MI-Access Reports— What Good are They to Me? Prepared by Linda Headley, Headley Pratt Consulting Fall 2007

9/17/2015 Purpose of the Presentation Introduce the new P/SI reports Introduce the new P/SI reports Introduce the new science elements Introduce the new science elements Review FI report changes Review FI report changes Talk about how the results might be used to improve curriculum and instruction Talk about how the results might be used to improve curriculum and instruction

9/17/2015 Three MI-Access Assessments Participation: For students who have, or function as if they have, severe cognitive impairment Participation: For students who have, or function as if they have, severe cognitive impairment Supported Independence: For students who have, or function as if they have, moderate cognitive impairment Supported Independence: For students who have, or function as if they have, moderate cognitive impairment Functional Independence: For students who have, or function as if they have, mild cognitive impairment Functional Independence: For students who have, or function as if they have, mild cognitive impairment

9/17/2015 Selecting the Right Assessment The IEP Team determines which assessment is appropriate The IEP Team determines which assessment is appropriate MI-Access Web page: Look under “IEP Team Information” section. MI-Access Web page: Look under “IEP Team Information” section. The data will only be helpful IF the appropriate assessment is selected The data will only be helpful IF the appropriate assessment is selected

9/17/2015 Content Areas Assessed All three populations will be assessed in three content areas this fall All three populations will be assessed in three content areas this fall 1) English language arts 2) Mathematics 3) Science ELA and mathematics will be assessed in grades 3-8 ELA and mathematics will be assessed in grades 3-8 Science will be assessed in grades 5 and 8 Science will be assessed in grades 5 and 8 Grade 11 MI-Access students will be assessed in spring 2008 Grade 11 MI-Access students will be assessed in spring 2008 NOW OPERATIONAL!

9/17/2015

MI-Access Reports Report Titles Online State Results District Results Folder School Results Folder Classroom Results Folder Online Only Individual Student Reports X RostersXXX Summary ReportsXXX Demographic ReportsXXX Item Analysis ReportsXXX Parent ReportsX Student LabelsX District ComprehensiveX ISD ComprehensiveX

9/17/2015 Individual 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: Participation ELA 9/17/2015 NEW!

How Participation Scores are Derived Two types of items Two types of items activity-based observation activity-based observation selected-response selected-response PAA and SAA observe and score student PAA and SAA observe and score student PAA and SAA scores are added together to determine total item points PAA and SAA scores are added together to determine total item points MI-Access Participation Scoring Rubric Score Point/ Condition Code Description 3 Responds 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 A Incorrect response B Resists/Refuses C Assessment administrator provides hand-over- hand assistance and/or step-by-step directions

9/17/2015 Individual Student Report: Supported Independence Mathematics NEW!

How SI Scores are Derived Two types of items Two types of items activity-based observation (except science) activity-based observation (except science) selected-response selected-response PAA and SAA observe and score student PAA and SAA observe and score student PAA and SAA scores are added together to determine total item points PAA and SAA scores are added together to determine total item points MI-Access Supported Independence Scoring Rubric Score Point/ Condition Code Description 2 Responds correctly with no assessment administrator assistance 1 Responds correctly after assessment administrator provides verbal/physical cues A Incorrect response B Resists/Refuses C Assessment administrator provides hand-over- hand assistance and/or step-by-step directions

9/17/2015 Individual Student Report: Participation Science NEW!

9/17/2015 Individual Student Report: Functional Independence Science NEW!

How FI Scores are Derived No scoring rubric for Functional Independence No scoring rubric for Functional Independence Only selected-response items Only 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 Ideas The ONLY exception is ELA Expressing Ideas Open-ended response to a prompt Open-ended response to a prompt Scored using a 4-point rubric Scored using a 4-point rubric Student receives may receive up to 4 points per prompt Student receives may receive up to 4 points per prompt

9/17/2015 Other Differences: Condition Codes P/SI Condition Codes: All Content Areas P/SI Condition Codes: All Content Areas − A = responds incorrectly − B = resists/refuses − C = responds only after the assessment administrator provides hand-over-hand assistance or step-by-step directions FI Condition Codes: ELA Expressing Ideas Only FI Condition Codes: ELA Expressing Ideas Only − A = off topic − B = illegible − C = written in a language other than English − D = blank/refused to respond All condition codes = zero points All condition codes = zero points

Other Differences: Performance 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 Change Fall 2006 Achievement Fall 2007 Achievement EmergingAttainedSurpassed LowMidHighLowHighLowMidHigh Emerging LowNIISI MidDNIISI HighDDNIISI Attained LowSDDDNIISI HighSD DDNIISI Surpassed LowSD DDNII MidSD DDNI HighSD DDN SI = Significant Improvement; I = Improvement; N = No Change; D = Decline; SD = Significant Decline

Using ISRs for Instruction and Curriculum Compare ISR to other data you have for the student. Is this what you would expect? Compare ISR to other data you have for the student. Is this what you would expect? If prior year and performance level change data are provided, is the student making progress over time? If prior year and performance level change data are provided, is the student making progress over time? Using released item booklets ( match to curriculum and instruction. Has the student been taught this? If yes, are teaching methods effective for this student? Using released item booklets ( match to curriculum and instruction. Has the student been taught this? If yes, are teaching methods effective for this student? Identify strengths to reinforce Identify strengths to reinforce Identify areas where additional instruction is needed Identify areas where additional instruction is needed Confirm this is the right assessment for the student to take Confirm this is the right assessment for the student to take 9/17/2015

Rosters List scores by individual student List scores by individual student One report for each grade and content area One report for each grade and content area Provided at class, school, and district levels (not state) Provided at class, school, and district levels (not state)

9/17/2015 Rosters Show number assessed and mean scale score or mean earned points at top left List results by student

9/17/2015 Rosters For FI ELA and mathematics, shows current year scale score, 2007 and 2006 performance level (high, mid, and low), and performance level change NEW!

9/17/2015 Rosters Shows earned points by component or strand, EGLCE or EB, and overall

Using Rosters for Instruction and Curriculum Best place to gather information about live assessment items, because results are provided by EGLCE or EB Best place to gather information about live assessment items, because results are provided by EGLCE or EB Supported Independence Grade 5 ELA: ComprehensionMath: GeometryScience: 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

9/17/2015 Summary Reports Executive summaries of student scores Executive summaries of student scores Provided at school, district, and state levels Provided at school, district, and state levels One report for each grade and each content area assessed (ELA, mathematics, and/or science) One report for each grade and each content area assessed (ELA, mathematics, and/or science) Report generated ONLY when there are 10 or more students at the same grade level taking the same assessment Report generated ONLY when there are 10 or more students at the same grade level taking the same assessment

9/17/2015 Supported Independence District Summary Report: ELA Summary results shown for current year at top right

Supported Independence District Summary Report: ELA 9/17/2015 Shows # and % of students that earned each earned points total

Functional Independence Summary Reports: ELA and Mathematics Grades 4, 5, 6, 7, and 8 ONLY Number and Percent of Students by Performance Level Change (from 2006 to 2007) Fall 2006 Fall 2007 EmergingAttainedSurpassed 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 9/17/2015 PERFORMACE LEVEL CHANGE — YEAR-TO-YEAR TRANSITIONS

9/17/2015 Functional Independence Summary Reports: Performance Level Change “ Gaining” means there was an improvement from 2006 to 2007 “ Gaining” means there was an improvement from 2006 to 2007 “Maintaining” means scores that were “proficient” stayed the same “Maintaining” means scores that were “proficient” stayed the same “Not gaining” means scores that were “not proficient” stayed the same “Not gaining” means scores that were “not proficient” stayed the same “Declining” means there was a decline from 2006 to 2007 “Declining” means there was a decline from 2006 to 2007

Functional Independence Summary Reports: ELA and Mathematics Grades 4, 5, 6, 7, and 8 ONLY Years Summarized Students Matched # % Performance Level Change Significant Decline # % Decline # % No Change # % Improvement # % Significant Improvement # % 2006 & /17/2015 PERFORMANCE LEVEL CHANGE — SUMMARY NEW!

Using Summary Reports for Instruction and Curriculum Look at progress collectively. How did our fifth graders do this year compared to last year? Look at progress collectively. How did our fifth graders do this 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 would expect? Compare state assessment data to other data. Is this what we would expect? Within the performance levels, where are clusters of students? Within the performance levels, where are clusters of students?

9/17/2015 Functional Independence Summary Report: Science

9/17/2015 P/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 Reports ELA Mathematics

Page 3 shows science scores by strand and ELA individual student item analysis NEW! P/SI Parent Reports Science ELA

Page 4 shows mathematics and science individual student item analysis NEW! P/SI Parent Reports Mathematics Science

9/17/2015 Functional Independence Parent Reports (Grades 4, 5, 6, 7, & 8) Page 1 shows the student’s scale score and performance level for 2007 and Also shows “Performance Level Change” from 2006 to NEW!

9/17/2015 Page 2 shows student’s earned points for ELA and mathematics, and his/her scale scores in a range ELA Mathematics Functional Independence Parent Reports

9/17/2015 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 Independence Parent Reports

9/17/2015 Page 4 shows student’s individual item analysis Science Mathematics Functional Independence Parent Reports

9/17/2015 Item Analyses Provide detailed, aggregated information on released items Provide detailed, aggregated information on released items Can be used to identify areas of collective strengths and areas that need improvement Can be used to identify areas of collective strengths and areas that need improvement Provided at school, district, and state level Provided at school, district, and state level Provided only when 10 or more students in the same grade take the same assessment Provided only when 10 or more students in the same grade take the same assessment

9/17/2015 District Item Analysis: ELA Shows # and % of students who selected each answer choice for each released Word Recognition and Text Comprehension item

9/17/2015 District Item Analysis: ELA Shows the # and % of students at (1) each score based on a 4-point rubric, and (2) each condition code

9/17/2015 District Item Analysis: ELA Also shows the # and % of students that received specific comment codes

9/17/2015 Using Item Analyses Use the Item Analysis Report along with the Released Item Booklet to identify collective strengths and weaknesses (available at access.info) Use the Item Analysis Report along with the Released Item Booklet to identify collective strengths and weaknesses (available at access.info) access.infowww.mi- access.info

9/17/2015 Using Item Analyses: ELA State Fall 2006 Least Well Functional Independence Grade 3 Functional Independence Grade 3 Informational passage about a chameleon Informational passage about a chameleon EGLCE being measured: Make inferences, predictions, and conclusions EGLCE being measured: Make inferences, predictions, and conclusions Only 62.1% answered the item correctly (A) Only 62.1% answered the item correctly (A) C was the incorrect answer chosen most often (23%) C was the incorrect answer chosen most often (23%)

9/17/2015 Using Item Analyses: ELA State Fall 2006 Best Same narrative passage Same narrative passage EGLCE being measured: Identify main ideas and details EGLCE being measured: Identify main ideas and details 74.7% of students answered the item correctly (B) 74.7% of students answered the item correctly (B) A was the incorrect answer chosen most often (13%) A was the incorrect answer chosen most often (13%)

9/17/2015 Using Item Analyses: ELA State Fall 2006 Expressing Ideas EGLCE being measured: Write/draw personal narrative EGLCE being measured: Write/draw personal narrative Only 7% of students received a “4,” and 23% received a “3” Only 7% of students received a “4,” and 23% received a “3” Comment code given most often = “Showed limited development with insufficient details and/or examples” Comment code given most often = “Showed limited development with insufficient details and/or examples”

9/17/2015 Using Item Analyses: Math State Fall 2006 Least Well Functional Independence Grade 7 Functional Independence Grade 7 EGLCE being measured: Solve problems using data EGLCE being measured: Solve problems using data Only 33.6% answered correctly (A) Only 33.6% answered correctly (A) C was the incorrect answer chosen most often (54.6%) C was the incorrect answer chosen most often (54.6%)

9/17/2015 Using Item Analyses: Mathematics State 2006 Best EGLCE being measured: Recognize representations for whole numbers to 10,000 EGLCE being measured: Recognize representations for whole numbers to 10, % answered correctly (C) 96.5% answered correctly (C) B was the incorrect answer chosen most often (2.2%) B was the incorrect answer chosen most often (2.2%)

9/17/2015 Using Assessment Results “Results have the greatest impact when people are given opportunities to discuss them—teachers with teachers, coordinators with teachers, coordinators with coordinators, and teachers with parents. You discover trends, identify anomalies, start asking questions, and together seek answers.” “Results have the greatest impact when people are given opportunities to discuss them—teachers with teachers, coordinators with teachers, coordinators with coordinators, and teachers with parents. You discover trends, identify anomalies, start asking questions, and together seek answers.”