WELCOME to the Fall 2014 ADMINISTRATORS OVERVIEW of MCAS-Alt and Related Topics for Students with...

WELCOMEto the Fall 2014

ADMINISTRATORS OVERVIEWof

MCAS-Alt and Related Topics for

Students with DisabilitiesPresenter: Dan Wiener

Administrator of Inclusive AssessmentStudent Assessment Services

Today’s Agenda Historical perspective Who should take the MCAS-Alt? 2014 MCAS-Alt Results

· Statewide participation, performance, and trends

Portfolio scoring· Why a “complete” portfolio is important

Principals’ role in MCAS-Alt MCAS-Alt security Resources for teachers PARCC and students with disabilities

Massachusetts Department of Elementary and Secondary Education

15 Years of MCAS-Alt! In 2001, 5,000 students participated in MCAS-

Alt for the first time (as did the first training specialists).

Portfolios were scored by Massachusetts teachers each summer through 2008.· Portfolios are now scored out-of-state under the

supervision of ESE and Measured Progress.

The greatest number of portfolios was submitted in 2012 (9,386). · The number has decreased since then.

On average, 1.7% of all assessed students, or about 9% of SPED students, have taken the MCAS-Alt each year.

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.

How Should Students with Disabilities Participate in MCAS?

Decision needed annually in each content area. IEP Teams decide:

Can student take standard MCAS test? Can student take standard MCAS test

with accommodation(s)? Which accommodations are appropriate?

Does student need an alternate assessment?

2015 Educator’s Manual for MCAS-Alt, Pp. 9-11

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.

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.

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.

2012-2014 MCAS-Alt:Statewide Results(All Content Areas - All Grades)

80.12%

10.41% 8.41%

.15%.09%

11.41%

79.06%

17.09%

10.81%

70.09%

Incomplete Awareness Emerging Progressing Needs Improvement+

MCAS-Alt Performance Levels· Standard MCAS

· MCAS-Alt- The first four performance levels are reported

within Warning/Failing.

Advanced

ProficientNeeds Improvement

Warning(Failing at Grade 10)

Incomplete Awareness Emerging Progressing Nds. Imp. Prof. Adv.

MCAS-Alt for Accountability (PPI)

MCAS Performance Level

MCAS Score Range

MCAS-Alt Performance Level

Points Per Student

Proficient or Advanced 240 – 280 Progressing75 or 100

Needs Improvement (High) 230 – 238 Emerging 75

Needs Improvement (Low) 220 – 228 Awareness 50

Warning/Failing (High) 210 – 218 Portfolio Incomplete 25

Warning / Failing (Low) 200 – 208

Portfolio not submitted 0

* Depending on “nature of disability” and “level of need” of each student

Schools and districts receive points toward their PPI, which is one part of the accountability system.

But only one percent of students can receive 100 points, per the USDE.

Composite Performance Index

2015 Educator’s Manual for MCAS-Alt, Pp. 58-59

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

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

20142015.

An updated Science and Tech/Eng Resource Guide is now available, based on the 2006 standards (not “Next Generation Science Standards,” which are still under review).

All educator manuals and curriculum materials needed to conduct the MCAS-Alt are available at www.doe.mass.edu/mcas/alt/resources.html.

What Does MCAS-Alt Assess?One Observable, Measurable Outcome in Each Portfolio Strand

ELA Reading: text comprehension, using the student’s primary mode of response.

ELA Writing: expressive communication in grades 4, 7, and 10, using student’s primary mode of expression.

ELA Language: word knowledge and meaning, making word choices, acquiring vocabulary

Mathematics: two Math domains in each grade 38 (three conceptual categories in grade 10).

Science and Tech/Eng Assesses three STE disciplines in grades 5 and 8; and one STE discipline in greater depth in either grade 9 or 10.

Progression from PreKHigh School

Domain/Conceptual Category PK K 1 2 3 4 5 6 7 8 HS

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations - Fractions

Ratios and Proportional Relationships

The Number System

Expressions and Equations

Functions

Geometry

Measurement and Data

Statistics and Probability

Algebra

Number and Quantity

Mathematics Domains (Grades 38) andConceptual Categories (High School)

KEY = Assessed by MCAS-Alt = Assess one entry point in any three Conceptual Categories

Access to the General Curriculum:

Geometry Standards

Less Complex More Complex

Entry PointsAccessSkills

“Essence” of standard: Solve mathematical problems involving 3-D shapes

Visually track

geometric shapes

Match same shapes with

different orientations

Sort two-dimensional shapes by attribute

(e.g., number of

sides)

Calculate the

surface area of a

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

2014 Resource Guide for Mathematics: Sample page — Grade 3 Standards

ClusterHeading

Standard Number

Standards

2014 Resource Guide for Mathematics: Entry Points and Access Skills

Cluster Heading

Access Skills

Entry Points

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.“

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.

Data Chart

Student

Primary Evidence

Student

Reflection

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?

Common Reasons for Scoring Incomplete

Activities assessed different skills in the same portfolio strand. (4,139 strands)· Assess what you say you will assess.

At least 2 work samples did not relate to the measurable outcome listed by the teacher. (926 strands)

Activity descriptions lacked clarity/specificity (1,272 strands)· Scorer needs to know what the student did and how they

did it.

Missing titles of text for ELAReading (1,162 strands)Massachusetts Department of Elementary and Secondary Education

One Reason for Incomplete: Activities assessed more than one skill

Sample Measurable Outcome: (Student) will read literary texts and identify

the main characters with 85% accuracy and 85% independence.”

Sample brief descriptions of activities: (Student) read the “Tortoise and the Hare” and

identified the main characters and setting of the story.”

(Student ) read short story “Scooter and Spot” and sequenced the events in the story.Massachusetts Department of Elementary and Secondary Education

One Reason for Incomplete: Descriptions lacked clarity and specificity

· These do not adequately describe the activity or context.

· If you reviewed this portfolio, would you know what the student did?

What was the student asked to do? Must describe how student addressed the

outcome.

1/7/13 1/8/13 1/9/13 2/1/13 2/4/13 2/5/13 2/7/13 2/8/13Pre-test Answered

math questions

Home-work

Short- answer word problems

Put pictures on a story board

Worked with partner

Unit 2 math activity

Chapter 3 at his computer

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

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.

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.

MCAS-Alt and Technology

Digital resources, including this PowerPoint, at www.mcas-alt.org/materials

Online Forms and Graphs available at: www.doe.mass.edu/mcas/alt/resources.html

MCAS-Alt bimonthly newsletter· Emailed during the school year

MCAS-Alt Security RequirementsPrincipals ensure that:· Only IEP teams (or 504 plans) designate students for

MCAS-Alt.· Portfolios are compiled appropriately and submitted on

time.· Evidence is authentic (i.e., not duplicated, altered, or

fabricated), and portrays student’s performance accurately.

· ESE may request a fact-finding investigation, if irregularities are reported or found.

Educators ensure that:· Information in portfolio is complete and accurate.· Student work and other evidence are neither duplicated,

altered, nor fabricated.· Regardless of similarity of classroom instruction or

activities, evidence for each student reflects student’s authentic abilities and performance.

· student portfolios are submitted on time and with all required forms and information.

Pp. 7—8, Educator’s Manual

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.

2015 Educator’s Manual for MCAS-Alt, Pg. 57

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

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.

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

What Principals Can Do Before Submitting Portfolios

To ensure that complete and accurate portfolios are submitted, principals (or designee) can: Ask teachers if all dates on the data charts

are accurate.· No classroom work dated on holidays, etc.)

Look at brief descriptions on the data chart· Do they adequately describe the activities?· Do they match the measurable outcome?

If other teachers in the school conduct MCAS-Alt, ask them to review each other’s portfolios.

Sign the MCAS-Alt PCPA (Principal only).

Student Assessment

in 2014-2015 and Beyond

PARCC and MCAS in 2014-2015

Districts in MA will select either MCAS or PARCC to administer in spring 2015.

Approved private schools and collaboratives will also have a choice to administer either MCAS or PARCC.

Results on all tests will be reported. Districts taking PARCC will be “held harmless”

for their accountability rating.· Rating can stay the same or go up, but cannot go

Board of ESE votes on adopting PARCC in Fall 2015.

All Grade 10 students will continue to take all high school MCAS tests to meet CD requirement through class of 2019.

All students in Grades 5, 8, and 9/10 will continue to take MCAS Science and Tech/Eng tests.

All students designated for alternate assessments will continue to take MCAS-Alt.

The future of MCAS and MCAS-Alt, if PARCC is adopted…

20142015 MCAS and PARCC Testing Schedule

MCAS ELA: March 23April 6, 2015 MCAS Mathematics and STE (g5 & 8): May 419 MCAS HS Science and Tech/Eng: June 25 PARCC Performance-based Assessments (PBA):

· Online ELA/Literacy and Mathematics: March 16April 10

· Paper ELA/Literacy and Mathematics: March 23April 3

PARCC End-of-Year Assessments (EOY):· Online ELA/Literacy and Mathematics: May 429· Paper ELA/Literacy and Mathematics: May 1122

PARCC test administration training available in January.

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)

PARCC accommodations do not include:· Untimed testing for all students· Individualized ELA graphic organizers and Math

reference sheets that are allowed for MCAS

Overview of PARCC Accommodations and Accessibility for MA Educators is posted to www.doe.mass.edu/parcc/.

PARCC Accommodations and Accessibility Manual available at www.parcconline.org/parcc-accessibility-features-and-accommodations-manual.

Additional Information on PARCC Accessibility and Accommodations

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

MA Department of Elementary and Secondary Education – Student Assessment (781-338-3625) Dan Wiener – dwiener@doe.mass.edu Debra Hand – dhand@doe.mass.edu General Inquiries – mcas@doe.mass.edu

Measured Progress MCAS Service Center – 800-737-5103 Kevin Froton – froton.kevin@measuredprogress.org Terri Rippett –

rippett.therasa@measuredprogress.org

Contact Information

Questions ?

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