WELCOMEto the Fall 2014
ADMINISTRATORS OVERVIEWof
MCAS-Alt and Related Topics for
Students with DisabilitiesPresenter: Dan Wiener
Administrator of Inclusive AssessmentStudent Assessment Services
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Today’s Agenda Historical perspective Who should take the MCAS-Alt? 2014 MCAS-Alt Results
· Statewide participation, performance, and trends
Portfolio scoring· Why a “complete” portfolio is important
Principals’ role in MCAS-Alt MCAS-Alt security Resources for teachers PARCC and students with disabilities
Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
15 Years of MCAS-Alt! In 2001, 5,000 students participated in MCAS-
Alt for the first time (as did the first training specialists).
Portfolios were scored by Massachusetts teachers each summer through 2008.· Portfolios are now scored out-of-state under the
supervision of ESE and Measured Progress.
The greatest number of portfolios was submitted in 2012 (9,386). · The number has decreased since then.
On average, 1.7% of all assessed students, or about 9% of SPED students, have taken the MCAS-Alt each year.
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Massachusetts Department of Elementary and Secondary Education
Purposes of Alternate Assessment Include difficult-to-assess students in
assessment and accountability (it’s the law).
Ensure that standards-based skills and content are taught at levels that are meaningful and challenging.
Determine which skills and content students have learned.
Provide information to schools and parents on the achievement of students with significant disabilities.
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Massachusetts Department of Elementary and Secondary Education
How Should Students with Disabilities Participate in MCAS?
Decision needed annually in each content area. IEP Teams decide:
Can student take standard MCAS test? Can student take standard MCAS test
with accommodation(s)? Which accommodations are appropriate?
Does student need an alternate assessment?
2015 Educator’s Manual for MCAS-Alt, Pp. 9-11
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Massachusetts Department of Elementary and Secondary Education
Who Should Take MCAS-Alt?
A student with a disability who is…. Working on learning standards that have
been substantially modified due to the severity of the disability, and is
Receiving intensive, individualized instruction in order to acquire, generalize, and demonstrate knowledge and skills, and is
Unable to demonstrate knowledge and skills on a paper and pencil test, even with accommodations,
. . . should take the MCAS-Alt in that subject.
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Massachusetts Department of Elementary and Secondary Education
Can other students with disabilities be considered for MCAS-Alt?Yes. A student with a disability may also
require an alternate assessment if he or she. . .
Is working on learning standards at or near grade-level expectations, and
Is sometimes able to take a paper-and-pencil test, either with or without accommodations, but
Cannot fully demonstrate knowledge and skills on an MCAS test because of a unique and significant (primarily non-cognitive) disability, and
these challenges cannot be overcome through use of accommodations.
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2014 MCAS-Alt Statewide Participation
9,103 students in grades 3-12 took MCAS-Alt
in at least one subject in 2014.
ELA = 8,391
Math = 8,580
Sci & Tech/Eng = 3,308
Total has decreased by 127 since 2013
(9,230)
In all, 48,060 strands were scored.
Massachusetts Department of Elementary and Secondary Education
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2012-2014 MCAS-Alt:Statewide Results(All Content Areas - All Grades)
2012
2013
2014
80.12%
10.41% 8.41%
.15%.09%
11.41%
.91%
.92%
8.53%
79.06%
Massachusetts Department of Elementary and Secondary Education
17.09%
1.88%
10.81%
70.09%
.10%
Incomplete Awareness Emerging Progressing Needs Improvement+
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MCAS-Alt Performance Levels· Standard MCAS
· MCAS-Alt- The first four performance levels are reported
within Warning/Failing.
Advanced
ProficientNeeds Improvement
Warning(Failing at Grade 10)
Incomplete Awareness Emerging Progressing Nds. Imp. Prof. Adv.
Massachusetts Department of Elementary and Secondary Education
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MCAS-Alt for Accountability (PPI)
MCAS Performance Level
MCAS Score Range
MCAS-Alt Performance Level
Points Per Student
Proficient or Advanced 240 – 280 Progressing75 or 100
*
Needs Improvement (High) 230 – 238 Emerging 75
Needs Improvement (Low) 220 – 228 Awareness 50
Warning/Failing (High) 210 – 218 Portfolio Incomplete 25
Warning / Failing (Low) 200 – 208
Portfolio not submitted 0
* Depending on “nature of disability” and “level of need” of each student
Schools and districts receive points toward their PPI, which is one part of the accountability system.
But only one percent of students can receive 100 points, per the USDE.
Composite Performance Index
2015 Educator’s Manual for MCAS-Alt, Pp. 58-59
Massachusetts Department of Elementary and Secondary Education
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Earning Points for PPI… (Continued)
Students will earn 100 CPI points for their school and district if they: Score Progressing Have one of the following disabilities:
· Intellectual or developmental disabilities· Autism· Multiple disabilities· Deaf and blind
Have a “high” level of need
IMPORTANT: There is no cap or quota on number taking MCAS-Alt. MCAS-Alt is not limited to students with these
disabilities. Massachusetts Department of Elementary and Secondary Education
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Transition to New Standards for the MCAS-Alt
Massachusetts Department of Elementary and Secondary Education
MCAS-Alt is now fully aligned with the Common Core State Standards in ELA/Literacy and Mathematics. High School Mathematics standards were added for
20142015.
An updated Science and Tech/Eng Resource Guide is now available, based on the 2006 standards (not “Next Generation Science Standards,” which are still under review).
All educator manuals and curriculum materials needed to conduct the MCAS-Alt are available at www.doe.mass.edu/mcas/alt/resources.html.
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Massachusetts Department of Elementary and Secondary Education
What Does MCAS-Alt Assess?One Observable, Measurable Outcome in Each Portfolio Strand
ELA Reading: text comprehension, using the student’s primary mode of response.
ELA Writing: expressive communication in grades 4, 7, and 10, using student’s primary mode of expression.
ELA Language: word knowledge and meaning, making word choices, acquiring vocabulary
Mathematics: two Math domains in each grade 38 (three conceptual categories in grade 10).
Science and Tech/Eng Assesses three STE disciplines in grades 5 and 8; and one STE discipline in greater depth in either grade 9 or 10.
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Progression from PreKHigh School
Domain/Conceptual Category PK K 1 2 3 4 5 6 7 8 HS
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations - Fractions
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Functions
Geometry
Measurement and Data
Statistics and Probability
Algebra
Number and Quantity
Mathematics Domains (Grades 38) andConceptual Categories (High School)
KEY = Assessed by MCAS-Alt = Assess one entry point in any three Conceptual Categories
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Massachusetts Department of Elementary and Secondary Education
Access to the General Curriculum:
Geometry Standards
Less Complex More Complex
Entry PointsAccessSkills
“Essence” of standard: Solve mathematical problems involving 3-D shapes
Visually track
geometric shapes
Match same shapes with
different orientations
Sort two-dimensional shapes by attribute
(e.g., number of
sides)
Calculate the
surface area of a
cube
Grade 8 Standard 8.G.A.9
Know the formulas for
volume of cones, cylinders, and
spheres, and use them to solve real-world and mathematical
problems.
Standard
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2014 Resource Guide for Mathematics: Sample page — Grade 3 Standards
ClusterHeading
Standard Number
Standards
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2014 Resource Guide for Mathematics: Entry Points and Access Skills
Cluster Heading
Access Skills
Entry Points
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Creating a Measurable Outcome from the 2014
Resource Guide Review the grade-level standard in the required strand/domain.
If standard is too challenging for student, select an entry point in the same grade, or earlier grade, that is challenging but attainable for the student.
Create a measurable outcome based on the entry point.
Example from Expressions and Equations:• The following entry point: Compare number
quantities using the symbols <,>,=
…can be converted to the measurable outcome: “(Student) will compare number quantities using the correct symbol (<,>,=) with 80% accuracy and 100% independence.“
Massachusetts Department of Elementary and Secondary Education
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A complete Portfolio Strand includes at least the following…
Data Chart
documenting performance of the measurable outcome on at least 8 different dates,
with brief descriptions of each activity
+
First piece of primary
evidence* showing
performance of the measurable
outcome
Second piece of primary
evidence* showing
performance of the measurable
outcome
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PRIMARY EVIDENCE: Work sample, video, or photograph (or series of
photos) clearly showing an end product.
All Evidence must assess the measurable outcome, and be labeled with name, date, percent accuracy, and percent independence.
Massachusetts Department of Elementary and Secondary Education
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Data Chart
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Student
Student
Student
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Primary Evidence
#1
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25
Primary Evidence
#2
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Student
Student
Reflection
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Massachusetts Department of Elementary and Secondary Education
Criteria for Scoring MCAS-Alt Portfolios Completeness — Is the minimum required evidence submitted?
Level of Complexity — Is evidence aligned to the standards? At what level of complexity?
Demonstration of Skills & Concepts — What is overall percent of correct responses (accuracy)?
Independence — What is overall percent of independent student responses?
Self-Evaluation — Does student show choice- and decision-making, and awareness of learning?
Generalized Performance — Does student use different instructional approaches, presentation, materials, and methods of response?
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Common Reasons for Scoring Incomplete
Activities assessed different skills in the same portfolio strand. (4,139 strands)· Assess what you say you will assess.
At least 2 work samples did not relate to the measurable outcome listed by the teacher. (926 strands)
Activity descriptions lacked clarity/specificity (1,272 strands)· Scorer needs to know what the student did and how they
did it.
Missing titles of text for ELAReading (1,162 strands)Massachusetts Department of Elementary and Secondary Education
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One Reason for Incomplete: Activities assessed more than one skill
Sample Measurable Outcome: (Student) will read literary texts and identify
the main characters with 85% accuracy and 85% independence.”
Sample brief descriptions of activities: (Student) read the “Tortoise and the Hare” and
identified the main characters and setting of the story.”
(Student ) read short story “Scooter and Spot” and sequenced the events in the story.Massachusetts Department of Elementary and Secondary Education
One Reason for Incomplete: Descriptions lacked clarity and specificity
· These do not adequately describe the activity or context.
· If you reviewed this portfolio, would you know what the student did?
What was the student asked to do? Must describe how student addressed the
outcome.
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1/7/13 1/8/13 1/9/13 2/1/13 2/4/13 2/5/13 2/7/13 2/8/13Pre-test Answered
math questions
Home-work
Short- answer word problems
Put pictures on a story board
Worked with partner
Unit 2 math activity
Chapter 3 at his computer
Massachusetts Department of Elementary and Secondary Education
Pre-test Solve word problems
worksheet
Home-work
Digestive system class assignment
Answer vocabulary questions
Label parts of digestive system
Describe digestive system
Chap. 2 test
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Massachusetts Department of Elementary and Secondary Education
Comments from Scorers For each score of Incomplete, one or
more related comments are printed on the Portfolio Feedback Form (PFF).· PFFs are posted online in June, and returned
inside each portfolio in September.
· Administrators can print out and share these with teachers once they are available in June.
Comments are selected from a list by scorers; they are not personal notes to teachers.
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MCAS-Alt Score Appeals A process by which the Department
addresses a claim of perceived scoring inaccuracy in a school's MCAS-Alt portfolio; or a miscalculation of a student's performance level on the MCAS-Alt.
Submitted in late June by a school, educational collaborative, or approved private special education school requesting that the Department review the portfolio and, if warranted, recalculate the student's MCAS-Alt portfolio score.
A copy of the portfolio must be kept at the school in order to file an appeal.
Massachusetts Department of Elementary and Secondary Education
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MCAS-Alt and Technology
Digital resources, including this PowerPoint, at www.mcas-alt.org/materials
Online Forms and Graphs available at: www.doe.mass.edu/mcas/alt/resources.html
MCAS-Alt bimonthly newsletter· Emailed during the school year
Massachusetts Department of Elementary and Secondary Education
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MCAS-Alt Security RequirementsPrincipals ensure that:· Only IEP teams (or 504 plans) designate students for
MCAS-Alt.· Portfolios are compiled appropriately and submitted on
time.· Evidence is authentic (i.e., not duplicated, altered, or
fabricated), and portrays student’s performance accurately.
· ESE may request a fact-finding investigation, if irregularities are reported or found.
Educators ensure that:· Information in portfolio is complete and accurate.· Student work and other evidence are neither duplicated,
altered, nor fabricated.· Regardless of similarity of classroom instruction or
activities, evidence for each student reflects student’s authentic abilities and performance.
· student portfolios are submitted on time and with all required forms and information.
.
Massachusetts Department of Elementary and Secondary Education
Pp. 7—8, Educator’s Manual
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Storage and Destruction of Portfolios Returned to Schools
Portfolios returned to your school become part of the student’s temporary record.
Temporary records must be destroyed within 7 years after student transfers or graduates/exits.
However, temporary records may be destroyed whenever they become “dated, irrelevant, or misleading” (see suggested timetable)· Parent must be notified and given opportunity
to receive materials prior to their destruction.
Massachusetts Department of Elementary and Secondary Education
2015 Educator’s Manual for MCAS-Alt, Pg. 57
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Additional Resource:MCAS-Alt Training Specialists
Teachers across the state who… Have experience compiling and submitting
MCAS-Alt portfolios
Volunteered to help teachers in their district
Will lead Department-sponsored portfolio review sessions in January and March for your teachers
Massachusetts Department of Elementary and Secondary Education
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Supporting Teachers Who Conduct MCAS-Alt
Principals can: Assess capacity to complete the required
number of MCAS-Alt portfolios· Which teachers need support? Who can give it?
Appoint MCAS-Alt “lead educator” in school and/or district to find answers, give advice, be available to assist as needed.
Register teachers to attend training and review sessions in Oct-Jan-March.
Massachusetts Department of Elementary and Secondary Education
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Supporting Teachers (continued…)
Consider assisting teachers to compile portfolios, by providing:· Flexible scheduling· Planning time to work on portfolios· Designating other staff to assist in collection of evidence
and/or give classroom coverage· Occasional sub coverage, if compiling >3 portfolios
Encourage an early start; stay organized Review emerging portfolios Contact Department with questions Review MCAS-Alt newsletter and other available
resources Retrieve results in mid-June and share with
teachers. Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
What Principals Can Do Before Submitting Portfolios
To ensure that complete and accurate portfolios are submitted, principals (or designee) can: Ask teachers if all dates on the data charts
are accurate.· No classroom work dated on holidays, etc.)
Look at brief descriptions on the data chart· Do they adequately describe the activities?· Do they match the measurable outcome?
If other teachers in the school conduct MCAS-Alt, ask them to review each other’s portfolios.
Sign the MCAS-Alt PCPA (Principal only).
Student Assessment
in 2014-2015 and Beyond
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Massachusetts Department of Elementary and Secondary Education
PARCC and MCAS in 2014-2015
Districts in MA will select either MCAS or PARCC to administer in spring 2015.
Approved private schools and collaboratives will also have a choice to administer either MCAS or PARCC.
Results on all tests will be reported. Districts taking PARCC will be “held harmless”
for their accountability rating.· Rating can stay the same or go up, but cannot go
down.
Board of ESE votes on adopting PARCC in Fall 2015.
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Massachusetts Department of Elementary and Secondary Education
All Grade 10 students will continue to take all high school MCAS tests to meet CD requirement through class of 2019.
All students in Grades 5, 8, and 9/10 will continue to take MCAS Science and Tech/Eng tests.
All students designated for alternate assessments will continue to take MCAS-Alt.
The future of MCAS and MCAS-Alt, if PARCC is adopted…
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Massachusetts Department of Elementary and Secondary Education
20142015 MCAS and PARCC Testing Schedule
MCAS ELA: March 23April 6, 2015 MCAS Mathematics and STE (g5 & 8): May 419 MCAS HS Science and Tech/Eng: June 25 PARCC Performance-based Assessments (PBA):
· Online ELA/Literacy and Mathematics: March 16April 10
· Paper ELA/Literacy and Mathematics: March 23April 3
PARCC End-of-Year Assessments (EOY):· Online ELA/Literacy and Mathematics: May 429· Paper ELA/Literacy and Mathematics: May 1122
PARCC test administration training available in January.
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Massachusetts Department of Elementary and Secondary Education
PARCC Accessibility and Accommodations Many MCAS accommodations will be built into
computer-based PARCC tests and be available to all students as “accessibility features.”
Other accommodations will be available only to students with disabilities and English learners.
Most Massachusetts accommodations are available on PARCC, including nonstandard accommodations, but may be delivered differently on computer-based tests.
Many test administration procedures are available to any student on PARCC, at the discretion of principal (e.g., small group, separate setting, frequent breaks)
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Massachusetts Department of Elementary and Secondary Education
PARCC accommodations do not include:· Untimed testing for all students· Individualized ELA graphic organizers and Math
reference sheets that are allowed for MCAS
Overview of PARCC Accommodations and Accessibility for MA Educators is posted to www.doe.mass.edu/parcc/.
PARCC Accommodations and Accessibility Manual available at www.parcconline.org/parcc-accessibility-features-and-accommodations-manual.
Additional Information on PARCC Accessibility and Accommodations
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Dates to Remember¨ Educator and Administrator Training
Sessions: Sept. 29, 30, Oct. 1, 2, 7*, 8*, 15*,16*, 2014
¨ “Portfolios in Progress” (half-day portfolio review sessions):· January 12—15, 2015· Feb. 24, 25, March 10, 11
¨ Order MCAS and MCAS-Alt materials: Jan. 5—16
¨ Binders received in schools: last week in Feb.
¨ Portfolios due: Thursday, April 2, 2015¨ Preliminary results: posted mid-June¨ MCAS-Alt Score Appeals deadline: June 26
* PM Administrator Overview Session
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MA Department of Elementary and Secondary Education – Student Assessment (781-338-3625) Dan Wiener – [email protected] Debra Hand – [email protected] General Inquiries – [email protected]
Measured Progress MCAS Service Center – 800-737-5103 Kevin Froton – [email protected] Terri Rippett –
Contact Information
Massachusetts Department of Elementary and Secondary Education
Questions ?
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