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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 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
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) • Members • Charge: Develop Assessment Plan • Five meetings/work sessions over the time period of July 2005 through March 2006
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 • 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 Goals • Evaluate alternate assessments and item-type formats • Generate preliminary assessment blueprints and item specifications • Generate prototype items
APWT Process Extending Benchmarks from Michigan Curriculum Framework Science Content Standards, 2000 version (MCF v.2000) • 3 Questions –
Extending Benchmarks Question 1 “What is the fundamental meaning or content of this cluster of standards and benchmarks?”
Extending Benchmarks Question 2 “What are the underlying key concepts and understandings?”
Extending Benchmarks Question 3 “What knowledge and skills will be assessed?”
Extended Benchmarks (EBs) Examples of EBs across grade spans Examples of EBs across populations
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 • 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 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 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 Process All items • aligned to extended benchmarks • related to key concepts • related to real-world contexts • coded to adult life contexts
Sample FI Item Which object is attracted by a magnet? A plastic ruler B steel needle C rubber ball
Sample SI Item - MC Which animal is a reptile? A turtle frog B mouse C
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 • Must have two observers • Primary Assessment Administrator • Shadow Assessment Administrator
Sample Participation Item Which animal lives in water? frog A mouse B
Picture Cards The assessment administrator will be provided with an 8½ X 11 pictures of a frog and a mouse.
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 • 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 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 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 • 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 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 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 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 • EB Documents • Online Learning Program • Blueprints from Assessment Plans • Released Item Booklets • Reports • www.michigan.gov/mi-access
