Participation and Supported Independence (P/SI) v1.5 English Language Arts

OEAA 2006 ConferenceSession 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

v12.05Strands

New High School Expectation

StrandsReading Writing, Speaking and

Expressing

Writing Reading, 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-access

Supported IndependenceGLCE 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

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-access

• MI-Access Information Center – www.mi-access.info

• Office of Educational Assessment and Accountability – www.mi.gov/oeaa

• Office of School Improvement– www.michigan.gov/schoolimprovement

Questions