1. MCAS-Alt WELCOME to the Fall 2014 ADMINISTRATORS OVERVIEW of
and Related Topics for
Students with Disabilities
Presenter:
Dan Wiener
Administrator of Inclusive Assessment
Student Assessment Services
Massachusetts Department of Elementary and Secondary Education

2. 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

3. 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 (9,386).
The number has decreased since then.
On average, 1.7% of all assessed students, or about 9% of SPED students, have taken the MCAS-Alt each year.
Massachusetts Department of Elementary and Secondary Education

4. 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

5. 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

6. Who Should Take MCAS-Alt?
A student with a disability who is….
Working on learning standards that have been substantially modified due to the severity of the disability, and is
Receiving intensive, individualized instruction in order to acquire, generalize, and demonstrate knowledge and skills, and is
Unable to demonstrate knowledge and skills on a paper and pencil test, even with accommodations,
. . . should take the MCAS-Alt in that subject.
Massachusetts Department of Elementary and Secondary Education

7. Can other students with disabilities be considered for MCAS-Alt?
Yes. A student with a disability may also require an alternate assessment if he or she. . .
Is working on learning standards at or near grade-level expectations, and
Is sometimes able to take a paper-and-pencil test, either with or without accommodations, but
Cannot fully demonstrate knowledge and skills on an MCAS test because of a unique and significant (primarily non-cognitive) disability, and
these challenges cannot be overcome through use of accommodations.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

8. 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

9. 2012-2014 MCAS-Alt: Statewide Results (All Content Areas - All Grades)
80.12%
79.06%
2012
2013
2014
70.09%
17.09%
11.41%
8.53%
10.81%
10.41%
8.41%
.92%
1.88%
.15%
.91%
.09%
.10%
Incomplete Awareness Emerging Progressing Needs
Improvement+
Massachusetts Department of Elementary and Secondary Education

10. MCAS-Alt Performance Levels
Standard MCAS
MCAS-Alt
The first four performance levels are reported within Warning/Failing.
Advanced
Proficient
Needs Improvement
Warning
(Failing at Grade 10)
Massachusetts Department of Elementary and Secondary Education

11. MCAS-Alt for Accountability (PPI)
2015 Educator’s Manual for MCAS-Alt, Pp
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
* Depending on “nature of disability” and “level of need” of each student
Massachusetts Department of Elementary and Secondary Education 11 11

12. 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
Massachusetts Department of Elementary and Secondary Education

13. 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
Massachusetts Department of Elementary and Secondary Education

14. What Does MCAS-Alt Assess
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 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

15. Progression from PreKHigh School Domain/Conceptual Category
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 8 HS
Counting and Cardinality
Operations and Algebraic Thinking 
Number and Operations in Base Ten
Number and Operations - Fractions
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Functions 
Geometry
Measurement and Data
Statistics and Probability
Algebra
Number and Quantity
KEY
 = Assessed by MCAS-Alt
 = Assess one entry point in any three Conceptual Categories

16. Access to the General Curriculum: Geometry Standards
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
Grade 8
Standard 8.G.A.9
Know the formulas for volume of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.
Standard
Massachusetts Department of Elementary and Secondary Education

17. 2014 Resource Guide for Mathematics: Sample page — Grade 3 Standards
Standard Number
Standards
Cluster
Heading

18. 2014 Resource Guide for Mathematics: Entry Points and Access Skills
Cluster Heading
Access Skills
Entry Points

19. 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

20. 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

21. Data Chart

22. Student
Student
Student

23. Primary Evidence #1

25. Primary Evidence #2

26. Student
Student Reflection

27. 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

28. 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
Massachusetts Department of Elementary and Secondary Education

29. One Reason for Incomplete: Activities assessed more than one skill
Sample Measurable Outcome:
(Student) will read literary texts and identify the main characters with 85% accuracy and 85% independence.”
Sample brief descriptions of activities:
(Student) read the “Tortoise and the Hare” and identified the main characters and setting of the story.”
(Student ) read short story “Scooter and Spot” and sequenced the events in the story.
Massachusetts Department of Elementary and Secondary Education

30. 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 problems worksheet
Home-work
Digestive system class assignment
Answer vocabulary questions
Label parts of digestive system
Describe digestive system
Chap. 2 test
1/7/13
1/8/13
1/9/13
2/1/13
2/4/13
2/5/13
2/7/13
2/8/13
Pre-test
Answered math questions
Home-work
Short- answer word problems
Put pictures on a story board
Worked with partner
Unit 2 math activity
Chapter 3 at his computer 30
These do not adequately describe the activity or context.
If you reviewed this portfolio, would you know what the student did?
Massachusetts Department of Elementary and Secondary Education

31. 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

32. 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

33. MCAS-Alt and Technology
Digital resources, including this PowerPoint, at
Online Forms and Graphs available at:
MCAS-Alt bimonthly newsletter
ed during the school year
Massachusetts Department of Elementary and Secondary Education

34. MCAS-Alt Security Requirements
Principals ensure that:
Only IEP teams (or 504 plans) designate students for MCAS-Alt.
Portfolios are compiled appropriately and submitted on time.
Evidence is authentic (i.e., not duplicated, altered, or fabricated), and portrays student’s performance accurately.
ESE may request a fact-finding investigation, if irregularities are reported or found.
Educators ensure that:
Information in portfolio is complete and accurate.
Student work and other evidence are neither duplicated, altered, nor fabricated.
Regardless of similarity of classroom instruction or activities, evidence for each student reflects student’s authentic abilities and performance.
student portfolios are submitted on time and with all required forms and information. .
Pp. 7—8, Educator’s Manual
Massachusetts Department of Elementary and Secondary Education

35. Storage and Destruction of Portfolios Returned to Schools
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

36. Additional Resource: MCAS-Alt Training Specialists
Teachers across the state who…
Have experience compiling and submitting MCAS-Alt portfolios
Volunteered to help teachers in their district
Will lead Department-sponsored portfolio review sessions in January and March for your teachers
Massachusetts Department of Elementary and Secondary Education

37. 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

38. Supporting Teachers (continued…)
Consider assisting teachers to compile portfolios, by providing:
Flexible scheduling
Planning time to work on portfolios
Designating other staff to assist in collection of evidence and/or give classroom coverage
Occasional sub coverage, if compiling >3 portfolios
Encourage an early start; stay organized
Review emerging portfolios
Contact Department with questions
Review MCAS-Alt newsletter and other available resources
Retrieve results in mid-June and share with teachers.
Massachusetts Department of Elementary and Secondary Education

39. What Principals Can Do Before Submitting Portfolios
To ensure that complete and accurate portfolios are submitted, principals (or designee) can:
Ask teachers if all dates on the data charts are accurate.
No classroom work dated on holidays, etc.)
Look at brief descriptions on the data chart
Do they adequately describe the activities?
Do they match the measurable outcome?
If other teachers in the school conduct MCAS-Alt, ask them to review each other’s portfolios.
Sign the MCAS-Alt PCPA (Principal only).
Massachusetts Department of Elementary and Secondary Education

40. Student Assessment in 2014-2015 and Beyond

41. PARCC and MCAS in
Districts in MA will select either MCAS or PARCC to administer in spring 2015.
Approved private schools and collaboratives will also have a choice to administer either MCAS or PARCC.
Results on all tests will be reported.
Districts taking PARCC will be “held harmless” for their accountability rating.
Rating can stay the same or go up, but cannot go down.
Board of ESE votes on adopting PARCC in Fall 2015.
Massachusetts Department of Elementary and Secondary Education

42. 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

43. 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

44. PARCC Accessibility and Accommodations
Many MCAS accommodations will be built into computer-based PARCC tests and be available to all students as “accessibility features.”
Other accommodations will be available only to students with disabilities and English learners.
Most Massachusetts accommodations are available on PARCC, including nonstandard accommodations, but may be delivered differently on computer-based tests.
Many test administration procedures are available to any student on PARCC, at the discretion of principal (e.g., small group, separate setting, frequent breaks)
Massachusetts Department of Elementary and Secondary Education

45. 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
PARCC Accommodations and Accessibility Manual available at accessibility-features-and-accommodations-manual.
Massachusetts Department of Elementary and Secondary Education

46. Dates to Remember
Educator and Administrator Training Sessions: Sept. 29, 30, Oct. 1, 2, 7*, 8*, 15*,16*, 2014
“Portfolios in Progress”
(half-day portfolio review sessions):
January 12—15, 2015
Feb. 24, 25, March 10, 11
Order MCAS and MCAS-Alt materials: Jan. 5—16
Binders received in schools: last week in Feb.
Portfolios due: Thursday, April 2, 2015
Preliminary results: posted mid-June
MCAS-Alt Score Appeals deadline: June 26
* PM  Administrator
Overview Session

47. Contact Information
MA Department of Elementary and Secondary Education – Student Assessment ( )
Dan Wiener –
Debra Hand –
General Inquiries –
Measured Progress
MCAS Service Center –
Kevin Froton –
Terri Rippett –
Massachusetts Department of Elementary and Secondary Education

48. ?
Questions