2016 MCAS Alternate Assessment
Introduction to MCAS-Alt
Massachusetts Department of
Elementary and Secondary Education
with
Measured Progress
and
MCAS-Alt Teacher Consultants
Welcome
Introductions




Department staff
Teacher Consultants
Measured Progress
Training Specialists
Goals for the session
 To provide you with tools and strategies for constructing
the alternate assessment portfolio
 To help you to understand the alternate assessment
process
2
 How to link instruction to assessment
Massachusetts Department of Elementary and Secondary Education
Let’s Agree to:
 Eliminate distractions
Cell phones, email, and internet
 Participate
Work with table mates, minimize/eliminate side chats,
review all handouts
 Take care of your needs
Coffee, breaks
 Use the “Parking Lot”
“I have a student who…”
Massachusetts Department of Elementary and Secondary Education
3
If a child can’t learn the way we teach, maybe we should
teach the way they learn.
-Ignacio ‘Nacho’ Estrada
4
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 7
MCAS-Alt Security
Requirements
 Your role is to ensure that evidence is:
 authentic and portrays student performance accurately.
 not replicated, altered, or fabricated.
 Evidence must reflect each student’s unique abilities and
performance, regardless of participation in similar
classroom activities.
5
 ESE may request fact-finding investigation if irregularities
are found or reported.
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, pp. 9–10
“Who Should Take MCAS-Alt?”
IEP team and 504 developers must decide
annually in each subject whether the student…
— Is generally unable to demonstrate knowledge and skills
on a paper-and-pencil test, even with accommodations,
AND
— Is addressing learning standards that have been
substantially modified due to the severity and complexity
of their disability, AND
— Receives intensive, individualized instruction in order to
acquire and generalize knowledge and skills.
If so, then he or she should take the MCAS-Alt in that subject.
Yes, a student can take the standard test in one subject,
and an alternate assessment in another.
Massachusetts Department of Elementary and Secondary Education
6
Educator’s Manual, pp. 11, 21—30
Other students who may benefit
from the MCAS-Alt
If a student with a disability is…
— Addressing standards at or near grade-level,
— Sometimes able to take a paper-pencil test with
accommodations,
— Presented with unique and significant challenges in
demonstrating knowledge and skills on a test like the MCAS,
and
— Those challenges cannot be overcome using
accommodations on the standard test,
Then…
7
— Teams may consider the MCAS-Alt “Grade-level” (grades 3-8)
or “Competency” (high school) portfolio.
Massachusetts Department of Elementary and Secondary Education
MCAS-Alt Terminology
8
Massachusetts Department of Elementary and Secondary Education
What’s the “Buzz:”
MCAS-Alt Terminology
Content Area: The subject in which an MCAS-Alt
portfolio is submitted; e.g., English Language
Arts/Literacy (ELA), Mathematics, Science and
Technology/Engineering (STE)
Strand: A group of standards in ELA/Literacy and
STE organized around a central idea, concept, or
theme. (e.g., Writing, Life Science)
Domain: A group of related standards in
Mathematics organized around a central idea, concept,
or theme. (e.g., Functions)
Massachusetts Department of Elementary and Secondary Education
9
MCAS-Alt Terminology-cont’d
Cluster: Smaller group of related standards (e.g., “Define,
evaluate, and compare functions")
Standard: Statement of what all students should know and
be able to do. (e.g., 8.F.A.1 – Understand that a function is
a rule that assigns to each input exactly one output.)
Entry Points: Outcomes described in the Resource Guide
that are based on a learning standard at lower levels of
complexity or difficulty. Entry points form the basis of the
measurable outcome.
Access Skills: Developmental (communication or motor)
skills that are addressed during standards-based academic
activities in the content area being assessed.
Massachusetts Department of Elementary and Secondary Education
10
MCAS-Alt Terminology-cont’d
Measurable Outcome: A specific goal based on an
entry point in the strand/domain required for assessment
of a student in that grade.
A measurable outcome identifies an acceptable skill
to be assessed. Portfolio evidence in each portfolio
strand documents the student’s performance of the
measurable outcome.
(e.g., “Student will sort 3-dimensional shapes by
attribute with 80% accuracy and 80% independence”)
Resource Guide: Curriculum guide used to determine 11
instruction for students with disabilities based on the
Massachusetts Curriculum Frameworks.
Massachusetts Department of Elementary and Secondary Education
Strand Cover Sheet
Sheldon Cooper
12
Massachusetts Department of Elementary and Secondary Education
2015 Resource Guide: ELA
Cluster
Heading
Standards
13
Massachusetts Department of Elementary and Secondary Education
2015 Resource Guide for ELA:
Entry Points and Access Skills
Access Skills
Entry Points
Massachusetts Department of Elementary and Secondary Education
14
Access to Your
Digital Resources
15
Massachusetts Department of Elementary and Secondary Education
Flash Drive
Tablets
www.mcas-alt.org/materials open PDF version of
documents
iPads: “Open in” iBooks to save
Laptops/computers
Windows: My Computer> find drive with flashdrive
MAC: Desktop> flashdrive “MCAS-Alt”
Massachusetts Department of Elementary and Secondary Education
16
View Flash Drive Contents
www.mcas-alt.org/materials
17
Massachusetts Department of Elementary and Secondary Education
Flash Drive You Received Today:
Contents
Includes:
Fall 2015 Resource Guides (Updated)
English Language Arts and Literacy
Mathematics
Science and Technology/Engineering
2016 Educators’ Manual for MCAS-Alt
PowerPoint Presentations
Math Glossary
ELA Glossary
Writing Scoring Rubrics
Literature and Informational text list, with
authors
Massachusetts Department of Elementary and Secondary Education
18
Quick Tips
• Search Text
• Comment
• Magnify
19
Massachusetts Department of Elementary and Secondary Education
Fall 2015 Resource Guide to the
Massachusetts Curriculum
Frameworks for Students with
Disabilities
(“Resource Guides”)
20
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 28
Fall 2015 Resource Guides
 Used as the basis for identifying skills (entry points or access
skills) to be assessed in the MCAS-Alt portfolio
 Intended for use by educators to align and develop
instruction for students who have not yet mastered the
performance expectations of their peers
 Outlines a progression of skills from lower to higher
complexity (high-, medium-, and low-), based on grade-level
learning standards
 Math and ELA are based on the 2011 Massachusetts
Curriculum Frameworks incorporating the Common Core.
 Science Technology/Engineering is based on the 2001/200621
Massachusetts Curriculum Frameworks.
Massachusetts Department of Elementary and Secondary Education
Features of the
2015 Resource Guides
 All entry points are shown on a continuum, from More
complex to Less complex, to allow teachers to “spiral” to
lower levels of complexity.
 Entry points were designed to use “as is” to develop
measurable outcomes, although some modifications are
possible.
 Access skills are listed at the lowest grade in each
strand/domain or topic, for use by students with the most
significant disabilities.
 Some standards, entry points, and access skills provide
examples to illustrate and model the standard (“e.g., …”)
Massachusetts Department of Elementary and Secondary Education
22
Unique Features of the
ELA Resource Guide
ELA entry points are numbered to correspond with standard
23
Massachusetts Department of Elementary and Secondary Education
Unique Features of the
Mathematics Resource Guide
 The term Domain is used (rather than Strand) to describe
groups of standards at grades Pre-K through grade 8
(e.g., “The Number System”)
 Although Cluster headings likely will change when spiraling
to entry points in lower grades, you must remain in the
same domain when selecting a skill for the measurable
outcome.
 The term Conceptual Category is used in high school to
describe groups of standards (e.g., “Algebra”)
 Each domain/conceptual category includes low-complexity 24
entry points regardless of the grade-level.
Massachusetts Department of Elementary and Secondary Education
Mathematics Progression of Skills

Must be
assessed
in
Grades
3-8

Choose 3
of the 5
Conceptual
Categories
to assess in
High
School
25
Massachusetts Department of Elementary and Secondary Education
Features Unique to the Science and
Tech/Eng Resource Guide
 Strands are the science disciplines.
 Topics are groups of standards within a discipline.
 The essence of each standard is included (big idea)
26
Massachusetts Department of Elementary and Secondary Education
The Path to Assessment…
27
Massachusetts Department of Elementary and Secondary Education
Sometimes, It Seems Like This….
Learning
Standards
as written
28
Massachusetts Department of Elementary and Secondary Education
…It Could Be More Like This…
Learning
Standards
Grade Level
Entry Points
Access Skills
29
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 29
Standards, Entry Points, Access Skills
“Essence” of standard:
Solve mathematical problems
involving 3-D shapes
Visually track
geometric
shapes
Access
Skills
Less Complex
Match same
shapes with
different
orientations
Sort twodimensional
shapes by
attribute
(e.g., number
of sides)
Entry Points
Calculate
the
surface
area of a
cube
H.G.-GMD.4
Identify the shapes
of two-dimensional
cross-sections of
three-dimensional
objects, and
identify threedimensional
objects generated
by rotations of twodimensional
objects.
Standard
as written
More Complex
Massachusetts Department of Elementary and Secondary Education
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Educator’s Manual, p. 28
“How will my student address the learning
standards for the MCAS-Alt portfolio?”
Students can address a standard in several ways:
 At the same level of difficulty as non-disabled students in that
grade (“at grade-level”)
If not, then…
 At a lower level of complexity (i.e., below grade-level
expectations) (“entry point”)
Or
 Address an (“entry point” at a lower grade)
For students with the most significant cognitive disabilities who
are working on developmental skills,
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 Address an “access skill” during standards-based instruction
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, pp. 28, 38
Access Skills
 Students with the most significant cognitive disabilities will
address a developmental skill, if not yet able to address
lowest level entry point.
 For the portfolio, student must address the access skill in the
context of a standards–based activity in the required
strand/domain assessed in the student’s grade.
 Possible approaches for students who do not produce written
samples:
 Design instruction that does not require a written product.
 Record the student’s responses (“teacher-scribed work
32
sample”).
 Photograph or video the student performing the task
(with written consent).
Massachusetts Department of Elementary and Secondary Education
Required Assessments
in Each Grade
33
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, pp. 13-14
MCAS-Alt Requirements
Grade 3–4
Must be assessed in the following
Strands/Domains
Content areas
A student in this
grade


One portfolio strand each in:
o Reading
o Language (Vocabulary Acquisition
and Use)
o Writing (Text Types and Purposes)

One portfolio strand each in:
o Operations and Algebraic Thinking
o Measurement and Data

One portfolio strand each in:
o Reading
o Language (Vocabulary Acquisition
and Use)
o Writing (Text Types and Purposes)
34

One portfolio strand each in:
o Operations and Algebraic Thinking
o Number and Operations-Fractions
English Language Arts
3


Mathematics
English Language Arts
4

Mathematics
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, pp. 15-16
MCAS-Alt Requirements
Grade 5–6
A student in this
grade
Must be assessed in the following
Content areas
 English Language Arts
5
 Mathematics
Strands/Domains
 One portfolio strand each in:
o Reading
o Language (Vocabulary Acquisition and
Use)
o Writing (Text Types and Purposes)
 One portfolio strand each in:
o Number and Operations in Base Ten
o Number and Operations-Fractions
 Science and
Technology/Engineering
One portfolio strand each in any three
Science Tech/Eng. Strands
 English Language Arts
 One portfolio strand each in:
o Reading
o Language (Vocabulary Acquisition and
Use)
o Writing (Text Types and Purposes) 35
6
 Mathematics
 One portfolio strand each in:
o The Number System
Ratios ofand
Proportional
Relationships
MassachusettsoDepartment
Elementary
and Secondary
Education
Educator’s Manual, pp. 17-18
MCAS-Alt Requirements
Grade 7 –8
Must be assessed in the following
A student in
this grade
Content areas

Content areas

One portfolio strand each in:
o Reading
o Language (Vocabulary Acquisition
and Use) .
o Writing (Text Types and Purposes)

One portfolio strand each in:
o Ratios and Proportional Relationships
o Geometry

One portfolio strand each in:
o Reading
o Language (Vocabulary Acquisition
and Use)
o Writing (Text Types and Purposes)
English Language Arts
7


8


Mathematics
English Language Arts

One portfolio strand each in:
36
Mathematics
o Expressions and Equations
o Geometry
 One portfolio strand each in any three
Science and
STE strands (may be done over 2
Technology/Engineering
Massachusetts Department of Elementary and Secondary Education
years)
High School
Must be assessed in the following
A student in this
grade
Content areas
Content areas

9 OR 10
Educator’s Manual, p. 19

Science and
Technology/Engineering


English Language Arts

10

Mathematics
3 standards in one of the
following disciplines:
o Biology
o Introductory Physics
o Chemistry
o Technology/Engineering
One portfolio strand each in:
o Reading
o Language (Vocabulary
Acquisition and Use)
o Writing (Text Types and
Purposes)
Any three of five Conceptual
Categories :
o Number and Quantity
o Functions
o Algebra
o Geometry
o Statistics and Probability
Massachusetts Department of Elementary and Secondary Education
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Educator’s Manual, p. 19
Science and Technology/Engineering
Different requirements in high school
 Grades 5 and 8: Any three STE strands; one portfolio strand
in each
 Grades 9 or 10: 3 standards in one of the following
disciplines:
o Biology, or Introductory Physics, or Chemistry, or
Technology/Engineering
High School Example:
Biology 1 – Learning Standard 2.7 (Meiosis)
Biology 2 – Learning Standard 6.4 (Ecology)
Biology 3 – Learning Standard 5.1 (Evolution)
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 Evidence may be compiled over two consecutive school years
in this subject (in all grades).
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 27
Required Portfolio Elements
Artistic Cover
Portfolio
Cover
Sheet
School
Calendar
(including holidays,
summer school,
snow days;
previous year for
Science, if applicable)
Student’s
Weekly
Schedule
Student’s
Introduction
to the
Portfolio
Verification
Form
(signed by
parent; or
log of
attempts)
Consent
Form
for photo or
Video
(if needed)
(Note: Keep on
file at school)
Massachusetts Department of Elementary and Secondary Education
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Educators Manual, p. 33
“Core Set of Evidence”
A complete Portfolio Strand must include at least the following
evidence (except for ELA-Writing):
Data Chart
Strand
Cover
Sheet
+
showing performance of
the measurable outcome
on at least 8 different
dates with brief
descriptions
+
First piece of
additional
primary
evidence*
showing
performance of the
measurable outcome
listed on data chart
+
Second piece of
additional
primary
evidence*
showing
performance of the
measurable outcome
listed on data chart
* Can be a work sample, video segment, or photograph
(or series of photos) that clearly shows a final product.
Evidence must be labeled with name, date, percent accuracy,40
and percent independence.
Massachusetts Department of Elementary and Secondary Education
Strand Cover Sheet
Sheldon Cooper
41
Massachusetts Department of Elementary and Secondary Education
Data Chart
Sheldon Cooper
Student will identify examples of personification with 80%
accuracy and 80% independence.
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Massachusetts Department of Elementary and Secondary Education
Work Sample Description Label
Sheldon Cooper
Required information:
•
•
•
•
Name
Date
% Accuracy and % Independence
Brief Description of the activity (either on a Work
Sample Description Label or on the evidence)
Massachusetts Department of Elementary and Secondary Education
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Primary Evidence #1
Sheldon Cooper
44
Massachusetts Department of Elementary and Secondary Education
Primary Evidence #2
Sheldon Cooper
45
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual p.38
Supporting Documentation
Products that show or describe the learning context, but
do not show actual performance or a final product
Massachusetts Department of Elementary and Secondary Education
46
Educator’s Manual, pp. 37, 70
What is Self-Evaluation?
Evidence of choices made by the student
For example, that he/she has:
 Reflected on his or her performance
 What did I work on? How did I do? Where do I need help?
 Selected work for the portfolio
 Chosen materials/activities
 Set own goal(s) for learning
 Graphed own performance
 Monitoring accomplished tasks on a checklist
 Used a scoring rubric to rate own performance
 Self-corrected mistakes (as indicated by the teacher)
 Self-evaluation must be done by the student, not by the teacher.
 Stickers placed on work are not examples of self-evaluation
Massachusetts Department of Elementary and Secondary Education
47
Reflection:
An Example of Self-Evaluation
Educator’s Manual, pp. 37, 70
Student responded in writing
to questions about the work
he/she completed.
Student used symbols and
text to respond to questions
about his/her work.
48
Massachusetts Department of Elementary and Secondary Education
“Time” for a break
49
Massachusetts Department of Elementary and Secondary Education
Portfolio Assessment
Process
50
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, pp. 30-37
Steps in Assessing Your Student
1. Identify the assessment requirements for a student in that
grade (Educator’s Manual pp 13-19).
2. Identify a standard in the required strand at the grade level
of the student (Resource Guide).
3. Identify an entry point (or access skill) for the standard
(Resource Guide).
4. Pre-test to find the correct level of difficulty to begin
assessing the student.
5. Create the measurable outcome from the selected entry
point (or access skill), by adding criteria (e.g. 80% accuracy
and 100% independence)
6. Collect and label evidence based on measurable outcome.
Massachusetts Department of Elementary and Secondary Education
51
Educator’s Manual, pp. 28–29
How to Identify Which Skill to Assess
 Identify a strand required for MCAS-Alt in student’s grade.
Example: Biology
 Then, using the Resource Guide, select one standard you feel
is appropriate to teach your student.
 Topic: Heredity, Standard 3.4, (Resource Guide, page 60):
Distinguish among observed inheritance patterns caused by
several types of genetic traits….
Review all of the entry points, beginning with “more complex”
 Review what each skill is asking the student to do.
 Determine which skill seems appropriate, and the level of
complexity that meets your student’s needs.
 Try it with the student does it challenge without being
overwhelming? Does it seem within the student’s range?
Massachusetts Department of Elementary and Secondary Education
52
Read Entry Points Carefully
Review
the verb
linked to
the skill
(e.g.,
describe,
identify,
match, etc.)
The entry
point or
access
skill you
select
becomes 53
the skill
you will
assess.
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, pp. 28–29
How to Identify a Skill (cont’d)
Based on pre-testing, what single skill should be
targeted for assessment?
 Select the skill at the level of complexity that challenges the
student.
 If too challenging, adjust level downward.
Describe how the cell’s genetic code is mapped in its DNA.
 If student masters the skill quickly, then not challenging enough.
Identify parents and offspring of different species
 If challenging and attainable, then that should be the target skill.
Sort characteristics by inherited versus not inherited.
 Once the level of complexity is established, begin collecting
data and evidence for the portfolio.
Massachusetts Department of Elementary and Secondary Education
54
Educator’s Manual, p. 29
Measurable Outcome Will…
 Indicate which skill will be assessed and documented.
 Be based on a grade-level learning standard at a level
of complexity appropriate for the student.
 Be listed on: the Strand Cover Sheet (line 5), data
chart, and Work Sample Description labels.
 Assess the same skill consistently for the portfolio
strand. All brief descriptions and evidence must
document the same outcome.
 Allow students to progress toward mastery.
 Document progress on the data chart.
Massachusetts Department of Elementary and Secondary Education
55
Examples of Measurable
Outcomes in Three Content Areas
The student will…
 Identify the major stages of the life cycle of a
butterfly with 80% accuracy and 100% independence.
 Order simple fractions on a number line with 90%
accuracy and 90% independence.
 Summarize a text from a story read aloud with 100%
accuracy and 100% independence.
56
Massachusetts Department of Elementary and Secondary Education
Create a Measurable Outcome
 Use the Resource Guide to locate an entry point or
access skill for the student you discussed with your
tablemates.
Materials:
 Excerpt of the entry points from the 2015 Resource Guide or
flash drive
 2016 Educator’s Manual (“Required Assessments…”),
PowerPoint, or flash drive
 Create a measurable outcome based on the selected entry
point.
 Modify if needed, without altering essential meaning
 Add % of accuracy and % independence required for
mastery
 Remember to review what the skill asks the student to do
(think Bloom’s Taxonomy)
Massachusetts Department of Elementary and Secondary Education
57
Forms and Graphs
58
Massachusetts Department of Elementary and Secondary Education
Where to find:
Forms and Graphs Online:
www.doe.mass.edu/mcas/alt/resources.html
Registration for trainings in January and March
 Registration flyer will be posted to
www.doe.mass.edu/mcas/alt/resources, under the
heading Statewide Training
 Registration site is at www.mcasservicecenter.com
 Reminder will be sent to your email address.
 Flyer will be faxed to your school.
Massachusetts Department of Elementary and Secondary Education
59
Forms and Graphs
Available at
www.doe.mass.edu/mcas/alt/resources.html
60
Massachusetts Department of Elementary and Secondary Education
Acceptable Digital Evidence for the
Portfolio
Submit separate CD, DVD, or flash drive for
each student
Acceptable digital evidence includes:
•
•
•
•
•
•
PowerPoint
Word document
.pdf files
.txt files
.jpg (JPEG)
DVD or standard movie formats
Massachusetts Department of Elementary and Secondary Education
61
Technical Support
By telephone (toll-free):
1-866-834-8880 (Measured Progress Tech Support)
By email:
TechProductSupport@measuredprogress.org
When requesting support, have available:
 Your name, school, and district
 Your computer platform (Windows or Macintosh)
 A summary of the problem you are experiencing
Expect a response within 24 hours (or sooner).
Massachusetts Department of Elementary and Secondary Education
62
Data Charts
Educator’s Manual, pp. 30-34
A Data Chart is Required in Every
Strand except ELAWriting
Choice of Data Chart format:
 Bar Graph, Line Graph, or Field Data Chart
What to include on each:
• Student’s name
• Standard at the student’s grade
• Measurable Outcome aligned with grade-level standard
• Data points on at least different dates showing percent
accuracy and independence on each date
• Brief, clear descriptions beneath each date explaining What
student was asked to do and how he or she did it)
• Optional, but strongly encouraged:
Include ten dates, rather than eight.
Massachusetts Department of Elementary and Secondary Education
64
Data Chart Requirements, cont’d
 Dates must be from current school year for ELA
and Math (i.e., 7/1/15 - 4/1/16)
 Must be from current and/or one previous school
year for Science and Tech/Eng (i.e., 7/1/14 4/1/16)
 Dates for classroom work must reflect days when
school was in session

No dates on weekends, holidays, during school
vacations, snow days, etc., unless marked “homework”
65
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 32
Sample: Bar Graph
Measurable Outcome
At least 8 different dates are included on graph.
Brief descriptions of each activity address what
student did and how they did it.
Massachusetts Department of Elementary and Secondary Education
66
66
Educator’s Manual, p. 33
Sample: Line Graph
Measurable Outcome
At least 8
different
dates are
included on
graph.
Brief description of each activity addresses what the
student did and how they did it.
Massachusetts Department of Elementary and Secondary Education
67
Educator’s Manual, p. 34
Sample: Field Data Chart
Measurable Outcome
At least 8 different dates
Responseby-response
data
collection
Brief description on each date addresses what the
student did and how they did it.
Massachusetts Department of Elementary and Secondary Education
68
Educator’s Manual, p. 37
Determining
Accuracy and Independence
1.
2.
3.
4.
Determine the outcome – What are you asking the student to do?
Determine the activity – How will the student perform the skill?
Divide the activity into “items” or steps – See example below
Use a system to mark each “item” – For example, +, —, I, P
Sample Brief Description: Student answered five comprehension
questions about Wayside School read aloud in class.
Question Number
Question 1
Question 2
Question 3
Question 4
Question 5
Overall Percent
Accurate (Correct) or
Inaccurate (+, —)
+ (Correct response)
— (Incorrect response)
+ (Correct response)
— (Incorrect response)
+ (Correct response)
60% accuracy
(3 of 5 correct)
Independent or
Prompted (I, P)
P (Verbal prompt)
P (Verbal prompt)
P (Gestural prompt)
P (Verbal prompt)
I (No prompt)
20% independence
(1 of 5 independent)
Massachusetts Department of Elementary and Secondary Education
Note: Any prompted response = Not independent
69
Educator’s Manual, p. 30
Brief Descriptions must include:
 What did the student do?
• What skill was assessed?
 How did the student demonstrate the skill?
• What instructional approach was used?
• What materials (including name of text) was used?
Measurable outcome: Student will sort objects/materials by two properties
with 80% accuracy and 100% independence.
WHAT
Brief description of activity: Student sorted real objects (book, pencil,
rock) by size and weight, on a pre-labeled chart.
HOW
Massachusetts Department of Elementary and Secondary Education
70
Educator’s Manual p. 30
Brief Descriptions must also:
Document the same skill throughout the strand,
although the conditions (context) may differ.
Measurable outcome: Student will multiply two-digit number by a
two-digit number using an array or area model with 80% accuracy
and 100% independence.
WHAT
Brief description of activity: Student solved 5 two-digit by two-digit
multiplication problems, using arrays created by the student on a
whiteboard.
HOW
Were all aspects of the measurable outcome described
in the brief description?
Would a scorer understand what the student did?
Massachusetts Department of Elementary and Secondary Education
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Acceptable Brief Descriptions
Measurable Outcome:
Walter will identify simple machines with 80% accuracy and
100% independence.
Date
(m/d/y)
What the
student
did
(skill):
9/12/14 10/15/14 10/17/14 10/24/14 11/4/14 11/14/14 11/20/14
Identified
2 simple
machines
by
labeling
How they pictures
did it?
in an
(approach, adapted
materials) textbook
After
listening to
“Simple
Machines,”
identified
3 simple
machines
by pointing
to correct
name of
the simple
machine
Homework:
Identified
4 simple
machines
at home,
by making
a list of the
ones he
found
Worksheet
identified
inclined
planes and
levers as
simple
machines
using
pictures
and text
After
watching
video,
Wheels
and
Axles,
identified
wheels
and axles
around
the
school
Using
Home
Depot
flyer,
Walter
identified
levers and
wedges
using a
bingo
dauber
After
watching
Eduhead
on the
computer,
Walter
identified
inclined
planes by
matching
them to
the
pictures in
the video
12/5/14
Class
created a
poster of
simple
machines
he
identified
the simple
machines
by labeling
the poster
with Post-it
72
Notes.
Massachusetts Department of Elementary and Secondary Education
Activity
Are the following brief descriptions acceptable?
(All measurable outcomes are taken from the Resource Guide.)
Measurable Outcome: Mary will answer simple comprehension questions
about an informational text with 80% acc. and 100 % ind. (Reading)
Brief Description: Read chapter 1 from Fudge, summarized the main idea.
Measurable Outcome: Pasqual will find the sum of the values of a mixed
group of coins with 80% acc. and 100 % ind. (MD)
Brief Description: Student used money to buy a soda.
Measurable Outcome: Sophia will label common icons found in the
environment with 80% acc. and 100% ind. (Lang.)
Brief Description: Verbally named all the EXIT signs on the way to the bus.
Measurable Outcome: Yi will distinguish between parallel and intersecting
lines with 80 % acc and 100% ind. (G)
73
Brief Description: Worked on EDM during morning group with Miss Sue,
pointed to parallel lines, 3/5 prompted.
Massachusetts Department of Elementary and Secondary Education
Activity
Are the following brief descriptions acceptable?
(All measurable outcomes are taken from the Resource Guide.)
Measurable Outcome: Mary will answer simple comprehension questions
about an informational text with 80% acc. and 100 % ind.
Brief Description: Read chapter 1 from Fudge, summarized the main idea
Not Acceptable
Measurable Outcome: Pasqual will find the sum of the values of a mixed
group of coins with 80% acc. and 100 % independence.
Brief Description: Student used money to buy a soda. Not Acceptable
Measurable Outcome: Sophia will label common icons found in the
environment with 80% acc. and 100% ind.
Acceptable
Brief Description: Verbally named all the EXIT signs on the way to the bus.
Measurable Outcome: Yi will distinguish between parallel and intersecting
lines with 80 % acc and 100% ind.
74
Brief Description: Worked on EDM during morning group with Miss Sue,
pointed to parallel lines, 3/5 prompted. Not Acceptable
Massachusetts Department of Elementary and Secondary Education
Write a Brief Description
Use the measurable outcome you created earlier from the
entry point or access skill.
 Create 2 activities that would align with the measurable
outcome.
 Write brief descriptions that describe “what the student did”
(skill from the entry point) and “how they did it” (instructional
approach and materials) for each activity.
 Do the brief descriptions address the measurable outcome?
 Is the action verb synonymous with the verb in the measurable
outcome?
 Then, report out at your table.
Massachusetts Department of Elementary and Secondary Education
75
Educator’s Manual, p. 54
Generalized Performance:
Different Instructional Methods/Approaches
 What is Generalized Performance, and where is it found?
 Variations in “How” the student performed the skill.
 Brief descriptions on the data chart include the instructional method
or approach.
 Student’s evidence shows us how the student completed the activity.
 More instructional methods = higher GP score
 Examples of varied activity formats include:




Multiple-choice and open-response formats
Verbal and written responses
Varied media and materials (not only paper/pencil)
Work completed in the community
Note: Different settings and people assisting the student do not by
themselves demonstrate generalized performance, unless the activity
format also differs.
Massachusetts Department of Elementary and Secondary Education
76
Portfolio Evidence
Educator’s Manual, pp. 30–36
What Is Primary Evidence?
Primary Evidence: Evidence that documents the student’s
performance of the measurable outcome, including:
• Data charts
– bar or line graphs: one task or activity per date
– field data charts: several tasks on each date, with
percentages summarized for each date
• Work samples
– produced by student (or scribed by teacher),
including digital evidence
And, if they show the student’s actual performance
(i.e., final product):
• Photographs that show a final product of instruction
• Video segment (up to 3 minutes)
Massachusetts Department of Elementary and Secondary Education
78
Educator’s Manual, p. 35
A Photograph is Primary Evidence If…
 It clearly shows the end product of
instruction or a sequence of steps
leading to creation of the final product.
 The work sample is either too large, fragile,
temporary, or unsafe to include in a portfolio.
Like work samples, photos must be labeled:
List the following information on the evidence or on a
Work Sample Description label:
 Student’s name
 Date
 % Accuracy and % Independence
 Brief description of the activity
Massachusetts Department of Elementary and Secondary Education
79
Educator’s Manual, p. 35
A Series of Photographs
= One Piece of Primary Evidence
Student was asked to find a
shape by its attribute (i.e.,
round). Student’s response can
be seen clearly.
Student was asked to find a
shape by its attribute (i.e., with
straight sides). Student’s
response can be seen clearly.
Each series shows a
two-step activity that
was described and
labeled correctly.
[Student] September 14, 2015
Accuracy: 100%
Independence: 100%
Massachusetts Department of Elementary and Secondary Education
80
Could this photograph be used as
primary evidence?
NO! This photo only shows the context of the
learning activity, but no clear evidence of
his/her responses.
It does not meet the criteria for primary
evidence.
Massachusetts Department of Elementary and Secondary Education
81
Educator’s Manual, p.35
Video is Primary Evidence If…
 Student performs a task and no other tangible evidence can
be collected; OR
 It shows the sequence of steps leading to the creation of a
final product; OR
 It shows or describes a work sample that is either too large,
fragile, temporary, or unsafe to include in a portfolio.
Video evidence must be 3 minutes or less.
NOTES:
 Must include a brief description of the task or activity
 Must have clear sound quality, or be transcribed in writing.
Massachusetts Department of Elementary and Secondary Education
82
Educator’s Manual, p. 35
Teacher-Scribed Work Sample
 Typically used with students who do not produce
written work
 If a series of trials is conducted at the same time,
then it will list the student’s response to each
item/trial (i.e., whether accurate and independent).
 Must describe the materials/context of the activity:
What and How activities were conducted.
 Labeled with name, date, accuracy, independence,
other information as needed.
Massachusetts Department of Elementary and Secondary Education
83
Educator’s Manual, p. 35
Example of a Teacher-Scribed Work Sample
9/16/15
Jose Starbright
A series of
tasks
recorded
by the
teacher on
one date.
84
Massachusetts Department of Elementary and Secondary Education
ELA Resource Guide, p. 5
ELAWriting
 ELA Resource Guide  For the purpose of
assessing the ELAWriting strand, use the student’s
primary mode of communication to recount/retell,
explain, clarify, argue, persuade, create, or express,
based on a text they have read (or that was read to
them), using any of the text types.
85
Massachusetts Department of Elementary and Secondary Education
How does your student
communicate?
Oral language
Sounds
Symbols (photos, icons)
Objects
Gestures
Sign language
Eye gaze
High tech device (e.g., Dynavox)
Low tech device (e.g., communication book)
Other
Massachusetts Department of Elementary and Secondary Education
86
Educator’s Manual, pp. 22-25
ELAWriting Requirements
 Three different writing samples are required,
including any combination of “text types:”
 Argument/opinion: States a claim or preference, based
on a text or topic.
 Informative/explanatory text: Conveys facts or ideas,
based on a text or topic.
 Narrative: Tells a story, based on real or imagined events.
 Poetry: Uses figurative language, imagery, sound of
words, meter, etc. to express emotion or tell a story.
 Use entry points and access skills in “Text Types and
Purposes” cluster (W.x.1, W.x.2, W.x.3, MA.W.x.3a).
 Draft/baseline samples: One is required for each
text type submitted in final samples.
Massachusetts Department of Elementary and Secondary Education
87
Educator’s Manual, pp. 22-25
Scoring the Writing Samples
 Teachers will pre-score their students’ final writing samples,
using standardized scoring rubrics.
 Separate rubrics were developed by the Department for use
with each text type. (see handouts)
 Completed rubrics must be included in the portfolio.
 Scorers will verify the teacher’s scores.
 Scoring rubrics include the following areas:
 Level of Complexity
 Demonstration of Skills and Concepts
Clarity of Expression
Text Structure (words, phrases, sentences)
Vocabulary
Writing Conventions (mechanics)
 Independence (frequency of prompts)
 Self-Evaluation
Massachusetts Department of Elementary and Secondary Education
88
Educator’s Manual, pp. 22-25
ELA-Writing 2016 (cont’d)
Do not score the draft/baseline sample.
No data chart is required.
Include completed Work Sample Description
label.
Use the online Forms and Graphs for the
efficient completion of the ELAWriting strand.
Example of Measurable Outcome in Writing for
a Narrative text:
Student will create sentences related to a one or
more pictures to tell a story…..
Massachusetts Department of Elementary and Secondary Education
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Educator’s Manual, pp. 22-25
Required Elements for Writing
X
Baseline
writing
sample
X
For each final
writing sample
(1 of 3)
X
X
+
Writing Sample
+
Writing
Sample
(not scored)
Rubric (scored)
+
90
90
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 38
General Reminders:
 Use only the most current versions of Resource Guides.
 ELAReading strands must include the name of the
published text, or a photocopy if it is teacher- created or
downloaded from the web.
 ELAReading strands must be based either on
Literature or Informational text, but not both.
 Use entry points as listed in the Resource Guide to
create measurable outcomes, with minor modifications,
if necessary.
 Outcomes not found in the Resource Guide must be preapproved by the Department.
91
 You may also use the standards as written to create a
measurable outcome (Call the Department for guidance.)
Massachusetts Department of Elementary and Secondary Education
Reminders (cont’d):
No data charts required for ELAWriting ONLY.
Pre-score all final writing samples, using stateprovided scoring rubrics.
Data charts that begin at or above 80% in
both accuracy and independence are not
scorable.
Data points that are 0% accuracy and
0% independence are not scorable.
92
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual p.30
Reminder:
IMPORTANT: First date on chart must begin below 80%
accurate or below 80% independent (or both) to show
that a new skill was taught.
Massachusetts Department of Elementary and Secondary Education
93
Educator’s Manual pp., 3, 30
What’s New? Data points
 Data points that are listed as 0 percent for both accuracy
and independence will not be considered valid data points
and will not be scored or included in the minimum of eight
data points that address the measurable outcome.
94
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual p.3
ELA : Reading
ELAReading = “Text Comprehension”
The understanding of words, phrases, and sentences in the
context of a text, rather than in isolation.
Example:
A list of idiomatic expressions matched to their meanings
should not be included in the portfolio as evidence of text
comprehension.
Instead, students should identify the meaning of idiomatic
expressions as they are used in a specific text.
95
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 38
Possible Modifications to Math Entry Points
 If conditions are listed in the entry point, such as:
…using real-life examples, manipulatives, a visual model, arrays,
number sentences, in a real-world problem, etc.
 Determine whether the condition is necessary to address the
skill.
 If unnecessary, then the entry point can be modified by
deleting the condition.
Examples:
 Entry point: Round whole three-digit numbers to the nearest
100 using place value materials.
(“…using place value materials” is unnecessary to address the
skill, so it can be deleted.)
 Entry point: Locate unit fractions on a number line.
(“…on a number line” is a necessary condition, so it must be
Massachusetts Department of Elementary and Secondary Education
included.)
96
Educator’s Manual, p. 39
Related Skills in an Entry Point
If an Entry Point is written with multiple, related skills:
Option 1: Use entry point “As is.”
“Student will solve number sentences that represent one-step multiplication
and division word problems with 80% accuracy and 100% independence”
 All work samples and data points must show “solving
number sentences involving one-step multiplication and
division problems.”
OR
Option 2: Modify the entry point to address one of the
skills.
“Student will solve number sentences that represent one-step multiplication
97
word problems with 80%accuracy and 100% independence”
 All work and all data points must show “solving number
sentences involving multiplication”
Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, p. 53
Using Age-Appropriate Materials
The example below, and others like them, are inappropriate
to include in student portfolios at grade 6 or higher.
Grade 10
Document respectful tasks that are meaningful
and developmentally-appropriate.
Massachusetts Department of Elementary and Secondary Education
98
Portfolio Submission Date
Portfolios must be picked up from
the school by UPS on or before
Friday, April 1, 2016.
Late portfolios will not be scored!
Massachusetts Department of Elementary and Secondary Education
99
Contact Information:
MA Dept. of Elementary and Secondary Education
 Daniel Wiener, Administrator of Inclusive Assessment
 Debra Hand, MCAS-Alt Program Specialist
781-338-3625
Email: dhand@doe.mass.edu
Website: www.doe.mass.edu/mcas/alt/
 Resources and information:
www.doe.mass.edu/mcas/alt/resources
Measured Progress
 Kevin Froton, Project Manager
Email: froton.kevin@measuredprogress.org
Tech Support for Forms and Graphs Online:
(toll-free) 1-866-834-8880
Register for trainings: www.mcasservicecenter.com
Massachusetts Department of Elementary and Secondary Education
100