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Mathematics Instruction and MI-Access

Explore MI-Access assessments, tools, and examples promoting independence, aligned with state standards and functional skills for effective problem-solving and real-world applications. Utilize hands-on materials, diverse item types, and universal design principles. Access comprehensive resources for assessment development and implementation.

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Mathematics Instruction and MI-Access

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  1. Mathematics Instruction and MI-Access Vincent J. Dean, Ph.D. Assessment Consultant for Students with Disabilities Session 46

  2. Today’s Topics • The basis of the MI-Access assessments • Instructional relevance of MI-Access • Tools and questions • Local example

  3. MI-Access EGLCEs/EBs/EHSCEs and Assessments • Instruction, curriculum, and assessment - promoting the greatest degree of independence possible • Assessments built on assumption that state’s content standards will drive curriculum • All students must have opportunities to access and learn the content standards – EGLCE/EB/EHSCE

  4. MI-Access Assessments • A state level alternate assessment should: • evaluate the concepts and procedures that students with disabilities need to effectively solve problems; • present those problems within the real-world contexts of daily living, community experience, and employment; and • cover the same knowledge and skills currently evaluated by the general state assessment (MEAP) albeit in somewhat different ways.

  5. MI-Access Assessments • Assessment item development: • Wide variety of student academic skill in navigating and responding to the assessment • Measuring knowledge of concepts as opposed to reading/writing skills (e.g., Mathematics) • Universal design principles applied to reduce need for accommodations

  6. MI-Access Functional Independence EGLCEs/EBs and Assessments • Items presented in a real-world context • Hands on materials (e.g. coins, clocks, etc.) may be used as long as nature of question or response elicited is unaffected • Any necessary data, charts, and/or text are provided as part of the item

  7. GLCEs & EGLCEs/EBs Mathematics • Divided into Strands of Numbers and Operations, Algebra, Measurement, Geometry, and Data and Probability • Subdivided into Topics/Domains, e.g., Count, Write, and Order Whole Numbers; Identify and Describe Shapes; Data Representation; Units and Systems of Measurement

  8. Version 12.05 vs. High School Content Expectations-Mathematics

  9. Example Grade 3 MathematicsGLCE and FI EGLCE GLCE: N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects. FI EGLCE: N.ME.03.EG01 Read, write and count using whole numbers to 100 in numerals and words and relate them to the quantities they represent.

  10. Example Grade 3 MathematicsGLCE and FI EGLCE GLCE: G.GS.03.01 Identify points, line segments, lines and distance. FI EGLCE: G.GS.03.EG01 Identify common two-dimensional shapes, including square, circle, triangle, and star, and describe their physical and geometric attributes such as size and shape.

  11. Functional Independence Mathematics Assessments Example Assessment Blueprint Grade 3 Total Items: 38 S-Numbers and Operations T-Count, write and order whole numbers: 10 S-Measurement T-Measure and use units: 5 T-Money: 3 S-Geometry T-Identify and describe shapes: 6 T-Patterns: 3 S-Data Analysis T-Explore data: 3 Embedded Items: 8 (do not impact scores)

  12. P/SI Assessment Plan • www.michigan.gov/mi-access • Phases of MI-Access Development • Development Timeline for P/SI • Scoring Rubrics

  13. P/SI Assessment Plan • Sample Items • P/SI ELA and Mathematics Assessment Plan Writing Team (APWT) members list • Figures 9-11 in Plan - Mathematics Blueprints

  14. Mathematics Blueprint - Participation

  15. Mathematics Blueprint - Participation

  16. Mathematics Blueprint - SI

  17. Mathematics Blueprint - SI

  18. P/SI EGLCE/EHSCE • Explicitly measuring Mathematics • Separate EGLCEs/EHSCEs for P and SI • Linked to GLCE/HSCE (general education) • Content Area Thread GLCE/HSCE to EGLCE/EHSCE to Item

  19. P/SI Draft EGLCE/EB • P/SI ELA and Mathematics Assessment Plan Writing Team (APWT) • Reduced depth, breadth, and complexity • Looking for the mathematics already present in instruction • Context always considered

  20. GLCE - 4th Grade N.FL.04.08 Add and subtract whole numbers fluently. SI EGLCE–Elementary N.FL.e4.SI.EG08aDemonstrate knowledge of basic addition and subtraction facts (single digits, no regrouping, and sums/differences less than ten). Use of manipulatives and/or calculator is permissible. Example SI Link

  21. GLCE - 7th Grade D.RE.07.01 Represent and interpret data using circle graphs, stem and leaf plots, histograms, and box-and-whisker plots, and select appropriate representation to address specific questions. SI EGLCE–Middle School D.RE.m7.SI.EG01b Read and interpret pictographs with a scale of one. Example SI Link

  22. GLCE – 4TH Grade N.ME.04.20 Understand fractions as parts of a set of objects. P EGLCE - Elementary N.ME.e4.P.EG20aDifferentiate between a whole object and part of an object. Example: A whole puzzle vs. one piece Example P Link

  23. HSCE-High School L1.2.4 Organize and summarize a data set in a table, plot, chart, or spreadsheet; find patterns in a display of data; understand and critique data displays in the media. P EHSCE- High School EHSCE.P.L1.2.4b Organize data by sorting pictures or objects. Example: Using pictures of self and classmates, differentiate between present/absent, male/female, or activity choices Example P Link

  24. Sample Items - SI • EGLCE: D.RE.m7.SI.EG01c • ACTIVITY: The student will correctly identify the location of a person to whom he/she will deliver a message or object. For example, the student could be directed, “Please take this note to Mrs. Smith. Where is her classroom?” The student may provide verbal directions or indicate the location on a map of the school. • SCORING FOCUS: Identifying what data are needed to solve a problem

  25. Sample Items - P • EHSCE: EHSCE.P.A1.1.1a • ACTIVITY: The student will correctly indicate which item is cold when present­ed with 1 hot and 1 cold item while engaged in a familiar eating routine, such as lunch or snack time. For example, the student could be presented with a cup of ice water and a cup of hot soup and then be asked, “Which one is cold?” • SCORING FOCUS: Differentiating between hot and cold

  26. Participation Scoring Rubric

  27. SI Scoring Rubric

  28. Instructional Relevance • IDEA 2004 Regulations – PLAFP • §300.320 (2)(ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;

  29. Instructional Relevance • Standards-Based IEPs • PLAFP for AA-AAS (all 3 present levels of MI-Access) • Participation in AA-MAS (2% Modified Assessment) • Goals based on GLCEs/HSCEs • Both content areas (ELA and Mathematics)?

  30. Instructional Relevance GLCEs (grades 3-8) • MEAP High School Content Expectations • Michigan components of the MME • Possible end-of-course credit exams • Michigan Merit Curriculum framework • HSCEs available for each course • www.michigan.gov/osi

  31. Instructional Relevance EGLCEs/EBs/EHSCEs (grades 3-8 and 11) • MI-Access • Functional Independence, Supported Independence, Participation • English Language Arts, Mathematics, Science • Student access to general curriculum • Alignment • IEP Goals –Standards-based • Assessment - Classroom and Statewide

  32. “Mining” the EGLCEs/EBs/EHSCEs • Begin by discussing the fundamental meaning and content of the EGLCE/EB/EHSCE statement. • Underline important key concepts. • Think about the meaning of each concept—underlying knowledge/skills, concrete examples—and why it’s important.

  33. “Mining” the EGLCEs/EBs/EHSCEs Questions • Do our students receive instruction on this concept? • Where, when, and how? • Performance Context • If we don’t teach this now, how could we in the future?

  34. “Mining” the EGLCEs/EBs/EHSCEs Questions • What types of IEP goals could we write to measure these concepts? • Are our instructional materials covering these concepts adequately? • What materials exist to help us figure this stuff out?

  35. Using the EGLCEs/EBs/EHSCEs to Prepare for MI-Access Questions • How many EGLCEs/EBs/EHSCEs from each strand/topic/domain will be assessed? • What will the items assessing these concepts look like? • How will the items based on these concepts be scored and reported?

  36. “Mining” and Preparation Tools • Draft and Final EGLCEs/EBs/EHSCEs • Online Learning Program • Blueprints from Assessment Plans • Sample Items-Booklets and Plans • Released Item Booklets • Reports and Handbook

  37. Additional Resources • MI-Access information and materials. • www.michigan.gov/mi-access • www.mi-access.info • The Assist • Administration manuals • Surveys • Accommodation Summary Tables • MI-Access Committee Nomination Form • OEAA Listserv • dutcherp@michigan.gov • deanv@michigan.gov

  38. Online Learning • MI-Access Participation and Supported Independence Scoring Rubrics Online Learning Program • www.mi-access.info

  39. MI-Access v 1.5English Language Arts

  40. Local Example • One district’s application and incorporation of MI-Access materials into instructional practices

  41. MI-Access Works! • Begin with On-line training • MI Access Website helps answer questions • Important dates (testing window) • Parent information, accommodations table • Manuals & Handbook • Results, Surveys etc. • Released Items, Sample Booklets & EGLCE

  42. http://www.mi-access.info

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