participation and supported independence (p/si) v1.5 english language arts
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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. - PowerPoint PPT PresentationTRANSCRIPT
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
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
• 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 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