MEAP-Access Webcast September 13, 2011

MEAP-AccessWebcastSeptember 13, 2011

Welcome and Introductions Jim Griffiths Manager, Administration and Reporting Office of Standards & Assessment

New Name for OEAA Bureau of Assessment & Accountability BAA Office of Standards & AssessmentOSA Office of Psychometrics, Accountability, Research & Evaluation - OPARE Office of Assessment Business Operations - OABO

Welcome and Introductions The presenters are: Jim Griffiths– OSA Manager, Administration and Reporting Ramona Moore – Measurement INC. Project Manager Tina Foote – OPARE Secure Site Analyst

Welcome and Introductions Linda Howley – OSA Assessment Consultant for Students with Disabilities Joanne Winkelman – OSE-EIS Policy Coordinator Dan Evans - OSA Analyst, Administration & Reporting

Submitting Questions Email: answers@resa.net View any time at: www.MIstreamnet.com

Agenda • Assessment Background • Test Design • Accommodations • Student Selection and Eligibility (MOPLS) • Secure Site • Receiving & Returning Materials • Accountability • Common Administration Errors • Questions & Answers

MEAP-Access Background In April of 2007, the U.S. Department of Education issued regulations describing Alternative Assessments based on Modified Achievement Standards (AA-MAS). Under NCLB and IDEA this is referred to as the “2% Regulation.”

MEAP-Access Background The 2% regulation permits a state to develop an assessment aligned with modified academic achievement standards that cover the same Grade Level Content Expectations (GLCEs) as the general assessment.

MEAP-Access Background This is the first step toward improving access to grade-level assessments in Reading/Writing and Mathematics for student with disabilities in grades 3-8 who are currently receiving grade-level instruction.

MEAP-Access Background MEAP-Access Pilot – Winter 2009 MEAP-Access Operational Test – Fall 09 • Not enough students participated in fall 2009 to conduct standard setting • low scores • items not modified “enough”

MEAP-Access Background The decision was made to delay the next operational administration of MEAP-Access until Fall 2011 to allow for further study and development to prepare for the next operational administration.

MEAP-Access Background • Educator and stakeholder committees drafted test item modification guidelines. • Cognitive labs conducted around the state with students and teachers to study the new modified items • MEAP-Access items embedded on MEAP and MI-Access (FI) tests as a embedded items – Fall 2010 • MEAP-Access Operational Test Fall 2011

Assessment Continuum MEAP-Access helps to complete the assessment continuum • MEAP • MEAP (with accommodations) • MEAP-Access • MEAP-Access (with accommodations) • MI-Access (FI, SI, and P)

Assessment Continuum

Test Design Linda Howley Assessment Consultant for Student with Disabilities Office of Standards & Assessment

Test Design MEAP-Access features: • Fewer items on the assessments • 3 answer choices per item • Segmented passages • Passage introductions • Use of Graphics • Reduced reading load and complexity

Test Design • Grades 3 – 8 Reading • Grades 4 & 7 Writing • Grades 3 – 8 Mathematics MEAP-Access will be administered during the MEAP assessment window. (October 11-28, 2011)

Test Design Sample Booklet for Mathematics

Test Design Mathematics Grades 3-8 • 45 multiple choice items (3 answer choices) • Two parts in one test booklet • Part 1 – 20 items, Part 2 – 25 items • Calculator use allowed on all items

Test Design MEAP-Access sample item

Test Design Sample Booklet for Reading

Test Design Reading Grades 3-8 • 4 Reading selections, each with 8 multiple choice (MC) items • 11 Independent word study mc items

Test Design Reading Grades 3-8 Two days, two test booklets • Day one – 3 parts • 2 Reading selections with 8 MC items each • 11 Independent word study MC items • Day two – 2 parts • 2 Reading selections with 8 MC items each

Test Design Passage Introduction Sample

Test Design MEAP-Access Sample Passage

Test Design MEAP-Access sample items

Test Design Sample Booklet for Writing

Test Design Writing Grades 4 and 7 • 3 Writing prompts • 15 Independent multiple choice items

Test Design Writing Grades 4 and 7 Two days, two test booklets • Day one – 2 parts • 2 Writing prompts • Day two – 2 parts • 1 Writing prompt • 15 Independent MC items

Test Design Sample Writing Prompt Write about: Trying Something New Life offers many opportunities or chances to try new things. Sometimes people are afraid to try something new. Do only one of the following: • write a story about a time when you tried something new OR • write a story about a time someone you know tried something new

Test Design Writing Grades 4 and 7 • Will use same writing rubric as MEAP • Separate rangefinding conducted with teachers across the state

Accommodations

Accommodations All decisions about which accommodations a student needs must: • be made by the IEP Team • be documented in the student’s IEP by content area • reflect what the student routinely uses or responds to during instruction

Accommodations • All accommodations currently available for MEAP assessments are also available for the MEAP-Access. • Calculators are allowed on all parts of MEAP-Access mathematics test.

Accommodations • Assessment start dates are the same as MEAP by content area • Time may be extended through the end of the testing window (10-28-11) to complete the assessment • Students must finish one part in one sitting

Accommodations Calendar of assessment dates

Accommodations Use of any accommodations should be marked in box 2 of the student’s answer document, except for Universal Accommodations

Accommodations Accommodated Materials • Braille • Enlarged Print • Reader Scripts (Math) • Audio CDs (Math)

Student Selection and Eligibility Joanne Winkelman Policy Coordinator Office of Special Education and Early Intervention Services

Eligibility Criteria • Student must have current IEP; IEP must include goals based on Michigan’s Grade Level Content Expectations (GLCEs) for the grade in which the student is enrolled;

Eligibility Criteria • Student must have access to and instruction in grade-level content for the grade in which the student is enrolled;

Eligibility Criteria • IEP Team is reasonably certain student will not achieve grade-level standards at the same proficiency level as their peers, in the year covered by the IEP;

Eligibility Criteria • Objective evidence demonstrates that the student’s disability has precluded the student from achieving grade-level standards at the same level of proficiency as their peers;

Eligibility Criteria • Student’s lack of progress must be determined using multiple objectives and valid measures of the student’s academic achievement over time.

Assessment Decision Flowchart

Decision-Making Worksheet

MEAP-Access Webcast September 13, 2011