Presentation on theme: "Participation and Supported Independence (P/SI) v1.5 English Language Arts OEAA 2006 Conference Session 37."— Presentation transcript:
Participation and Supported Independence (P/SI) v1.5 English Language Arts OEAA 2006 Conference Session 37
Why P/SI v1.5? June 2006 letter from USED – Original P/SI did not: –Explicitly measure Michigan’s ELA or Mathematics content standards –Report scores separately by content area
Why P/SI v1.5? P/SI for 2005/2006 –Participating but not Proficient Required development of new, content-area specific assessments for 2006/2007 Adequate Yearly Progress (AYP)
P/SI v1.5 vs. Original P/SI Increased standardization Structured, on-demand activity item format Measure content areas explicitly Scoring –Rubric – 2 Assessment Administrators
P/SI v1.5 Assessment Plan General Session Tab in the binder www.mi.gov/mi-access Phases of MI-Access Development Development Timeline for P/SI v1.5 Scoring Rubrics
P/SI v1.5 Assessment Plan Sample Items P/SI ELA and Mathematics Assessment Plan Writing Team (APWT) members list Figures 5 and 6 in Plan - ELA Blueprints –Operational vs. Pilot
Pilot v Operational
Participation ELA Blueprint
Supported Independence Blueprint
P/SI v1.5 Draft EGLCE/EB Explicitly measuring English Language Arts –EGLCE/EB for P and SI (FI) –Linked to GLCE/EB (general education) –Strands and Domains –GLCE/EB to EGLCE/EB to Item
P/SI v1.5 Draft EGLCE/EB P/SI ELA and Mathematics Assessment Plan Writing Team (APWT) Using FI EGLCE/EB, extended for SI and P Reduced depth, breadth, and complexity
Item Difficulty and Complexity Difficulty and/or Complexity increase in two ways –EGLCE/EB across grade spans –Same EGLCE/EB in all grade spans, but number of trials increases
Performance Contexts v Isolation Looking for English language arts routinely use during instruction
P/SI v1.5 Draft EGLCE/EB MI-Access Team Draft P/SI EGLCE linked to version 12.05 of GLCE for grades 3-8 Linked to Benchmarks for grade 11 OSI ELA Consultant Strand and Domain
English Language Arts EGLCE and EB Elementary and middle school-solid links in most domains High School- working on linking to the new ELA high school expectations
Version 12/.05 v New High School Expectations v12.05 Strands New High School Expectation Strands ReadingWriting, Speaking and Expressing WritingReading, Listening, and Viewing Speaking, Listening, and viewing Literature and Culture Language
P/SI v1.5 Draft EGLCE/EB Field Review Focused Field Review by APWT –September 25-26 General Field Review of Draft ELA and Mathematics EGLCE and EB (P/SI) and Draft Science EB (FI/SI/P) October 2 – January 5, 2006 Online Survey www.mi.gov/mi-accesswww.mi.gov/mi-access
Supported Independence GLCE to EGLCE GLCE: S.CN.04.02 –Adjust their use of language to communicate effectively with a variety of audiences and for different purposes (e.g., community–building, appreciation/ invitations, crass-curricular discussions. EGLCE: S.CN.e.EG02 (1 section) –Make progress toward communicating appropriately, e.g., listen actively while others are speaking; take turns when talking; and use polite expressions such as Thank you, You’re welcome.
Supported Independence Item Activity: The student will correctly use 1 common courtesy word and/or phrase such as “please,” “thank you,” or “you’re welcome,” while interacting with staff during snack or lunchtime. Scoring Focus: Using language to communicate effectively for different purposes
Participation GLCE to EGLE GLCE: R.WS.07.04 –Know the meaning of frequently encountered words in written and oral contexts EGLCE: R.WS.m.EG04 –Identify words encountered frequently in specific contexts, e.g., recognize vocabulary words accompanied by pictures associated with different tasks and/or vocations.
Participation Item Activity: The student will correctly identify 2 words paired with pictures (from a set of 2 related and 2 unrelated words with pictures) associated with personal hygiene/grooming tasks such as comb, toothbrush, or deodorant during the preparation time for a personal hygiene/grooming activity. Scoring Focus: Identifying frequently encountered words related to a task.
Administration Considerations Words/Pictures –Selecting 1 from a set of 4 –Selection 2 from a set of 4 –Selecting 3 from a set of 6
Selecting 1 Word from a Set of 4 Presented with all 4 words visually accessible at one time Assessed using a “yes/no” response by presenting each word beginning with an unrelated and moving to a related
Selecting 2 Words from a Set of 4 Presented with all 4 words visually accessible at one time.
Selecting 2 Words from a Set of 4 Assessed using a “yes/no” response Presenting 2 sets of 2 words (one related and one unrelated in each set).
Selecting 3 Words from a Set of 6 Presented with all 6 words visually accessible at one time Assessed using a “yes/no” response by presenting 3 sets of 2 words (one related and one unrelated in each set).
P/SI Scoring Rubric
P/SI Online Learning Program 7 modules P/SI Assessments Rubric explanation and examples The MI-Access Information Center www.mi-access.info www.mi-access.info
Operational Administration Spring 2007 –February 19 through April 6, 2007 Grades 3 through 8 and 11 Results used for Education YES! and NCLB. 2007/2008 –Fall grades 3-8 –Spring grade 11
MI-Access Web page –www.mi.gov/mi-accesswww.mi.gov/mi-access MI-Access Information Center –www.mi-access.infowww.mi-access.info Office of Educational Assessment and Accountability –www.mi.gov/oeaawww.mi.gov/oeaa Office of School Improvement –www.michigan.gov/schoolimprovementwww.michigan.gov/schoolimprovement