Alternative Maryland School Assessment(Alt-MSA)

Maryland State Boardof Education

August 26, 2008

Content Achievement

Regular Alternate

Regular Modified Alternate

MSA/HSA

Mod- MSA/HSA

Alt-MSA

Relationship between the General Curriculum and the MSA Program

NCLB 2001 allows states to define alternate academic achievement standards—• Aligned with the State’s academic content

standards; • Yield results separately in reading/language

arts, math, and science; • Designed to use of the results to determine

AYP;• Should not focus on functional skills or IEP

goals, • IEP goals that reference the content

standards may be assessed and are appropriate to be included; and

• Meet requirements for technical adequacy.

National Center on Educational Outcomes (NCEO)

Alternate Assessments based onAlternate Standards

Assesses students with significant cognitive disabilities.

Reports student mastery of individually selected indicators and objectives from the reading, mathematics and science content standards.

It is a portfolio assessment constructed of evidence that documents individual student mastery of the reading, mathematics and science objectives.

Maryland’s Alternate Assessment(Alt-MSA)

Mastery Objectives selected by the IEP team based on student’s instructional level

Combines instruction consistent with the Individualized Education Program (IEP)

Provides framework for the instructional program for students with significant cognitive disabilities

Timeline for Alt-MSA is a 6 month window of instruction and assessment: September 2, 2008 – March 18, 2009

Learning extended at emerging, readiness, or functional literacy levels

Explicit and ongoing instruction in functional skills

Substantial modification of general education curriculum

Instruction that may require extensive supports

Extensive support to perform and participate meaningfully and productively in daily activities

Cannot participate in the ModMSA even with accommodations

Alt-MSA Participation Guidelines

• Limited Communication

• Very limited Academic Achievement

• Highly Specialized Instruction

• Extensive Supports:

Characteristics of students who participate in Alt-MSA

Access to Content through Assistive Technology

Tech Talk

4 Talk

Step-by-StepCommunicator

DynaVox 3100

Communication Book

using Picture Communication Symbols

(PCS)

SAMPLE:Grade 6 Math Sample

Master Objective (Math 9) – Given objects/pictures of objects in a patterned set. [STUDENT] will identify the number of items with 2 partial physical prompts. 1 time with 100% accuracy.

Student direction: [STUDENT] will dot the correct number using a bingo dabber.

2 7 3 8

How many sea animals are in each set?

SAMPLE:Reading Aligned with Science

Master Objective (Reading #4) – Given vocabulary words from a grade-level content unit, [STUDENT] will identify the correct word to use in a sentence/phrase with 2 model prompts. 1 time with 100% accuracy.

Observable and Measurable Student Response: Select the appropriate pre-glued symbol and place it in the space provided.

Alignment to Grade-Level Curriculum: Grade 3 Chemistry – A. Structure of Matter

1. Identify ways to classify objects using supportive evidence from investigations of observable properties.

a. Classify objects based on their observable properties.

Accuracy Score:Prompts: ___ Independence: _2_ Gesture: _1_ Verbal: ___ Model: ___ Partial Physical: ___ Full

Physical: ___

Water is a

Ice is a solid

liquid

• Acceptable Artifacts (Primary Evidence) Videotapes-1 reading and 1 math

mandatory Audiotape Student work (original) Data collection charts (original)

• Unacceptable Artifacts photographs, checklists, narrative

descriptions

Evidence (Artifacts)

Number of mastery objectives assessed

Format of mastery objectives

Content standards/topics assessed

All MOs must have baseline data and evidence of mastery at 80%-100%

Types of artifacts permissible

Components/Requirements of artifacts

Training and Handbook provided

Scoring training and procedures

What is standardized in the Alt-MSA?

Which mastery objective within content standard/topic to assess

May write MOs vs. select from MO bank

Use of prompts

Type of artifact used work sample, audiotape, videotape,

data collection

What is flexible in the Alt-MSA?

Alternative Maryland School Assessment(Alt-MSA)

Standard Setting

Alt-MSA

Alternative assessment for students with severe cognitive disabilities

Assesses reading, mathematics and science

Reading and math are administered at Grades 3-8 and 10

Science is administered in Grades 5, 8, and 10

Portfolio assessment- tasks specific to IEP

Reading and math scores included in AYP: 1%

Numbers of Students Participating in the 2008 Alt-MSA

Grade 3 4 5 6 7 8 10

Science

NA NA 642 NA NA 789 825

Reading

468 536 642 590 643 789 825

Math 468 537 642 590 643 789 825

Alt-MSA Standard Setting

Science New assessment (NCLB) First standard setting

Reading and Mathematics Review, verify and realign

Standard-Setting Work Flow

8 content groups

Psychometric CouncilWeek o

fJu

ly

28th

Review & Articulation Committee

State SuperintendentWeek o

f A

ug

ust

18th

Au

gu

st

26-

27th

State Board of Education

Set Alt-MSA Standards

Teachers who work with the student population

Alt-MSA Science (2 groups)– Lower (Grades 5 and 8) – High School (Grade 10)

Alt-MSA Reading (3 groups)– Elementary (Grades 3-5)– Middle (Grades 6-8)– High School ( Grade 10)

Alt-MSA Mathematics (3 groups)– Elementary (Grades 3-5)– Middle (Grades 6-8)– High School ( Grade 10)

8 Standard-Setting Groups

Alt-MSA Scoring

Alt-MSA uses raw scores

Portfolios receive a score between 1 and 10

Process is to determine which score range represents performance that is considered proficient and advanced

Reasoned Judgment Procedure

To make their judgments participants consider:

Exemplar portfolios (all possible score points)

Performance level descriptors Design and scoring of the assessment Their experience working with these

students

Portfolio Score of

1

Portfolio Score of

10

O

The Questions

Participants are asked:

What score should a student receive on their portfolio to be considered “just barely” proficient?

What score should a student receive on their portfolio to be considered “just barely” advanced?

Note: Assessment is not content based- it is individualized to IEP objectives

Review and Articulation

Week of August 18, 2008

– Superintendents

– Local Accountability Coordinators

– Local Directors of Special Education

– Teachers

– Central Office Personnel

– Advocates for students with special needs

– Parents

– Business Community members

– MSDE

Proposed Alt-MSA Cut Scores:All Grades

Content Proficient Advanced

Science 6 9

Reading 6 9

Math 6 9

Science Impact Data

Grade Proficient/Advanced

Proficient Advanced

5 69.5 54.2% 15.3%

8 70.9 54.4% 16.5%

10 67.8 53.0% 14.8%

Percent of Maryland Students Scoring Proficient and Advanced on 2008 Alt-MSA Science Portfolio

Reading Impact Data

Grade Prof./Adv. Proficient Advanced

3 89.6% 16.5% 73.1%

4 87.8% 18.8% 69.0%

5 88.3% 18.2% 70.1%

6 87.8% 21.2% 66.6%

7 87.1% 19.6% 67.5%

8 89.0% 22.2% 66.8%

10 84.7% 21.1% 63.6%

Percent of Maryland Students Scoring Proficient and Advanced on 2008 Alt-MSA Reading Portfolio

Math Impact Data

Grade Prof./Adv. Proficient Advanced

3 86.9% 22.6 % 64.3 %

4 87.8% 20.9 % 66.9 %

5 86.9 % 20.2 % 66.7 %

6 88.3 % 22.4 % 65.9 %

7 86.3 % 19.3 % 67.0 %

8 88.0 % 22.2 % 65.8 %

10 86.4 % 25.3 % 61.1 %

Percent of Maryland Students Scoring Proficient and Advanced on 2008 Alt-MSA Math Portfolio

2008 Alt-MSA Science, Reading & Math Results – Proposed Standards

Grade Science Reading Math

3 NA 89.6% 86.9%

4 NA 87.8% 87.8%

5 69.5% 88.3% 86.9%

6 NA 87.8% 88.3%

7 NA 87.1% 86.3%

8 70.9% 89.0% 88.0%

10 67.8% 84.7% 86.4%

Next Steps for Alt-MSA Science Assessment

September 1– Implement cut scores, double

check the data for accuracy at school and system level

Late September– Parent reports on Alt-MSA Science

sent to school systems– Data added to regular MSA

science data and reported on website

Alternative Maryland School Assessment(Alt-MSA)

Questions &Discussion