1. Introduction to MCAS-Alt
2015 MCAS Alternate Assessment
Introduction to MCAS-Alt
Massachusetts Department of
Elementary and Secondary Education
with
Measured Progress

2. Welcome Introductions Goals for the session 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
How to link instruction to assessment
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

3. Let’s Agree to: Eliminate distractions Participate
Cell phones, , and internet
Participate
Minimize side chats, review all handouts
Take care of your needs
Coffee, breaks
Parking Lot
“I have a student who…”
Massachusetts Department of Elementary and Secondary Education

4. “When you know better, you do better.”
Maya Angelou
Massachusetts Department of Elementary and Secondary Education

5. MCAS-Alt Security Requirements
Educator’s Manual, pp. 7–8
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.
ESE may request fact-finding investigation if irregularities are found or reported.
Massachusetts Department of Elementary and Secondary Education

6. “Who Should Take MCAS-Alt?”
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

7. Other students who may benefit from the MCAS-Alt
Educator’s Manual, p. 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…
Teams may consider the MCAS-Alt “Grade-level” (grades 3-8) or “Competency” (high school) portfolio.
Massachusetts Department of Elementary and Secondary Education

8. Alternate Assessments in districts that will administer PARCC in 2015
Educator’s Manual, p. 2
Alternate Assessments in districts that will administer PARCC in 2015
Students designated for alternate assessments in the school year will continue to submit the MCAS-Alt portfolio, regardless of their districts’ choice to administer either MCAS or PARCC. 
MCAS-ALT
Massachusetts Department of Elementary and Secondary Education

9. MCAS-Alt Terminology
Massachusetts Department of Elementary and Secondary Education

10. 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 & 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

11. 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 will be the base for 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

12. 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 instruction for students with disabilities based on the Massachusetts Curriculum Frameworks.
Massachusetts Department of Elementary and Secondary Education

13. Access to Your Digital Resources
Kevin or ???
Massachusetts Department of Elementary and Secondary Education

14. Flash Drive
Tablets
open PDF version of document
“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
Massachusetts Department of Elementary and Secondary Education

15. 2015 MCAS-Alt Flash Drive www.mcas-alt.org/materials
Massachusetts Department of Elementary and Secondary Education

16. Flash Drive You Received Today
Includes:
2014 Resource Guides (Updated)
ELA and Literacy
Math including High School
Science and Tech/Eng (Grades 5,8, 9 or 10)
2015 Educators’ Manual
PowerPoint Presentations
Math Glossary
ELA Glossary
Literature and Informational texts author list
Massachusetts Department of Elementary and Secondary Education

17. Search Text Highlight Comment Quick Tips
Massachusetts Department of Elementary and Secondary Education

18. Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities
Used as the basis for identifying 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 grade-level to less complex (high-, medium-, and low-complexity) for each grade-level learning standard based on the Curriculum Frameworks
Massachusetts Department of Elementary and Secondary Education

19. Sometimes, It Seems Like This….
Massachusetts Department of Elementary and Secondary Education

20. …It Could Be More Like This…
Entry Points
Access Skills
Massachusetts Department of Elementary and Secondary Education

21. Based on 2011 Curriculum Framework:
Educator’s Manual p.34
Based on 2011 Curriculum Framework:
Standards, Entry Points, Access Skills
Less Complex More Complex
Entry Points
Access
Skills
“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
H.G.-GMD.4
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
Standard as written
Massachusetts Department of Elementary and Secondary Education

22. Features of the 2014 ELA Resource Guide
Standards and Entry Points provide examples to illustrate and model the standard (“e.g., …”)
Entry points are numbered to correspond with standard number
If too complex, spiral to entry points in lower grades.
Access skills are listed at the lowest grade in each strand
For collecting evidence, use the student’s primary mode of expression (production), communication, and preferred method and format for presenting materials.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

23. 2014 Resource Guide: ELA Cluster Heading Standards
Massachusetts Department of Elementary and Secondary Education

24. 2014 Resource Guide for ELA: Entry Points and Access Skills
Standard
Number
Cluster
Heading
Entry Points
Access Skills
Massachusetts Department of Elementary and Secondary Education

25. 2014 Resource Guide for ELA: “Vocabulary Acquisition and Use”
Standard
Cluster
Heading
Grade
Massachusetts Department of Elementary and Secondary Education

26. Features of the 2014 Mathematics Resource Guide
Standards and Entry Points provide examples to illustrate and model the standard.
If entry point is too complex, spiral to entry points in lower grades in the same domain, clusters may not match.
For all grades, entry points must be used as is, to develop measurable outcomes.
Access skills are listed at the lowest grade in a domain or a high school conceptual category
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

27. 2014 Mathematics Resource Guide
Cluster
Heading
Standards
Standard Number
Massachusetts Department of Elementary and Secondary Education

28. 2014 Mathematics Resource Guide
Access Skills
Entry Points
Example
Cluster Heading
Massachusetts Department of Elementary and Secondary Education

29. Features of the 2014 Mathematics HS Resource Guide
High School Conceptual Categories
Number and Quantity
Algebra
Functions
Geometry
Statistics and Probability
If entry point is too complex, spiral to entry points in lower grades in the same conceptual categories.
Access skills are listed at the lowest grade in a domain or a high school conceptual category
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

30. 2014 Mathematics HS Resource Guide
Cluster
Heading
Standards
Standard Number
Massachusetts Department of Elementary and Secondary Education

31. 2014 HS Mathematics Resource Guide
Cluster Heading
Access Skills
Entry Points
We will discuss spiraling back later
Massachusetts Department of Elementary and Secondary Education

32. Features of the Science and Tech/Eng Resource Guide
All entry points are acceptable skills for creating the measurable outcome.
Standards are based 2001/2006 Curriculum Frameworks
If entry point is too complex, spiral to entry points in lower grades in the same topic.
Access skills are listed at the lowest grade at each topic.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

33. Topic Grid for Science Partial guide
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

34. 2014 Science and Tech/Eng Resource Guide
Topic
Standards
Essence
Massachusetts Department of Elementary and Secondary Education

35. Science and Technology/Engineering Entry Points
Topic
Entry Points
Massachusetts Department of Elementary and Secondary Education

36. Required Assessments in Each Grade
Massachusetts Department of Elementary and Secondary Education

37. Language (“Vocabulary Acquisition and Use”)
Educator’s Manual, pp. 13–19
ELA Resource Guide, p. 7
English Language Arts and Literacy
Progression of Strands from Pre-K Through High School
Strands
Grade Level PK K 1 2 3 4 5 6 7 8
9-10
11-12
For MCAS-Alt, select one Reading skill for assessment from any strand marked below with a (), according to the student’s grade.
Reading Literature 
(Grade 10 only)
Reading Informational Text
Reading Foundational Skills
Reading  Literacy in History/Social Studies
Reading  Literacy in Science and Technical Subjects
For MCAS-Alt, select one Writing skill for assessment from any strand marked below with a (), according to the student’s grade.
Writing
Writing 
Literacy in History/Social Studies, Science, and Technical Subjects
For MCAS-Alt, select one Language skill for assessment from standards 4, 5, or 6 (“Vocabulary Acquisition and Use”), according to the student’s grade.
Language
Speaking and Listening
Assess choice of
one entry point in:
Reading
Writing (Grades 4, 7, 10)
Language (“Vocabulary Acquisition and Use”)
KEY
 = Assessed by MCAS-Alt
Massachusetts Department of Elementary and Secondary Education

38. Mathematics Domains and the Grades in Which
They Are Taught and Assessed
 Choose 3 of the 5 Conceptual Categories for High School
Must be assessed in Grades 3-8
Massachusetts Department of Elementary and Secondary Education

39. Grade 3–5 MCAS-Alt Requirements
Educator’s Manual, pp.13-15
Grade 3–5 MCAS-Alt Requirements
A student in this grade
Must be assessed in the following
Content areas
Strands/Domains 3
English Language Arts
One portfolio strand each in:
Reading
Language (Vocabulary Acquisition and Use) (i.e.,L.3.4,L.3.5,L.3.6)
Mathematics
Operations and Algebraic Thinking
Measurement and Data 4
Language (Vocabulary Acquisition and Use) (i.e., L.4.4,L.4.5,L.4.6)
Writing
Number and Operations-Fractions 5
Language (Vocabulary Acquisition and Use)(i.e., L.5 .4,L.5.5,L.5.6)
Number and Operations in Base Ten
Science and Technology/Engineering (STE) may be done over 2 years
One portfolio strand each in any three STE strands
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

40. Grade 6 –8 MCAS-Alt Requirements
Educator’s Manual pp.16-18
A student in this grade
Must be assessed in the following
Content areas 6
English Language Arts
One portfolio strand each in:
Reading
Language (Vocabulary Acquisition and Use) (i.e., L.6.4, L.6.5, L.6.6)
Mathematics
The Number System
Ratios and Proportional Relationships 7
Language (Vocabulary Acquisition and Use) . (i.e., L.7.4, L.7.5, L.7.6)
Writing
Geometry 8
Language (Vocabulary Acquisition and Use)(i.e., L.8.4, L.8.5, L.8.6)
Expressions and Equations
Science and Technology/Engineering
may be done over 2 years
One portfolio strand each in any three STE strands
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

41. Must be assessed in the following
Educator’s Manual p. 19
High School
A student in this grade
Must be assessed in the following
Content areas
9 OR 10
Science and Technology/Engineering
3 standards in one of the following disciplines:
Biology
Introductory Physics
Chemistry
Technology/Engineering 10
English Language Arts
One portfolio strand each in:
Reading
Language (Vocabulary Acquisition and Use) (i.e.,L ,L9-10.5,L )
Writing
Mathematics
Any three of five Conceptual Categories :
Number and Quantity
Functions
Algebra
Geometry
Statistics and Probability
Massachusetts Department of Elementary and Secondary Education

42. Science and Technology/Engineering
Educator’s Manual p. 19
High School:
Science and Technology/Engineering
Grade 9 or 10
Evidence may be compiled over two consecutive school years in this subject.
(7/1/13–4/2/15)
Example of a discipline in high school STE:
Biology 1 – Learning Standard 2.7 (Meiosis)
Biology 2 – Learning Standard 6.4 (Ecology)
Biology 3 – Learning Standard 5.1 (Evolution)
Massachusetts Department of Elementary and Secondary Education

43. Educator’s Manual p. 33
“How will my student address the learning standards for the MCAS-Alt portfolio?”
Students can address a standard in the required strand 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”)
Address an (“entry point” at a lower grade)
Address a motor or communication “access skill” during a standards-based activity in the required strand
This is called the level of complexity
Massachusetts Department of Elementary and Secondary Education

44. Educator’s Manual pp. 33,34,49
Access Skills
For students with the most significant cognitive disabilities addressing a developmental skill.
Students must practice the 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 written product
Scribe the student’s responses on a work sample (“teacher-scribed work sample”)
Photograph or video the student performing the task (Consent needed)
Massachusetts Department of Elementary and Secondary Education

45. Required Portfolio Elements
Educator’s Manual p.61
Required Portfolio Elements
Artistic Cover
Portfolio
Cover
Sheet
Student’s
Weekly
Schedule
Consent
Forms
for photo or
video
(Keep on file
at school)
(Optional)
Student’s
Introduction
to the
Portfolio
Verification
Form
(signed by
parent; or
log of
attempts)
School
Calendar
(holidays, summer
school, snow days;
previous year for
Science, if applicable)
Massachusetts Department of Elementary and Secondary Education 45

46. Educators Manual p. 33
“Core Set of Evidence”
A complete Portfolio Strand must include at least the following evidence:
Strand Cover Sheet
Data Chart
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
* May be a work sample, video segment, or photograph (or series of photos) clearly showing an end product.
Evidence must be labeled with name, date, percent accuracy, and percent independence.
Massachusetts Department of Elementary and Secondary Education

47. Massachusetts Department of Elementary and Secondary Education
Student
Student
Massachusetts Department of Elementary and Secondary Education

48. Sample Student Data Chart
Massachusetts Department of Elementary and Secondary Education

49. Independence, and Brief Description
Label:
Name,
Date,
Accuracy,
Independence, and Brief Description
(required for each piece of evidence)
Student
Student
Massachusetts Department of Elementary and Secondary Education

50. Primary Evidence
Student
Massachusetts Department of Elementary and Secondary Education

51. Independence, and Brief Description
Label:
Name,
Date,
Accuracy,
Independence, and Brief Description
(required for each piece of evidence)
Student
Massachusetts Department of Elementary and Secondary Education

52. Primary Evidence
Work Sample Description label not required if the evidence is properly labeled
Massachusetts Department of Elementary and Secondary Education

53. STORY CARDS Supporting Documentation Supporting Documentation:
Does not show actual performance or an end product, but gives clarifying information.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

54. Supporting Documentation
Educator’s Manual p.39
Supporting Documentation
Products that show or describe the learning context, but do not show actual performance or an end product:
Photographs or videos that show setting, instructional approach, materials, etc., but not actual student performance
Aids and supports used by the student
Massachusetts Department of Elementary and Secondary Education

55. Student
Student Evaluation
Massachusetts Department of Elementary and Secondary Education

56. What is Self-Evaluation?
Educator’s Manual pp.39,52
What is Self-Evaluation?
Evidence of choices made by student; for example, that he/she has:
Reflected on his or her performance
Selected work for the portfolio
Chosen materials/activities
Set own goal for learning
Graphed own performance
Monitoring tasks accomplished on a checklist
Used a scoring rubric to rate own performance
Self-corrected work (as indicated by the teacher)
Self-evaluation is done by the student, not by the teacher.
Stickers on work are not examples of self-evaluation
Massachusetts Department of Elementary and Secondary Education

57. More Examples of Self-Evaluation
(Reflection)
Student responded in writing to questions about the work he/she completed.
Student used symbols to respond to questions about his/her work.
Massachusetts Department of Elementary and Secondary Education

58. “Time” for a break
Massachusetts Department of Elementary and Secondary Education

59. Portfolio Assessment Process
Massachusetts Department of Elementary and Secondary Education

60. Steps in Assessing Your Student
Educator’s Manual pp.33-37
Steps in Assessing Your Student
Identify the assessment requirements for a student in that grade (Educator’s Manual pp 13-19).
Identify a standard in the required strand at the grade level of the student (Resource Guide).
Pre-test to find the correct level of difficulty to begin assessing the student.
Identify an entry point (or access skill) for the standard (Resource Guide).
Create the measurable outcome from the selected entry point (or access skill), add criteria (e.g. 80% accuracy and 100% independence)
Collect and label evidence based on measurable outcome.
Massachusetts Department of Elementary and Secondary Education 60

61. How to Identify a Skill to Assess
Educator’s Manual pp. 37–41
How to Identify a Skill to Assess
Identify a strand required for MCAS-Alt Example: Biology (Resource Guide)
Then, select one standard you feel is appropriate to teach your student
Topic: Heredity, Standard 3.4, High School (Resource Guide, page 60): Distinguish among observed inheritance patterns caused by several types of genetic traits….
Review entry points, beginning with “more complex”
“Describe how the cell’s genetic code is mapped in its DNA” (High School, page 61)
“Sort characteristics that are inherited versus not inherited (determined by genetics)” (Grades 6-8, page 59)
“ Identify parents and offspring of different species” (PreK-Grade 2, page 56)
Massachusetts Department of Elementary and Secondary Education

62. How to Identify a Skill (cont’d)
Educator’s Manual pp. 37–41
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 for the student, adjust level downward. Describe how the cell’s genetic code is mapped in its DNA
If student has already mastered, then not challenging enough,
Identify parents and offspring of different species
If challenging and attainable, then target the skill.
Sort characteristics by inherited versus not inherited
Once the correct level of complexity is established, begin collecting data and other evidence for the portfolio.
Massachusetts Department of Elementary and Secondary Education

63. Measurable Outcome...
Standards
Entry point or Access Skills
Measurable Outcome
Instructional Activities
(brief descriptions)
…..identifies an acceptable skill to be assessed.
Evidence in each portfolio strand documents the student’s performance of the measurable outcome.
Massachusetts Department of Elementary and Secondary Education

64. The Measurable Outcome Should…
Indicate what will be documented in the evidence.
Be aligned with 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.
Remain consistent throughout the strand All brief descriptions and evidence must document the same outcome.
Allow students to progress toward mastery.
Massachusetts Department of Elementary and Secondary Education

65. ELA Measurable Outcome: Language
Measurable Outcome: Student will sort words by categories with 80% accuracy and 100% independence
Massachusetts Department of Elementary and Secondary Education

66. ELA Measurable Outcome: Reading
Educator’s Manual p.3
ELA Measurable Outcome: Reading
Reading = “Text Comprehension”
Text comprehension includes the understanding of words, phrases, and sentences in the context of a text, rather than in isolation; and emphasizes applying, elaborating on, and generalizing information from a text, rather than simply recalling and recognizing information.
For example, a list of idiomatic expressions matched to their meanings should not be included in the portfolio as evidence of text comprehension. Instead, students must identify the meaning of idiomatic expressions as they are used in a specific text.
Massachusetts Department of Elementary and Secondary Education

67. ELA Measurable Outcome: Reading
Educator’s Manual p. 3
ELA Measurable Outcome: Reading
Evidence and brief descriptions in the ELA Reading portfolio strand must identify either informational or literary text according to the strand chosen for assessment either by:
the title of the published text,
 or
a photocopy or printout of the text, if it is teacher-created, untitled or if it includes multiple selections from a digital source, (e.g. worksheets from teacher websites) or
the actual text (e.g., sentence, passage, narrative, etc.) from which words, phrases, or excerpts were selected
Massachusetts Department of Elementary and Secondary Education

68. ELA Measurable Outcome: Writing
ELA Resource Guide emphasizes student’s primary mode of expression (production) and communication, and preferred method and format for presentation of materials.
“…Using dictation, drawing, writing, or student’s primary mode of communication…”
 Resource Guide
Example of Measurable Outcome in Writing:
Student will order events to tell a story using pictures with 90% accuracy and 100% independence.
Massachusetts Department of Elementary and Secondary Education

69. 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

70. Science and Technology/Engineering (STE)
(Grades 5, 8 and 9/10)
Entry points are acceptable as written
Examples and descriptions on some entry points
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

71. Examples of Measurable Outcomes in Three Content Areas
The student will…
Identify the major stages of the life cycle of a butterfly….
Choose the most appropriate measurement tool to measure an associated object…
Order simple fractions on a number line...
Summarize a text using key details from a story read aloud…
…with 80% accuracy and 100% independence.
Are all of these skills observable and measurable?
Massachusetts Department of Elementary and Secondary Education

72. Create a Measurable Outcome!
Use the Resource Guide to locate an entry point or access skill for a student in your classroom(or a past student).
Materials:
Excerpt of the entry points from the 2014 Resource Guide or flash drive
2015 Educator’s Manual-“Required Assessment…”, 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
Massachusetts Department of Elementary and Secondary Education

73. Forms and Graphs
Massachusetts Department of Elementary and Secondary Education

74. Where to find: Forms and Graphs Online:
Registration for trainings in January and March
Posted to
under the heading Statewide Training
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

75. Forms and Graphs
Available at:
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

76. 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

77. Technical Support By telephone (toll-free):
(Measured Progress Tech Support) By
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

78. Data Charts

79. A Data Chart is Required
Educator’s Manual pp
A Data Chart is Required
in Every Strand
Choice of Data Charts:
Bar Graph, Line Graph, or Field Data Chart
What to include on each:
Student’s name
Standard at the student’s grade level
Measurable Outcome aligned with Standard at grade level
Data points on at least different 8 dates showing accuracy and independence on each date
Brief, clear descriptions beneath each date (i.e., What was the student asked to do and how did he or she do it?)
Optional, but strongly encouraged:
Include more than the eight date minimum.
Massachusetts Department of Elementary and Secondary Education

80. Data Chart Requirements, cont’d
Dates must be from current school year for ELA and Math (i.e., 7/1/14- 4/2/15), and current and/or one previous school year for Science and Tech/Eng (i.e., 7/1/13 - 4/2/15)
Dates for classroom work must be when school is in session
Not on a weekend, holiday, or during school vacations, unless marked “homework”
Massachusetts Department of Elementary and Secondary Education

81. At least 8 different dates are included on graph.
Educator’s Manual p. 88
Sample: Bar Graph
Measurable Outcome
At least 8 different dates are included on graph.
Brief description of each data point that addresses the outcome listed above 81
Massachusetts Department of Elementary and Secondary Education

82. At least 8 different dates are included on graph.
Educator’s Manual p.89
Sample: Line Graph
Measurable Outcome
At least 8 different dates are included on graph.
Brief description on each activity addresses what the student was asked to do and how they did it
Massachusetts Department of Elementary and Secondary Education

83. Sample: Field Data Chart
Educator’s Manual p.87
Measurable Outcome
At least 8 different dates included
Response- by- response not usually shared with parents- easy for teacher to spot issues/trends- can summarize same dates and data on a bar or line graph
Response-by-response data collection
Brief descriptions on each data point addresses what the student was asked to do and how they did it
Massachusetts Department of Elementary and Secondary Education

84. How to Determine Accuracy and Independence
Educator’s Manual p.38
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
Develop a system for marking each item – For example, +, —, I, P
Sample Brief Description: Student answered five comprehension questions about a story read aloud in class.
Question Number
Accurate (Correct) or Inaccurate (+, —)
Independent or Prompted (I, P)
Question 1
+ (Correct response)
P (Verbal prompt)
Question 2
— (Incorrect response)
Question 3
P (Gestural prompt)
Question 4
Question 5
I (No prompt)
Overall Percent
60% accuracy
(3 of 5 correct)
20% independence
(1 of 5 independent)
Note: A student response using any prompt = Not independent
Massachusetts Department of Elementary and Secondary Education 84

85. Brief Descriptions must include:
Educator’s Manual p. 35
What did the student do?
what was the skill?
How did the student perform the skill:
what instructional approach was used?
what materials (including text) was used?
Measurable outcome: Student will create a rhyming couplet on a given topic
with 80% accuracy and 100% independence.
Brief description of activity: Student generated a rhyming couplet, about the
topic summer, on the computer.
WHAT
HOW
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

86. Brief Descriptions must :
Educator’s Manual p. 35
Brief Descriptions must :
Document the same skill and any conditions present in the measurable outcome
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 student created arrays on the whiteboard.
HOW
Were all aspects of the measurable outcome met in the
brief description?
Would a scorer understand what the student did?
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

87. Acceptable Brief Descriptions
Measurable Outcome:
Walter will identify simple machines with 80% accuracy and 100% independence.
Date (m/d/y)
9/12/14
10/15/14
10/17/14
10/24/14
11/4/14
11/14/14
11/20/14
12/5/14
What the student did (skill)
How did they do it?
(approach, materials)
Identified simple machines by labeling pictures in an adapted textbook
After listening to “Simple Machines,”
identified
simple machines
in the book by pointing to correct name of simple machine
Homework:
Identified simple machines at home, made 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
Class created a poster of simple machines he identified the simple machines by labeling the poster with Post-it Notes.
Massachusetts Department of Elementary and Secondary Education

88. Activity
Are the following brief descriptions acceptable ? All measurable outcomes came directly from the Resource Guide.
Measurable Outcome: Mary will answer simple comprehension questions about an informational text with 80% acc. and 100 % ind. (Reading Lit)
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 identify words that correspond to icons found in the environment with 80% acc. and 100% ind. (Lang.)
Brief Description: Identified all the EXIT signs on the way to the bus by pointing.
Measurable Outcome: Yi will distinguish between parallel and intersecting lines with 80 % acc and 100% ind. (G)
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

89. Activity
Are the following brief descriptions acceptable ? All measurable outcomes came directly 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
Measurable Outcome: Pasqual will find the sum of the values of a mixed group of coins with 80% acc. and 100 % ind.
Brief Description: Student used money to buy a soda.
Measurable Outcome: Sophia will identify words that correspond to icons found in the environment with 80% acc. and 100% ind.
Brief Description: Identified all the EXIT signs on the way to the bus by pointing.
Measurable Outcome: Yi will distinguish between parallel and intersecting lines with 80 % acc and 100% ind.
Brief Description: Worked on EDM during morning group with Miss Sue, pointed to parallel lines, 3/5 prompted.
Not Acceptable
Not Acceptable
Acceptable
Not Acceptable
Massachusetts Department of Elementary and Secondary Education

90. Write a Brief Description
Use the measurable outcome you created from the entry point or access skill
Create 3 activities that would align with the measurable outcome
Write brief descriptions that describe ‘what (skill) the student did and how (instructional approach and materials) they did it’ for each activity
Do the brief descriptions address the measurable outcome?
(6 minutes)
Then, report out at your table.
Massachusetts Department of Elementary and Secondary Education

91. Generalized Performance
Educator’s Manual, p. 54
Generalized Performance
Documenting the use of different instructional methods and approaches during learning activities that assess the same skill = Generalized Performance
For example, using the following to create evidence for the portfolio:
Multiple-choice and open-response formats
Verbal and written responses
Varied media and materials (not only paper/pencil)
Work completed in a community setting
Notes:
Different settings and people assisting the student do not, by themselves, demonstrate generalized performance, unless activity format is also different.
Massachusetts Department of Elementary and Secondary Education

92. Portfolio Evidence

93. What Is Primary Evidence?
Educator’s Manual, pp. 35–37
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:
Photographs that show an end product of instruction
Video segment (up to 3 minutes)
Massachusetts Department of Elementary and Secondary Education

94. A Photograph is Primary Evidence When…
Educator’s Manual, pp.36-37
A Photograph is Primary Evidence When…
Jake
It 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 in nature, or unsafe to include in a portfolio
Like work samples, photos must be labeled The following information can be listed 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

95. A Series of Photographs = One Piece of Primary Evidence
Educator’s Manual, p. 35
A Series of Photographs = One Piece of Primary Evidence
Student was asked to find a shape by the attribute. (round) Student’s response can be seen clearly.
Student was asked to find a shape by the attribute. (straight sides) Student’s response can be seen clearly.
Each series shows a two-step activity that was described and labeled correctly.
[Student] December 12, 2014
Accuracy: 100%
Independence: 100%
Massachusetts Department of Elementary and Secondary Education

96. Can this Photograph be used as
Primary evidence?
NO! This does not meet the criteria to be used as primary evidence.
This photo only shows the context of the learning activity, but not clear evidence of his/her responses.
Massachusetts Department of Elementary and Secondary Education

97. Video is Primary Evidence When…
Educator’s Manual, p.35
Video is Primary Evidence When…
Student performs a task and no other tangible evidence can be collected
It shows the end product of instruction (or a sequence of steps leading to the creation of the end product); OR
It shows or describes a work sample that is either too large, fragile, temporary in nature, or unsafe to include in a portfolio
Sample must be 3 minutes or less
NOTES:
Must include a brief description of the task or activity
Sound quality must be clear, or be transcribed in writing.
Massachusetts Department of Elementary and Secondary Education

98. Teacher-Scribed Work Sample
Educator’s Manual, p. 37
Teacher-Scribed Work Sample
For students who do not produce written work
Documents a series of trials conducted at the same time
Indicates the student’s response (accuracy, independence) to each item/trial, using preferred mode of communication
Specifically describes the materials/context of the activity
Labeled with name, date, accuracy, independence, other information as needed.
Massachusetts Department of Elementary and Secondary Education

99. A series of tasks recorded by the teacher on one date.
Educator’s Manual, p. 37
Example of a teacher-scribed work sample
A series of tasks recorded by the teacher on one date.
Massachusetts Department of Elementary and Secondary Education

100. Important Reminders: Review the 2015 Educator’s Manual;
Use only the most current Resource Guides;
All Reading strands must provide name of a the published text or a copy;
Data charts that begin at or above 80% in both accuracy and independence are not scorable;
Entry points should be converted directly as is to create a measurable outcome, only minor modifications can be made. Outcomes not found in the resource guide must be pre-approved by the Department.
Massachusetts Department of Elementary and Secondary Education

101. 100% accuracy and independence
Important Reminders:
100% accuracy and independence
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

102. ELA Measurable Outcome: Reading
Choose either a Literature or Informational Text Reading strand. All titles and photocopies of text must be consistent with the strand chosen.
Measurable Outcome: Student will answer simple comprehension questions based on literature with 80% acc. and 80% ind..
Example of Brief Descriptions:
(author not necessary)
Massachusetts Department of Elementary and Secondary Education

103. Conditions in the Math Resource Guide
Are you using the most current Resource Guide? (Fall 2014)
Are there conditions listed in the entry point?
Examples of Conditions:
real-life examples, using manipulatives, visual model, arrays
Are the conditions necessary for the essence of the measurable outcome?
If yes, you must include them during instructional activities
If no, remove from the measurable outcome
Example: Locate unit fractions on a number line. (entry point)
Number line is a necessary condition. (review Number and Operations-Fractions standard 3.NF.A.2)
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

104. Using a Math Entry Point to Create a Measurable Outcome
Option 1:
Use Entry Point as written to create a Measurable Outcome:
“Student will solve number sentences that represent one-step multiplication and division word problems with 80%accuracy and 100% independence”
All work and all data points must show “solving number sentences involving multiplication and division” OR
Option 2:
Modify the Entry Point to meet your student’s needs:
“Student will solve number sentences that represent one-step multiplication 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

105. Use of age-appropriate materials
Educator’s Manual p.53
Use of age-appropriate materials
The examples below, and others like them, are inappropriate for use in student portfolios.
Document respectful tasks that are meaningful and developmentally-appropriate.
Massachusetts Department of Elementary and Secondary Education

106. Websites and Newsletter
Resources and information:
MCAS-Alt Newsletters
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

107. Portfolio Due Date:
Portfolios must be picked up from the school by UPS on or before
Thursday, April 2, 2015.
Late portfolios will not be scored!
Massachusetts Department of Elementary and Secondary Education

108. Contact Information:
MA Dept. of Elementary and Secondary Education
Daniel Wiener, Administrator of Inclusive Assessment
Debra Hand, MCAS-Alt Program Specialist
Website:
Measured Progress
Kevin Froton, Project Manager
Tech Support for Forms and Graphs Online:
(toll-free)
Register for training:
Massachusetts Department of Elementary and Secondary Education