Untitled Document
July
2, 2004
LANSING - A majority of students with significant cognitive disabilities
in Michigan surpassed or attained set performance standards in this year's
state alternate assessment program, known as MI-Access.
In its third year, MI-Access is one of the ways that students with disabilities
participate in the Michigan Educational Assessment System. The other ways
are the MEAP tests with and without accommodations provided by the schools'
test administrators.
These tests, approved by the State Board of Education, are required by federal
laws that ensure all students be included in each state's assessment system.
Results are used when calculating each school's test participation rate
and Adequate Yearly Progress (AYP) required under the federal No Child Left
Behind (NCLB) law.
"Having standardized, statewide assessment data for these students
is really valuable," said Dr. Jeremy Hughes, the state's Chief Academic
Officer and Deputy Superintendent. "Previously, we have had large gaps
in assessment information about students with disabilities because tests
like the MEAP test are unsuitable for them."
"With MI-Access, our performance data for all students is more complete,"
said state Superintendent of Public Instruction Tom Watkins. "In the
State Board's efforts to address the needs of all children, this is a remarkable
advancement for these students, their families, as well as the teachers
and schools that educate them.
"Our collective goal is to ensure that all children receive the education
they need and deserve to function in the 21st Century global economy."
State Board of Education President Kathleen N. Straus hailed MI-Access as
an excellent instrument to assess students with significant disabilities.
"It gives our students with significant cognitive disabilities a way
to participate meaningfully and appropriately in our state's assessment
system," she said. "It is encouraging to see this year's results,
coupled with the gains students have made on the MEAP tests and in beginning
to close the achievement gap for minority students."
MI-Access is comprised of three assessments: (1) Participation, which is
designed for students who have, or function as if they have, severe cognitive
impairment; (2) Supported Independence, which is designed for students who
have, or function as if they have, moderate cognitive impairment; and (3)
Interim Phase 2 BRIGANCE, an off-the-shelf commercial assessment customized
for Michigan students who have, or function as if they have, mild cognitive
impairment.
Because of the student population involved, MI-Access is designed differently
than most standardized assessments. For example, Participation and Supported
Independence assessments use the assessment format of teacher observation
- that is, teachers observe students as they carry out a standard set of
activities during the course of a normal school day. Then, teachers score
them using a standardized scoring guide.
Interim Phase 2 BRIGANCE is a paper and pencil assessment that reflects
what students with mild cognitive impairment should know and be able to
do. It has multiple choice and open-ended questions and can be read by the
students or the assessment administrator, depending on the instructional
strategies or accommodations used with the student during routine instruction.
In winter 2004, 23,374 students with disabilities in grades 4, 7, 8, and
11 participated in MI-Access. Of that number, 1,356 were assessed with the
Participation assessment; 2,837 were assessed with Supported Independence;
and 19,181 were assessed with Interim Phase 2 BRIGANCE.
MI-Access has three levels of achievement, or performance categories, students
can achieve: Surpassed; Attained; or Emerging Toward the performance standard.
For the Participation and Supported Independence assessments, students do
not receive one overall score, but instead receive scores for each Performance
Expectation (PE) on which they are assessed. The PEs included in the assessment
reflect what students with disabilities in a certain grade should know and
be able to do.
Students assessed with Interim Phase 2 BRIGANCE receive one overall score
for English Language Arts and one overall score for mathematics. In 2004,
76 to 86 percent of fourth-, seventh-, and 11th-grade students Surpassed
or Attained the performance standard for English Language Arts. On the mathematics
assessment, 54 to 68 percent of 4th, 8th, and 11th grade students Surpassed
or Attained the performance standard.
Assessment data from MI-Access will be used, along with data from the MEAP,
to make school participation rates and Adequate Yearly Progress (AYP) calculations
as required by NCLB.
"That law holds schools responsible for the success of every student,"
Hughes added. "The data MI-Access provides can be used to help us show
how all students in Michigan are progressing, not just those taking the
MEAP. With that information, we will be in a better position to help all
Michigan students achieve."
View statewide and school district level
data for MI-Access results.
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