Draft Guidelines for Participation in State Assessment Session 51

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Draft Guidelines for Participation in State
AssessmentSession 51

• Vincent J. Dean, Ph.D.
• Assessment Consultant for Students with
  Disabilities

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Guidelines for Participation in State Assessment
Team

• Primary Charge
• Update the 2003 Draft Guidelines for Determining
  Participation in State Assessments for Students
  with Disabilities.
• MEAS
• NAEP
• Assessment Accommodations Summary Table (Approved
  by the SBE in June 2005).

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Draft Guidelines Document

• Chapter 1 Foundations of Participation
• in State Assessments
• Chapter 2 Guidelines for All Students
• Chapter 3 ELPA
• Chapter 4 NAEP
• Chapter 5 Accommodations
• Chapter 6 Resources

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Foundations of Participation in State
Assessments

• NCLB
• Inclusion of all students with disabilities in
  state assessment systems.
• Results for all students (and students in
  specific subgroups, including students with
  disabilities and students with limited English
  proficiency) are used in calculating AYP for the
  school, district, and state.

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Foundations of Participation in State Assessments

• IDEA 2004 mandates that States and local
  education agencies ensure
• 612.(16)(A) IN GENERAL.-All children with
  disabilities are included in all general State
  and districtwide assessment programs, including
  assessments described under section 1111of the
  Elementary and Secondary Education Act of 1965,
  with appropriate accommodations and alternate
  assessments where necessary and as indicated in
  their respective individualized education
  programs.

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Foundations of Participation in State Assessments

• State Board of Education Policy
• October of 2001, The State Board of Education
  adopted a broad policy regarding state-wide
  assessment which reads
• It shall be the policy of the State Board of
  Education that each local and intermediate school
  district, and public school academy, will ensure
  the participation of all students in the Michigan
  Educational Assessment System.

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The MEAS

• The Michigan Educational Assessment Program
  (MEAP) was initiated by the State Board of
  Education and is funded through the Michigan
  Legislature through Public Act 307 of 1969
  (Section 14).
• Primary purpose of the MEAP is to provide a
  common denominator to measure Michigan student
  skills and knowledge in a consistent way at the
  same time.

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The MEAS

• Michigan Merit Examination (MME)
• ACT plus Writing
• WorkKeys (Reading for Information/Applied
  Mathematics)
• Michigan Components (Mathematics, Science, Social
  Studies)

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The MEAS

• MME section of the
• guidelines is under
• construction
• www.michigan.gov/mme
• Training dates/locations
• Assessment schedules/design
• Special populations
• Parent Information

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The MEAS

• MI-Access Michigans Alternate
  Assessment Program
• Individualized Education Program (IEP) Team
  decides that it is inappropriate for the student
  to participate in the MEAP/MME, even with
  accommodations.
• Functional Independence, Supported Independence,
  and Participation.

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The MEAS

• The English Language Proficiency Assessment
  (ELPA) is designed to assess student proficiency
  in English as required by the NCLB Act.
• Listening, Speaking, Reading, and Writing

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Guidelines for All Students

• Student Populations
• General Education
• Students Eligible for Section 504
• English Language Learners
• Foreign Exchange Students
• Students Receiving Title 1 Services
• Students with Disabilities

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Guidelines for All Students

• The vast majority of students will participate in
  the MEAP. Students who participate fully in the
  general education curriculum without identified
  disabilities or special circumstances will
  participate in the MEAP without accommodations.
• Most students with disabilities will be able to
  participate in the MEAP when provided with
  standard, appropriate accommodations.

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Guidelines for All Students

• Students eligible to receive special education
  services
• Individualized Education Program (IEP) Team is
  responsible for making decisions about how each
  student will participate in the MEAS.
• Which assessment is appropriate
• What accommodations are needed for the student to
  demonstrate his or her knowledge.

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Guidelines for All Students

• The IEP team may designate ANY accommodations it
  deems necessary.
• Student needs
• Routinely used in instruction
• Must inform parent and student that nonstandard
  accommodations prevent eligibility for the
  Michigan Merit Award.

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Choosing the Appropriate Assessment

• Determining a students level of independence
• Full Independence
• Functional Independence
• Supported Independence
• Participation

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Participation for All Students

• Full Independence
• Full Independence students are those with
  physical, emotional, or learning disabilities who
  function in the normal range of intelligence.
• Capable of becoming fully independent as adults.
• Able to apply their knowledge to any task,
  problem, or activity they may confront in life.
• Cognitive abilities necessary to be successful in
  traditional educational settings.
• Primary educational emphasis for these students
  will be on academic or technical subjects.

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Participation for All Students

• Functional Independence
• Students who have, or function as if they have,
  mild cognitive impairment.
• Capable of meeting their own needs and living
  successfully in their communities with minimal
  support from others.
• The instructional approach for these students
  must include concrete/authentic experiences in
  settings where the student is expected to
  function.
• Instruction most likely will be balanced between
  functional academic skills and functional daily
  living skills.

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Participation for All Students

• Supported Independence
• Students who have, or function as if they have,
  moderate cognitive impairment.
• Will require ongoing support in major life roles
  and may have cognitive and/or physical
  impairments that limit their ability to
  generalize or transfer learning.
• Instructional approach is direct, in context, and
  targeted toward specific, essential independent
  living and academic skills.
• Working toward mastering daily living and
  employment routines and an acceptable level of
  independent living.

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Participation for All Students

• Participation
• Students who have, or function as if they have,
  severe or profound cognitive impairment.
• Expected to require extensive ongoing support in
  adulthood and may have significant cognitive
  and/or physical impairments that limit their
  ability to generalize or transfer learning.
• Dependent on others for most, if not all, daily
  living needs.
• The instructional approach for these students
  targets opportunities for them to integrate into
  age-appropriate tasks, activities related to
  daily living skills, and academic content.

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Participation for All Students

• IEP Team State Assessment Decision-Making
  Flowchart
• IEP Team State Assessment Decision-making
  Checklist

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ELPA

• Under Construction
• www.michigan.gov/elpa
• Screener Information
• Michigan ELP Standards
• Marilyn Roberts, Director
• robertsm_at_michigan.gov

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NAEP

• Participation not required by NCLB-Title 1 funds
• Michigan Revised School Code
• 380.1280b (3) If a school is designated for
  participation in the national assessment of
  education progress program, the school shall
  participate as designated.
• No compliance No accreditation

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NAEP

• Goals
• Compare student achievement across states
• Track achievement trends in mathematics, reading,
  writing, science, and other content domains for
  students in grades 4, 8, and 12

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NAEP

• Michigan Participation
• 3-5 assessed by NAEP each year
• Some districts chosen every year because of
  demographics
• MDE assists, USED administers

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Accommodations

• Accessing the assessment without changing the
  content
• Permitting students to demonstrate their
  knowledge
• Instruction and Assessment

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Accommodations

• Presentation (auditory)
• Response (scribe)
• Timing/Scheduling (extra time)
• Setting (seat location)

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Accommodations

• Nonstandard Accommodations
• Changes the construct being assessed
• Less instructionally relevant results
• Invalid scores, not eligible for Michigan Merit
  Award

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Accommodations

• Choosing Accommodations
• Which assessment?
• Which content areas?
• What types are used currently?
• Instruction or assessment?
• Documented in the IEP?

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Resources

• MI-Access information and materials.
• www.michigan.gov/mi-access
• www.mi-access.info
• The Assist
• Online learning programs
• Extended Grade Level Content Expectations/Benchmar
  ks
• Administration manuals
• Surveys

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Resources

• The MEAP Web page
• www.michigan.gov/meap
• Grade Level Content Expectations (GLCE)
• Administration manuals
• Released items
• Press releases related to assessment scores

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Resources

• NAEP information
• Links to Web sites on accommodations
• USED policy site
• Articles and texts covering student participation
  in state assessment

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Appendices

• Appendix A SBE-Approved Summary Table
• Appendix B Spring 2007 MME Summary Table
• Appendix C Case Studies

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When will they not be DRAFT?

• Updates need to be made
• Field review and comment W07
• State Board of Education