elementary
Middle
High
Constructing New and Reflecting on Scientific Knowledge
C
CN
1
1
1
R
RO
1
1
1
2
2
2
Subtotal
Using Life Science Knowledge
L
CE
1
1
1
L
OR
5
5
5
L
HE
0
0
0
L
EV
0
0
0
L
EC
1
1
1
7
7
7
Subtotal
33
MI-Access SI Science Assessment Blueprint
(Number of Core Items per Standard)
Strand
Standard
Elementary
Middle
High
Using Physical Science Knowledge
P
ME
1
1
1
P
CM
0
0
0
P
MO
1
1
1
P
WV
1
1
1
3
3
3
Subtotal
Using Life Science Knowledge
E
GE
1
1
1
E
HY
2
2
2
E
AW
1
1
1
E
SS
1
1
1
Subtotal
5
5
5
TOTAL
17
17
17
34
Scoring Rubric - SI
Score Point
A
B
C
Definition
2
Responds correctly with no assessment administrator
assistance
1
Responds correctly after assessment administrator
provides verbal/physical cues
Condition Codes - All condition codes result in no points.
Incorrect response
Resists/refuses
Assessment administrator provides hand-over-hand assistance and/or
step-by-step directions
35
Scoring Rubric –
Assessment Administrators
• Must have two observers
–Primary Assessment
Administrator
–Shadow Assessment
Administrator
36
Sample Participation Item
Which animal lives in water?
A
frog
B
mouse
37
Picture Cards
The assessment
administrator will be
provided with an 8½ X
11 pictures of a frog and
a mouse.
38
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
39
MI-Access P Science Assessment Blueprint
(Number of Core Items per Standard)
Strand
Standard
Elementary
Middle
High
Constructing New and Reflecting on Scientific Knowledge
C
CN
1
1
1
R
RO
1
1
1
2
2
2
Subtotal
Using Life Science Knowledge
L
CE
1
1
1
L
OR
4
4
4
L
HE
0
0
0
L
EV
0
0
0
L
EC
0
0
0
5
5
5
Subtotal
40
MI-Access P Science Assessment Blueprint
(Number of Core Items per Standard)
Strand
Standard
Elementary
Middle
High
Using Physical Science Knowledge
P
ME
1
1
1
P
CM
0
0
0
P
MO
2
2
2
P
WV
2
2
2
5
5
5
Subtotal
Using Life Science Knowledge
E
GE
1
1
1
E
HY
1
1
1
E
AW
1
1
1
E
SS
0
0
0
Subtotal
3
3
3
TOTAL
15
15
15
41
Scoring Rubric - Participation
A
B
C
Score Point
Definition
3
Responds correctly with no assessment administrator assistance
2
Responds correctly after assessment administrator provides
verbal/physical cues
1
Responds correctly after assessment administrator provides
modeling, short of hand-over-hand assistance
Condition Codes - All condition codes result in no points.
Incorrect response
Resists/refuses
Assessment administrator provides hand-over-hand assistance and/or step-bystep directions
42
Instructional Relevance
• Standards-Based IEPs
– PLAFP for AA-AAS (all 3 present levels of MIAccess)
• 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;
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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
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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
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“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.
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“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?
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“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?
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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?
49
“Mining” and Preparation Tools
• EB Documents
• Online Learning Program
• Blueprints from Assessment Plans
• Released Item Booklets
• Reports
• www.michigan.gov/mi-access
50
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]
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54
55
56
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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.
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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
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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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