mi-access reports— what good are they to me?
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MI-Access Reports— What Good are They to Me?. Prepared by Linda Headley, Headley Pratt Consulting Fall 2007. Purpose of the Presentation. Introduce the new P/SI reports Introduce the new science elements Review FI report changes - PowerPoint PPT PresentationTRANSCRIPT
MI-Access MI-Access Reports—Reports—
What Good are What Good are They to Me?They to Me?
Prepared by Linda Headley, Prepared by Linda Headley, Headley Pratt ConsultingHeadley Pratt Consulting
Fall 2007Fall 2007
04/20/23
Purpose of the PresentationPurpose of the Presentation Introduce the new P/SI reportsIntroduce the new P/SI reports
Introduce the new science elementsIntroduce the new science elements
Review FI report changesReview FI report changes
Talk about how the results might be used Talk about how the results might be used to improve curriculum and instructionto improve curriculum and instruction
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Three MI-Access AssessmentsThree MI-Access Assessments
Participation: For students who have, or function Participation: For students who have, or function as if they have, as if they have, severesevere cognitive impairment cognitive impairment
Supported Independence: For students who have, Supported Independence: For students who have, or function as if they have, or function as if they have, moderatemoderate cognitive cognitive impairmentimpairment
Functional Independence: For students who Functional Independence: For students who have, or function as if they have, have, or function as if they have, mildmild cognitive cognitive impairmentimpairment
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Selecting the Right Selecting the Right AssessmentAssessment
The IEP Team determines which assessment is The IEP Team determines which assessment is appropriate appropriate
MI-Access Web page: MI-Access Web page: www.mi.gov/mi-access. . Look under “IEP Team Information” section. Look under “IEP Team Information” section.
The data will only be helpful IF the appropriate The data will only be helpful IF the appropriate assessment is selectedassessment is selected
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Content Areas AssessedContent Areas Assessed All three populations will be assessed in three All three populations will be assessed in three
content areas this fallcontent areas this fall1)1) English language artsEnglish language arts2)2) MathematicsMathematics3)3) ScienceScience
ELA and mathematics will be assessed in grades 3-8ELA and mathematics will be assessed in grades 3-8
Science will be assessed in grades 5 and 8Science will be assessed in grades 5 and 8
Grade 11 MI-Access students will be assessed in spring Grade 11 MI-Access students will be assessed in spring 20082008
NOW OPERATIONAL!
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MI-Access ReportsMI-Access Reports
Report Titles
Online State
Results
District Results Folder
School Results Folder
Classroom Results Folder
Online Only
Individual Student Reports
X
Rosters X X X
Summary Reports X X X
Demographic Reports X X X
Item Analysis Reports X X X
Parent Reports X
Student Labels X
District Comprehensive X
ISD Comprehensive X
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Individual Student Reports: DesignIndividual Student Reports: Design
Student demographic information Student performance
summary
Earned/points possible by
component or strand
Individual item analysis for
released items
Individual Student Report:Individual Student Report:Participation ELAParticipation ELA
04/20/23
NEW!
How Participation Scores How Participation Scores are Derivedare Derived
• Two types of itemsTwo types of items• activity-based activity-based
observationobservation• selected-responseselected-response
• PAA and SAA observe PAA and SAA observe and score studentand score student
• PAA and SAA scores PAA and SAA scores are added together to are added together to determine total item determine total item pointspoints
MI-Access Participation Scoring Rubric
Score Point/Condition Code
Description
3Responds correctly with no assessment administrator assistance
2Responds correctly after assessment administrator provides verbal/physical cues
1Responds correctly after assessment administrator provides modeling, short of hand-over-hand assistance
A Incorrect response
B Resists/Refuses
CAssessment administrator provides hand-over-hand assistance and/or step-by-step directions
04/20/23
Individual Student Report:Individual Student Report:Supported Independence Supported Independence
MathematicsMathematics NEW!
How SI Scores are DerivedHow SI Scores are Derived
• Two types of itemsTwo types of items• activity-based activity-based
observation (except observation (except science)science)
• selected-responseselected-response
• PAA and SAA observe PAA and SAA observe and score studentand score student
• PAA and SAA scores are PAA and SAA scores are added together to added together to determine total item determine total item pointspoints
MI-Access Supported Independence Scoring Rubric
Score Point/Condition Code
Description
2Responds correctly with no assessment administrator assistance
1Responds correctly after assessment administrator provides verbal/physical cues
A Incorrect response
B Resists/Refuses
CAssessment administrator provides hand-over-hand assistance and/or step-by-step directions
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Individual Student Report:Individual Student Report:Participation ScienceParticipation Science
NEW!
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Individual Student Report:Individual Student Report:Functional Independence ScienceFunctional Independence Science
NEW!
How FI Scores are DerivedHow FI Scores are Derived
No scoring rubric for Functional IndependenceNo scoring rubric for Functional Independence
Only selected-response itemsOnly selected-response items
Student receives 1 point for each correct response Student receives 1 point for each correct response
The ONLY exception is ELA Expressing IdeasThe ONLY exception is ELA Expressing Ideas Open-ended response to a promptOpen-ended response to a prompt Scored using a 4-point rubricScored using a 4-point rubric Student receives may receive up to 4 points per promptStudent receives may receive up to 4 points per prompt
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Other Differences:Other Differences:Condition CodesCondition Codes
P/SI Condition Codes: All Content AreasP/SI Condition Codes: All Content Areas− A = responds incorrectlyA = responds incorrectly− B = resists/refuses B = resists/refuses − C = responds only after the assessment administrator provides hand-C = responds only after the assessment administrator provides hand-
over-hand assistance or step-by-step directionsover-hand assistance or step-by-step directions
FI Condition Codes: ELA Expressing Ideas OnlyFI Condition Codes: ELA Expressing Ideas Only− A = off topic A = off topic − B = illegible B = illegible − C = written in a language other than EnglishC = written in a language other than English− D = blank/refused to respond D = blank/refused to respond
All condition codes = zero pointsAll condition codes = zero points
Other Differences:Other Differences:Performance Level ChangePerformance Level Change
STUDENT PERFORMANCE SUMMARY
Earned Points Possible: 0/45
Scale Score: 2391
Performance Level 2007: Emerging Toward the Performance Standard (High)
Performance Level 2006: Emerging Toward the Performance Standard (Low)
Performance Level Change: Improvement
ONLY for Functional Independence ELA and Mathematics
NEW!
Performance Level ChangePerformance Level Change
Fall 2006 Achievement
Fall 2007 Achievement
Emerging Attained Surpassed
Low Mid High Low High Low Mid High
Emerging
Low N I I SI SI SI SI SI
Mid D N I I SI SI SI SI
High D D N I I SI SI SI
AttainedLow SD D D N I I SI SI
High SD SD D D N I I SI
Surpassed
Low SD SD SD D D N I I
Mid SD SD SD SD D D N I
High SD SD SD SD SD D D N
SI = Significant Improvement; I = Improvement; N = No Change; D = Decline; SD = Significant Decline
Using ISRs for Using ISRs for Instruction and CurriculumInstruction and Curriculum
Compare ISR to other data you have for the student. Is this what you would Compare ISR to other data you have for the student. Is this what you would expect? expect?
If prior year and performance level change data are provided, is the If prior year and performance level change data are provided, is the student making progress over time?student making progress over time?
Using released item booklets (Using released item booklets (www.mi-access.info), match to curriculum ), match to curriculum and instruction. Has the student been taught this? If yes, are teaching and instruction. Has the student been taught this? If yes, are teaching methods effective for this student?methods effective for this student?
Identify strengths to reinforceIdentify strengths to reinforce
Identify areas where additional instruction is neededIdentify areas where additional instruction is needed
Confirm this is the right assessment for the student to takeConfirm this is the right assessment for the student to take
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RostersRosters
List scores by individual studentList scores by individual student
One report for each grade and content areaOne report for each grade and content area
Provided at class, school, and district levels (not Provided at class, school, and district levels (not state)state)
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RostersRostersShow number assessed and mean scale score or mean earned points
at top left
List results by student
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RostersRosters
For FI ELA and mathematics, shows current year scale
score, 2007 and 2006 performance level (high, mid,
and low), and performance level change
NEW!
04/20/23
RostersRosters
Shows earned points by component or strand, EGLCE or EB, and overall
Using Rosters for Using Rosters for Instruction and CurriculumInstruction and Curriculum
Best place to gather information about live assessment items, Best place to gather information about live assessment items, because results are provided by EGLCE or EBbecause results are provided by EGLCE or EB
www.mi.gov/mi-access
Supported Independence Grade 5ELA: Comprehension Math: Geometry Science: Reflecting
R.NT.e4.SI.EGO4a
Identify what makes stories fiction vs. fact and why an author makes that
choice
G.LO.e1.SI.EGO2AA
Identify positions of objects in space using terms describing relative position (first, last, above, below, next to, etc.)
R.RO.SI.EB.II.1.e.4a
Develop an awareness of natural world.
Key concepts: Nature, observation, personal safety.
Real-world contexts: Caring for the environment; pollution; recycling;
water safety
04/20/23
Summary ReportsSummary Reports
Executive summaries of student scores Executive summaries of student scores
Provided at school, district, and state levelsProvided at school, district, and state levels
One report for each grade and each content area One report for each grade and each content area
assessed (ELA, mathematics, and/or science)assessed (ELA, mathematics, and/or science)
Report generated ONLY when there are 10 or more Report generated ONLY when there are 10 or more
students at the same grade level taking the same students at the same grade level taking the same
assessmentassessment
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Supported Independence District Supported Independence District Summary Report: ELASummary Report: ELA
Summary results shown for current year at top right
Supported Independence District Supported Independence District Summary Report: ELASummary Report: ELA
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Shows # and % of students that earned
each earned points total
Functional Independence Functional Independence Summary Reports: ELA and Mathematics Summary Reports: ELA and Mathematics
Grades 4, 5, 6, 7, and 8 Grades 4, 5, 6, 7, and 8 ONLYONLY
Number and Percent of Students by Performance Level Change (from 2006 to 2007)
Fall 2006Fall 2007
Emerging Attained Surpassed
Emerging 104 (30.2%)
not gaining
8 (2.3%)
gaining
8 (2.3%)
gaining
Attained 32 (9.3%)
declining
24 (7.0%)
maintaining
8 (2.3%)
gaining
Surpassed 48 (14.0%)
declining
8 (2.3%)
declining
104 (30.2%)
maintaining
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PERFORMACE LEVEL CHANGE — YEAR-TO-YEAR TRANSITIONS
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Functional Independence Summary Functional Independence Summary Reports: Performance Level ChangeReports: Performance Level Change
““Gaining” means there was an improvement from 2006 to Gaining” means there was an improvement from 2006 to 20072007
““Maintaining” means scores that were “proficient” stayed the Maintaining” means scores that were “proficient” stayed the samesame
““Not gaining” means scores that were “not proficient” stayed Not gaining” means scores that were “not proficient” stayed the samethe same
““Declining” means there was a decline from 2006 to 2007Declining” means there was a decline from 2006 to 2007
Functional Independence Functional Independence Summary Reports: ELA and Mathematics Summary Reports: ELA and Mathematics
Grades 4, 5, 6, 7, and 8 Grades 4, 5, 6, 7, and 8 ONLYONLY
Years Summarized
Students Matched# %
Performance Level Change
Significant Decline
# %
Decline
# %
No Change
# %
Improvement
# %
Significant Improvement
# %
2006 & 2007 344 93.5 88 25.6 0 0.0 232 67.4 0 0.0 24 7.0
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PERFORMANCE LEVEL CHANGE — SUMMARY NEW!
Using Summary Reports for Using Summary Reports for Instruction and CurriculumInstruction and Curriculum
Look at progress collectively. How did our fifth graders do this year Look at progress collectively. How did our fifth graders do this year compared to last year? compared to last year?
Look at progress over time. Are there trends to be aware of?Look at progress over time. Are there trends to be aware of?
Compare state assessment data to other data. Is this what we Compare state assessment data to other data. Is this what we would expect?would expect?
Within the performance levels, where are clusters of students?Within the performance levels, where are clusters of students?
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Functional Independence Functional Independence Summary Report: ScienceSummary Report: Science
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P/SI Parent ReportsP/SI Parent Reports
Page 1 shows student’s earned
points and performance level
for 2007
NEW!
Page 2 shows appropriate scoring rubric, and ELA and mathematics scores
by component or strand
NEW!
P/SI Parent ReportsP/SI Parent Reports
ELA
Mathematics
Page 3 shows science scores by strand and ELA
individual student item analysis
NEW!
P/SI Parent ReportsP/SI Parent Reports
Science
ELA
Page 4 shows mathematics and science individual
student item analysis
NEW!
P/SI Parent ReportsP/SI Parent Reports
Mathematics
Science
04/20/23
Functional IndependenceFunctional Independence Parent Reports (Grades 4, 5, 6, 7, & 8) Parent Reports (Grades 4, 5, 6, 7, & 8)
Page 1 shows the student’s scale
score and performance level for 2007 and 2006.
Also shows “Performance Level Change”
from 2006 to 2007.
NEW!
04/20/23
Page 2 shows student’s earned points for ELA and mathematics, and his/her
scale scores in a range
ELA
Mathematics
Functional IndependenceFunctional Independence Parent Reports Parent Reports
04/20/23
Page 3 shows student’s earned points and scale score range for science. Also
shows the student’s item analysis for
ELA
Science
ELA
Functional IndependenceFunctional Independence Parent Reports Parent Reports
04/20/23
Page 4 shows student’s
individual item analysis
Science
Mathematics
Functional IndependenceFunctional Independence Parent Reports Parent Reports
04/20/23
Item AnalysesItem Analyses
Provide detailed, aggregated information on Provide detailed, aggregated information on released itemsreleased items
Can be used to identify areas of collective Can be used to identify areas of collective strengths and areas that need improvementstrengths and areas that need improvement
Provided at school, district, and state levelProvided at school, district, and state level
Provided only when 10 or more students in the Provided only when 10 or more students in the same grade take the same assessmentsame grade take the same assessment
04/20/23
District Item Analysis: ELADistrict Item Analysis: ELA
Shows # and % of students who selected each answer choice for each released Word Recognition and Text Comprehension item
04/20/23
District Item Analysis: ELADistrict Item Analysis: ELA
Shows the # and % of students at (1) each score based on a 4-point rubric, and (2) each condition code
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District Item Analysis: ELADistrict Item Analysis: ELA
Also shows the # and % of students that received specific comment codes
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Using Item AnalysesUsing Item Analyses
Use the Item Analysis Report Use the Item Analysis Report along with the Released Item along with the Released Item Booklet to identify collective Booklet to identify collective strengths and weaknesses strengths and weaknesses (available at (available at www.mi-access.info) )
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Using Item Analyses: Using Item Analyses: ELA State Fall 2006 ELA State Fall 2006 Least WellLeast Well
Functional Independence Grade Functional Independence Grade 33
Informational passage about a Informational passage about a chameleonchameleon
EGLCE being measured: Make EGLCE being measured: Make inferences, predictions, and inferences, predictions, and conclusionsconclusions
Only 62.1% answered the item Only 62.1% answered the item correctly (A)correctly (A)
C was the incorrect answer C was the incorrect answer chosen most often (23%)chosen most often (23%)
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Using Item Analyses: Using Item Analyses: ELA State Fall 2006 ELA State Fall 2006 BestBest
Same narrative passageSame narrative passage
EGLCE being measured: EGLCE being measured: Identify main ideas and Identify main ideas and details details
74.7% of students answered 74.7% of students answered the item correctly (B)the item correctly (B)
A was the incorrect answer A was the incorrect answer chosen most often (13%)chosen most often (13%)
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Using Item Analyses: Using Item Analyses: ELA State Fall 2006 Expressing IdeasELA State Fall 2006 Expressing Ideas
EGLCE being measured: EGLCE being measured: Write/draw personal narrativeWrite/draw personal narrative
Only 7% of students received Only 7% of students received a “4,” and 23% received a “3”a “4,” and 23% received a “3”
Comment code given most Comment code given most often = “Showed limited often = “Showed limited development with insufficient development with insufficient details and/or examples”details and/or examples”
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Using Item Analyses: Using Item Analyses: Math State Fall 2006 Math State Fall 2006 Least WellLeast Well
Functional Independence Functional Independence Grade 7 Grade 7
EGLCE being measured: EGLCE being measured: Solve problems using dataSolve problems using data
Only 33.6% answered Only 33.6% answered correctly (A)correctly (A)
C was the incorrect answer C was the incorrect answer chosen most often (54.6%)chosen most often (54.6%)
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Using Item Analyses: Using Item Analyses: Mathematics State 2006 Mathematics State 2006 BestBest
EGLCE being measured: EGLCE being measured: Recognize representations Recognize representations for whole numbers to for whole numbers to 10,00010,000
96.5% answered correctly 96.5% answered correctly (C)(C)
B was the incorrect answer B was the incorrect answer chosen most often (2.2%)chosen most often (2.2%)
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Using Assessment ResultsUsing Assessment Results
““Results have the greatest impact when people are Results have the greatest impact when people are given opportunities to discuss them—teachers with given opportunities to discuss them—teachers with teachers, coordinators with teachers, coordinators teachers, coordinators with teachers, coordinators with coordinators, and teachers with parents. You with coordinators, and teachers with parents. You discover trends, identify anomalies, start asking discover trends, identify anomalies, start asking questions, and together seek answers.”questions, and together seek answers.”