WELCOME
to the Fall 2014
ADMINISTRATORS OVERVIEW
of
MCAS-Alt
and Related Topics for
Students with Disabilities
Presenter:
Dan Wiener
Administrator of Inclusive Assessment
Student Assessment Services
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
2
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 3
9% of SPED students, have taken the MCAS-Alt each
year.
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.
Massachusetts Department of Elementary and Secondary Education
4
2015 Educator’s Manual for MCAS-Alt, Pp. 9-11
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?
Massachusetts Department of Elementary and Secondary Education
5
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,6
. . . should take the MCAS-Alt in that subject.
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 gradelevel 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.
Massachusetts Department of Elementary and Secondary Education
7
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
8
2012-2014 MCAS-Alt:
Statewide Results
(All Content Areas - All Grades)
79.06%
2012
80.12%
70.09%
2013
2014
17.09%
11.41%
8.53%
10.41%
10.81%
8.41%
.92%
1.88%
.91%
Incomplete
Awareness
.09% .15% .10%
Emerging Progressing
Needs
Improvement+
Massachusetts Department of Elementary and Secondary Education
9
MCAS-Alt Performance Levels
 Standard MCAS
Warning
(Failing at
Grade 10)
Needs
Improvement
Proficient Advanced
Incomplete Awareness Emerging Progressing Nds. Imp. Prof. Adv.
 MCAS-Alt
10
 The first four performance levels are reported
within Warning/Failing.
Massachusetts Department of Elementary and Secondary Education
2015 Educator’s Manual for MCAS-Alt, Pp. 58-59
MCAS-Alt for Accountability (PPI)
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
MCAS Performance
Level
MCAS Score
Range
MCAS-Alt
Performance Level
Points Per
Student
Proficient or Advanced
240 – 280
Progressing
75 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
11
* Depending on “nature of disability” and “level of need” of each student
Massachusetts Department of Elementary and Secondary Education
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
12
Transition to New Standards for
the MCAS-Alt
 MCAS-Alt is now fully aligned with the Common Core State
Standards in ELA/Literacy and Mathematics.
 High School Mathematics standards were added for 20142015.
 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.
13
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 38
(three conceptual categories in grade 10).
 Science and Tech/Eng  Assesses three STE
14
disciplines in grades 5 and 8; and one STE discipline
in greater depth in either grade 9 or 10.
Massachusetts Department of Elementary and Secondary Education
Mathematics Domains (Grades 38) and
Conceptual Categories (High School)
Progression from PreKHigh School
Domain/Conceptual Category
PK
K
1
2
3
4


5
6
7
Ratios and Proportional Relationships


The Number System

8
HS
Counting and Cardinality
Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations - Fractions


Expressions and Equations

Functions

Geometry
Measurement and Data
Statistics and Probability
Algebra
Number and Quantity



KEY
 = Assessed by MCAS-Alt
 = Assess one entry point in
any three Conceptual Categories
15



Access to the General Curriculum:
Geometry Standards
“Essence” of standard:
Solve mathematical problems
involving 3-D shapes
Visually
track
geometric
shapes
Access
Skills
Match same
shapes with
different
orientations
Sort twodimensional
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.
16
Standard
Entry Points
Less Complex
More Complex
Massachusetts Department of Elementary and Secondary Education
2014 Resource Guide for Mathematics:
Sample page — Grade 3 Standards
Cluster
Heading
Standard
Number
17
Standards
2014 Resource Guide for Mathematics:
Entry Points and Access Skills
Cluster Heading
Access Skills
Entry Points
18
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
19
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
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
20
Data Chart
21
Student
Student
Student
22
23
24
25
Student
26
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?
Massachusetts Department of Elementary and Secondary Education
27
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 ELAReading (1,162 strands)
Massachusetts Department of Elementary and Secondary Education
28
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 eventsMassachusetts
in theDepartment
story.of Elementary and Secondary Education
29
One Reason for Incomplete:
Descriptions lacked clarity and specificity
 What was the student asked to do?
 Must describe how student addressed the outcome.
Pre-test Solve word Home- Digestive
problems work system class
worksheet
assignment
1/7/13
Pre-test
1/8/13
1/9/13
Answered Homemath
work
questions
Answer
Label parts of Describe
vocabulary digestive
digestive
questions system
system
2/1/13
Shortanswer
word
problems
2/4/13
Put
pictures
on a story
board
2/5/13
Worked
with
partner
2/7/13
Unit 2
math
activity
Chap. 2
test
2/8/13
Chapter 3
at his
computer
 These do not adequately describe the activity or context.
 If you reviewed this portfolio, would you know what the
Massachusetts Department of Elementary and Secondary Education
student did?
30
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.
Massachusetts Department of Elementary and Secondary Education
31
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
32
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
33
Massachusetts Department of Elementary and Secondary Education
MCAS-Alt Security Requirements
Principals ensure that:
Pp. 7—8, Educator’s Manual
 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

.
34
2015 Educator’s Manual for MCAS-Alt, Pg. 57
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
35
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
36
Massachusetts Department of Elementary and Secondary Education
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
37
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
38
resources
Retrieve results in mid-June and share with teachers.
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,39
ask them to review each other’s portfolios.
 Sign the MCAS-Alt PCPA
(Principal only).
Massachusetts Department of Elementary and Secondary Education
Student Assessment
in 2014-2015
and Beyond
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. 41
Board of ESE votes on adopting PARCC in Fall 2015.
Massachusetts Department of Elementary and Secondary Education
The future of MCAS and MCAS-Alt,
if PARCC is adopted…
 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.
Massachusetts Department of Elementary and Secondary Education
42
20142015 MCAS and PARCC
Testing Schedule
MCAS ELA: March 23April 6, 2015
MCAS Mathematics and STE (g5 & 8): May 419
MCAS HS Science and Tech/Eng: June 25
PARCC Performance-based Assessments (PBA):
 Online ELA/Literacy and Mathematics: March 16April 10
 Paper ELA/Literacy and Mathematics: March 23April 3
PARCC End-of-Year Assessments (EOY):
 Online ELA/Literacy and Mathematics: May 429
 Paper ELA/Literacy and Mathematics: May 1122
PARCC test administration training available in
January.
Massachusetts Department of Elementary and Secondary Education
43
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
44
any student on PARCC, at the discretion of principal
(e.g., small group, separate setting, frequent breaks)
Massachusetts Department of Elementary and Secondary Education
Additional Information on PARCC
Accessibility and Accommodations
 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- 45
accessibility-features-and-accommodations-manual.
Massachusetts Department of Elementary and Secondary Education
Dates to Remember







Educator and Administrator Training Sessions:
Sept. 29, 30, Oct. 1, 2, 7*, 8*, 15*,16*, 2014
* PM  Administrator
“Portfolios in Progress”
Overview Session
(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
46
Preliminary results: posted mid-June
MCAS-Alt Score Appeals deadline: June 26
Contact Information
MA Department of Elementary and Secondary
Education – Student Assessment (781-338-3625)



Dan Wiener – dwiener@doe.mass.edu
Debra Hand – dhand@doe.mass.edu
General Inquiries – mcas@doe.mass.edu
Measured Progress



MCAS Service Center – 800-737-5103
Kevin Froton – froton.kevin@measuredprogress.org
Terri Rippett – rippett.therasa@measuredprogress.org
Massachusetts Department of Elementary and Secondary Education
47
Questions
?