1. MI-Access Science: The State of the Extended Benchmarks Vincent J. Dean, PhD Assessment Consultant for Students with Disabilities Session 52 OEAA Conference 2007

2. 2 Today’s Topics MI-Access Science Assessments Assessment Plan Writing Team (APWT) EB and Item Development/Samples Instructional Relevance Present and Future EB Endeavors

3. 3 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

4. 4 Assessment Plan Writing Team (APWT) Members Charge: Develop Assessment Plan Five meetings/work sessions over the time period of July 2005 through March 2006

5. 5 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)

6. 6 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

7. 7 APWT Secondary Goals Evaluate alternate assessments and item-type formats Generate preliminary assessment blueprints and item specifications Generate prototype items

8. 8 APWT Process Extending Benchmarks from Michigan Curriculum Framework Science Content Standards, 2000 version (MCF v.2000) -3 Questions –

9. 9 Extending Benchmarks Question 1 “What is the fundamental meaning or content of this cluster of standards and benchmarks?”

10. 10 Extending Benchmarks Question 2 “What are the underlying key concepts and understandings?”

11. 11 Extending Benchmarks Question 3 “What knowledge and skills will be assessed?”

12. 12 Extended Benchmarks (EBs) Examples of EBs across grade spans Examples of EBs across populations ElementaryMiddleHigh MCF Benchmark FI EB SI EB P EB

13. 13 Extended Benchmarks Physical Science ElementaryMiddleHigh 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 EBDescribe sounds in terms of their properties Recognize how sound travels through different media Describe how sound travels through different media SI EB P EB

14. 14 Extended Benchmarks Physical Science ElementaryMiddleHigh 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 EBIdentify and create sounds Compare properties of sound Identify vibration as the source of sound P EB

15. 15 Extended Benchmarks Physical Science ElementaryMiddleHigh 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 EBIdentify different characteristic s of sound Identify ways to create sound Identify sources of sound

16. 16 Extended Benchmarks Physical Science ElementaryMiddleHigh 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 EBDescribe sounds in terms of their properties SI EBIdentify and create sounds P EBIdentify different characteristics of sound

17. 17 Extended Benchmarks Physical Science ElementaryMiddleHigh 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 EBRecognize how sounds travel through different media SI EBCompare properties of sound P EBIdentify ways to create sound

18. 18 Extended Benchmarks Physical Science ElementaryMiddleHigh 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 EBRecognize how sounds travel through different media SI EBIdentify vibration as the source of sound P EBIdentify sources of sound

19. 19 Extended Benchmarks Physical Science ElementaryMiddleHigh 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 EBDescribe sounds in terms of their properties Recognize how sounds travel through different media SI EBIdentify and create sounds Compare properties of sound Identify vibration as the source of sound P EBIdentify different characteristics of sound Identify ways to create sound Identify sources of sound

20. 20 Extended Science Benchmarks Life Science ElementaryMiddleHigh MCF v.2000 Benchmark 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. 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 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.

21. 21 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

22. 22 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.”

23. 23 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.”

24. 24

25. 25

26. 26 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

27. 27 APWT Process All items aligned to extended benchmarks related to key concepts related to real-world contexts coded to adult life contexts

28. 28 Sample FI Item Which object is attracted by a magnet? Aplastic ruler Bsteel needle Crubber ball

29. 29 MI-Access FI Science Assessment Blueprint (Number of Core Items per Standard) StrandStandardElementaryMiddleHigh Constructing New and Reflecting on Scientific Knowledge CCN222 RRO222 Subtotal444 Using Life Science Knowledge LCE012 LOR778 LHE200 LEV120 LEC344 Subtotal1314

30. 30 MI-Access FI Science Assessment Blueprint (Number of Core Items per Standard) StrandStandardElementaryMiddleHigh Using Physical Science Knowledge PME377 PCM433 PMO232 PWV313 Subtotal121415 Using Life Science Knowledge EGE225 EHY223 EAW223 ESS021 Subtotal6812 TOTAL354045

31. 31 Sample SI Item - MC Which animal is a reptile? A B C turtle frog mouse

32. 32 Picture Cards The assessment administrator will be provided with an 8½ X 11 picture of a frog, a mouse, and a turtle.

33. 33 MI-Access SI Science Assessment Blueprint (Number of Core Items per Standard) StrandStandardElementaryMiddleHigh Constructing New and Reflecting on Scientific Knowledge CCN111 RRO111 Subtotal222 Using Life Science Knowledge LCE111 LOR555 LHE000 LEV000 LEC111 Subtotal777

34. 34 MI-Access SI Science Assessment Blueprint (Number of Core Items per Standard) StrandStandardElementaryMiddleHigh Using Physical Science Knowledge PME111 PCM000 PMO111 PWV111 Subtotal333 Using Life Science Knowledge EGE111 EHY222 EAW111 ESS111 Subtotal555 TOTAL17

35. 35 Scoring Rubric - SI Score PointDefinition 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. A Incorrect response B Resists/refuses C Assessment administrator provides hand-over-hand assistance and/or step-by-step directions

36. 36 Scoring Rubric – Assessment Administrators Must have two observers –Primary Assessment Administrator –Shadow Assessment Administrator

37. 37 Sample Participation Item Which animal lives in water? A B frog mouse

38. 38 Picture Cards The assessment administrator will be provided with an 8½ X 11 pictures of a frog and a mouse.

39. 39 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

40. 40 MI-Access P Science Assessment Blueprint (Number of Core Items per Standard) StrandStandardElementaryMiddleHigh Constructing New and Reflecting on Scientific Knowledge CCN111 RRO111 Subtotal222 Using Life Science Knowledge LCE111 LOR444 LHE000 LEV000 LEC000 Subtotal555

41. 41 MI-Access P Science Assessment Blueprint (Number of Core Items per Standard) StrandStandardElementaryMiddleHigh Using Physical Science Knowledge PME111 PCM000 PMO222 PWV222 Subtotal555 Using Life Science Knowledge EGE111 EHY111 EAW111 ESS000 Subtotal333 TOTAL15

42. 42 Scoring Rubric - Participation Score PointDefinition 3Responds 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. A Incorrect response B Resists/refuses C Assessment administrator provides hand-over-hand assistance and/or step-by- step directions

43. 43 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;

44. 44 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

45. 45 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

46. 46 “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.

47. 47 “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?

48. 48 “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?

49. 49 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?

50. 50 “Mining” and Preparation Tools EB Documents Online Learning Program Blueprints from Assessment Plans Released Item Booklets Reports www.michigan.gov/mi-access

51. 51 Additional Resources MI-Access information and materials. –www.michigan.gov/mi-accesswww.michigan.gov/mi-access –www.mi-access.infowww.mi-access.info The Assist Administration manuals Surveys Accommodation Summary Tables MI-Access Committee Nomination Form OEAA Listserv dutcherp@michigan.gov deanv@michigan.gov

52. 52

53. 53

54. 54

55. 55

56. 56

57. 57

58. 58 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.

59. 59 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

60. 60 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