mi-access science: the state of the extended benchmarks
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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 - PowerPoint PPT PresentationTRANSCRIPT
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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
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Today’s Topics
• MI-Access Science Assessments
• Assessment Plan Writing Team (APWT)
• EB and Item Development/Samples
• Instructional Relevance
• Present and Future EB Endeavors
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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
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Assessment Plan Writing Team (APWT)
• Members
• Charge: Develop Assessment Plan
• Five meetings/work sessions over the time period of July 2005 through March 2006
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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)
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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
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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?”
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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 spansExamples of EBs across populations
Elementary Middle High
MCF
Benchmark
FI EB
SI EB
P EB
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Extended BenchmarksPhysical Science
Elementary Middle High
MCF
Benchmark
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 sound travels through different media
Describe how sound travels through different media
SI EB
P EB
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Extended BenchmarksPhysical Science
Elementary Middle High
MCF
Benchmark
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
SI EB Identify and create sounds
Compare properties of sound
Identify vibration as the source of sound
P EB
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Extended BenchmarksPhysical Science
Elementary Middle High
MCF
Benchmark
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
SI EB
P EB Identify different characteristics of sound
Identify ways to create sound
Identify sources of sound
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Extended BenchmarksPhysical Science
Elementary Middle High
MCF
Benchmark
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
SI EB Identify and create sounds
P EB Identify different characteristics of sound
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Extended BenchmarksPhysical Science
Elementary Middle High
MCF
Benchmark
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 Recognize how sounds travel through different media
SI EB Compare properties of sound
P EB Identify ways to create sound
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Extended BenchmarksPhysical Science
Elementary Middle High
MCF
Benchmark
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 Recognize how sounds travel through different media
SI EB Identify vibration as the source of sound
P EB Identify sources of sound
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Extended BenchmarksPhysical Science
Elementary Middle High
MCF
Benchmark
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 properties of sound
Identify vibration as the source of sound
P EB Identify different characteristics of sound
Identify ways to create sound
Identify sources of sound
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Extended Science Benchmarks Life Science
Elementary Middle High
MCF v.2000
Benchmark
Compare andcontrast (K-2) orclassify (3-5) familiarorganisms on thebasis of observablephysicalcharacteristics
Compare and classifyorganisms into majorgroups on the basis oftheir structure.
Classify major groups oforganisms to thekingdom level.
FI EB
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 EBDifferentiate 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 EBIdentify plants and animals.
Identify plants and animals.
Identify plants and animals.
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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. Color-common 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 ChoiceFI: 3 choices-text and/or graphicsSI: 3 choices-graphics P: 2 choices-graphics
• Observation/ActivityParticipation 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
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Sample FI Item
Which object is attracted by a magnet?
A plastic rulerB steel needle C 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
Subtotal 4 4 4
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
Subtotal 13 14 14
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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
Subtotal 12 14 15
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
B
C
turtle
frog
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
Subtotal 2 2 2
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
Subtotal 7 7 7
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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
Subtotal 3 3 3
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
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Scoring Rubric - SI
Score Point Definition
2Responds correctly with no assessment administrator assistance
1Responds correctly after assessment administrator provides verbal/physical cues
Condition Codes - All condition codes result in no points.A Incorrect responseB Resists/refusesC Assessment administrator provides hand-over-hand assistance and/or
step-by-step directions
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Scoring Rubric – Assessment Administrators
• Must have two observers
–Primary Assessment Administrator
–Shadow Assessment Administrator
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Sample Participation Item
Which animal lives in water?
A
B
frog
mouse
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Picture Cards
The assessment administrator will be provided with an 8½ X 11 pictures of a frog and a mouse.
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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
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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
Subtotal 2 2 2
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
Subtotal 5 5 5
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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
Subtotal 5 5 5
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
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Scoring Rubric - Participation
Score Point Definition
3 Responds correctly with no assessment administrator assistance
2Responds correctly after assessment administrator providesverbal/physical cues
1Responds correctly after assessment administrator provides modeling, short of hand-over-hand assistance
Condition Codes - All condition codes result in no points.A Incorrect responseB Resists/refusesC Assessment administrator provides hand-over-hand assistance and/or step-by-step
directions
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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;
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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?
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“Mining” and Preparation Tools
• EB Documents
• Online Learning Program
• Blueprints from Assessment Plans
• Released Item Booklets
• Reports
• www.michigan.gov/mi-access
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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
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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