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Reporting on Progress MEAP and MIAccess Phase 1: Fall 2005 Fall 2006 Phase 2: Fall 2006 Fall 2007 an

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Phase 1: Fall 2005 to Fall 2006. Progress Reports will be produced for Fall 2006 4th 8th grade students who ... Phase 2: Fall 2006 Fall 2007 ... – PowerPoint PPT presentation

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Title: Reporting on Progress MEAP and MIAccess Phase 1: Fall 2005 Fall 2006 Phase 2: Fall 2006 Fall 2007 an


1
Reporting on Progress (MEAP and MI-Access)
Phase 1 Fall 2005 Fall 2006 Phase 2 Fall
2006 Fall 2007 and beyond
  • Joseph A. Martineau, Psychometrician
  • Office of Educational Assessment
    Accountability (OEAA)
  • Michigan Department of Education
  • 2006 OEAA Conferences

5/12/2009
2
Phase 1 Fall 2005 to Fall 2006
  • Performance Levels (PLs) reported for both
    cycles
  • Fall 2005 PL
  • Fall 2006 PL
  • No value judgments placed on transitions from one
    PL to another

3
Phase 1 Fall 2005 to Fall 2006
  • Progress Reports will be produced for Fall 2006
    4th 8th grade students who
  • Were in the previous grade in Fall 2005
  • Took MEAP in both Fall 2005 and Fall 2006
  • Took MI-Access in both Fall 2005 and Fall 2006
  • Had matching UICs for both Fall 2005 and Fall 2006

4
Phase 1 Fall 2005 Fall 2006Sample Reports
  • Parent Report MEAP
  • For a third grader
  • For other grades, the progress is applicable

5
Phase 1 Fall 2005 Fall 2006Sample Reports
  • Parent Report MI-Access

6
Phase 1 Fall 2005 Fall 2006Sample Reports
  • Individual Student Report - MEAP

7
Phase 1 Fall 2005 Fall 2006Sample Reports
  • Individual Student Report MI-Access

8
Phase 1 Fall 2005 Fall 2006Sample Reports
  • Class Roster - MEAP

Writing
Reading
9
Phase 1 Fall 2005 Fall 2006Sample Reports
  • Class Roster MI-Access

10
Phase 1 Fall 2005 Fall 2006Sample Reports
  • School Summary Report - MEAP

11
Phase 1 Fall 2005 Fall 2006Sample Reports
  • School Summary Report MI-Access

12
Phase 2 Valuing Student ProgressDesired Model
Characteristics
  • Desirable model characteristics
  • Consistency with policy goals of proficiency for
    all students
  • Freely available for scientific scrutiny to
    enhance and validate the model
  • Based on alignment to content standard and
    performance standards
  • Holding high expectations for all students
    regardless of current achievement
  • Can integrate MEAP and MI-Access results into a
    single system
  • Balances fairness toward students with fairness
    toward educators by setting targets based upon
    observable transitions
  • Can be adapted to monitor the progress of
    different groups of children (e.g. SWD and ELL)
  • Appropriate statistical model for the MEAP,
    MI-Access, and ELPA scales
  • Consistency of reporting mechanisms with policy
    goals

13
Phase 2 Fall 2006 Fall 2007
  • Wait until after the first reporting period where
    progress can be assessed
  • Set standards for student progress
  • Use data about how students progress from one
    grade to the next
  • Identify observable degrees of progress that
    qualify as Excellent (E), Sufficient (S), Fair
    (F), or Poor (P)

14
Phase 2 Fall 2006 Fall 2007
  • Student Level Progress Standard Setting
  • Apply Evaluative Labels to Transitions
  • Sample Categorization is Given Below
  • Real Categories will Probably be Different

15
Phase 2 Fall 2006 Fall 2007
  • For MI-Access

16
Phase 2 Fall 2006 Fall 2007
  • Need more granularity
  • Four by four table of transitions
  • (F)air, (P)oor, (S)atisfactory, (E)xcellent
  • Final results will probably be different

17
Phase 2 Fall 2006 Fall 2007
  • For MI-Access

18
Phase 2 Fall 2006 Fall 2007
  • Split into two groups Those not previously
    proficient (met or above) and those that were
    previously proficient
  • Criterion-referenced (the goal is to help all
    children achieve and maintain proficiency)
  • However, a student may make excellent progress
    within the Basic category (or any other
    category) and that progress may not be identified
    by this model

19
Phase 2 Fall 2006 Fall 2007
  • For MI-Access

20
Phase 2 Fall 2006 Fall 2007Student Level
Standard Setting
  • Sample final result of student-level progress
    standard setting
  • Based on actual transitions from Fall 2006 to
    Fall 2007 to assure that the labels are reasonable

21
Phase 2 Fall 2006 Fall 2007Student Level
Standard Setting
  • For MI-Access

22
Phase 2 Tentative Plans for Fall 2006-Fall 2007
Student-Level Reports
  • Report subcategories and progress label, for
    example
  • Fall 2006 Performance Mid Basic
  • Fall 2007 Performance High Meets
  • Progress Excellent
  • Reported on parent reports, individual student
    reports, and class rosters

23
Phase 2 Tentative Plans for Fall 2006-Fall 2007
School-Level Reports
  • School Profile Reports
  • May include both MEAP and MI-Access
  • May separate out MEAP and MI-Access
  • Based on these profiles, conduct standard setting
    for school level progress
  • EducationYES! measure of student progress
  • Hope to use for attaining Safe Harbor under NCLB

24
Integration with MI-Access
  • Because school reports in terms of AYP and
    EducationYES! integrate the MEAP and MI-Access
    scores, the progress reports also need to be
    integrated
  • Same procedures used for MI-Access
  • MEAP/MI-Access Committees work together to
    evaluate individual student progress and school
    progress based on both MEAP and MI-Access

25
Accountability Uses
  • Progress portion of EducationYES! will be based
    on school progress profiles
  • MDE hopes to use school progress profiles as
    another method of making Safe Harbor under NCLB

26
Contact Information
  • Joseph A. Martineau
  • (517) 241-4710
  • martineauj_at_michigan.gov
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