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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