2015 MCAS Alternate Assessment Introduction to MCAS-Alt Massachusetts Department of

2016 MCAS Alternate Assessment

Introduction to MCAS-Alt

Massachusetts Department of Elementary and Secondary Education

withMeasured Progress

andMCAS-Alt Teacher Consultants

2


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

How to link instruction to assessment

Welcome

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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…”


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If a child can’t learn the way we teach, maybe we should teach the way they learn.

-Ignacio ‘Nacho’ Estrada

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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.

Educator’s Manual, p. 7

MCAS-Alt Security Requirements

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— 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.

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…

Yes, a student can take the standard test in one subject, and an alternate assessment in another.

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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…—Teams may consider the MCAS-Alt “Grade-level”

(grades 3-8) or “Competency” (high school) portfolio.

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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)

What’s the “Buzz:” MCAS-Alt Terminology


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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.

MCAS-Alt Terminology-cont’d

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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

MCAS-Alt Terminology-cont’d

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Strand Cover Sheet


Sheldon Cooper


2015 Resource Guide: ELA

ClusterHeadin

g

Standards

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2015 Resource Guide for ELA: Entry Points and Access Skills

Access Skills

Entry Points

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Access to Your Digital Resources

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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”


http://www.mcas-alt.org/materials



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View Flash Drive Contents www.mcas-alt.org/materials

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Flash Drive You Received Today: ContentsIncludes:

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 authorsMassachusetts Department of Elementary and Secondary Education

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• Search Text

• Comment• Magnify

Quick Tips

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Fall 2015 Resource Guide to the Massachusetts Curriculum

Frameworks for Students with Disabilities

(“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 2001/2006 Massachusetts Curriculum Frameworks.

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Fall 2015 Resource Guides Educator’s Manual, p. 28


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Features of the2015 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


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Unique Features of the ELA Resource Guide


ELA entry points are numbered to correspond with standard


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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 entry points regardless of the grade-level. Massachusetts Department of Elementary and Secondary Education

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Mathematics Progression of Skills


Must be assesse

d in Grades

3-8

Choose 3 of the 5

Conceptual

Categories to

assess in High

School


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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)


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The Path to Assessment…


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Sometimes, It Seems Like This….

Series1

Learning Standards as written


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…It Could Be More Like This…

Series1

Grade Level

Learning Standards

Entry Points

Access Skills


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Standards, Entry Points, Access Skills

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

cube

H.G.-GMD.4Identify 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

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“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,

Address an “access skill” during standards-based instruction


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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 sample”).· Photograph or video the student performing the

task (with written consent).

Educator’s Manual, pp. 28, 38

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Required Assessments in Each Grade



Educator’s Manual, pp. 13-14

34

A student in this grade

Must be assessed in the following

Content areas Strands/Domains

3

English Language Arts

One portfolio strand each in:o Reading o Language (Vocabulary Acquisition

and Use)o Writing (Text Types and Purposes)

Mathematics One portfolio strand each in:

o Operations and Algebraic Thinkingo Measurement and Data

4


One portfolio strand each in:o Readingo Language (Vocabulary Acquisition

and Use)o Writing (Text Types and Purposes)

Mathematics One portfolio strand each in:

o Operations and Algebraic Thinkingo Number and Operations-Fractions

MCAS-Alt RequirementsGrade 3–4



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Content areas Strands/Domains

5


One portfolio strand each in:o Readingo Language (Vocabulary Acquisition and

Use)o Writing (Text Types and Purposes)

Mathematics One portfolio strand each in:o Number and Operations in Base Teno Number and Operations-Fractions

Science and Technology/Engineering

One portfolio strand each in any three Science Tech/Eng. Strands

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Mathematics One portfolio strand each in:o The Number Systemo Ratios and Proportional Relationships

MCAS-Alt RequirementsGrade 5–6

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Content areas Content areas

7



Use) . o Writing (Text Types and Purposes)

Mathematics One portfolio strand each in:o Ratios and Proportional Relationshipso Geometry

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Mathematics One portfolio strand each in:o Expressions and Equationso Geometry


One portfolio strand each in any three STE strands (may be done over 2 years)

MCAS-Alt RequirementsGrade 7 –8

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High School Educator’s Manual, p. 19



Content areas Content areas

9 OR 10 Science and

Technology/Engineering

3 standards in one of the following disciplines:o Biologyo Introductory Physicso Chemistryo Technology/Engineering

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One portfolio strand each in:o Readingo Language (Vocabulary

Acquisition and Use)o Writing (Text Types and

Purposes)

Mathematics

Any three of five Conceptual Categories :o Number and Quantityo Functionso Algebrao Geometry o Statistics and Probability


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)

Evidence may be compiled over two consecutive school years in this subject (in all grades).


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Required Portfolio Elements

Student’sWeekly

Schedule

Student’s Introduction

to the Portfolio

VerificationForm

(signed by parent; or

log of attempts)

PortfolioCoverSheet

SchoolCalendar

(including holidays, summer school,

snow days; previous year for

Science, if applicable)


ConsentForm

for photo orVideo

(if needed)

(Note: Keep on file at school)

Artistic Cover

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“Core Set of Evidence”A complete Portfolio Strand must include at least the

following evidence (except for ELA-Writing):

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

+

* 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, and percent independence.

Educators Manual, p. 33

Second piece of additional primary

evidence* showing

performance of the measurable

outcome listed on data chart

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Strand Cover Sheet


Sheldon Cooper

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Data Chart


Sheldon Cooper

Student will identify examples of personification with 80% accuracy and 80% independence.

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Work Sample Description Label


Required information:• Name• Date• % Accuracy and % Independence• Brief Description of the activity (either on a

Work Sample Description Label or on the evidence)

Sheldon Cooper

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Primary Evidence #1


Sheldon Cooper

45

Primary Evidence #2


Sheldon Cooper


46Products that show or describe the learning context, but do not show actual performance or a final product

Supporting Documentation

Educator’s Manual p.38

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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


What is Self-Evaluation?


Reflection: An Example of Self-Evaluation

Student responded in writing to questions about the work he/she completed.

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Student used symbols and text to respond to questions about his/her work.



“Time” for a break

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Portfolio AssessmentProcess

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Steps in Assessing Your Student1. 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.


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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


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Read Entry Points Carefully


The entry

point or access

skill you select

becomes the skill you will assess.

Review the verb linked to the skill

(e.g., describe, identify, match, etc.)

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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

How to Identify a Skill (cont’d) Educator’s Manual, pp. 28–29

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.

Measurable Outcome Will…


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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.

Examples of Measurable Outcomes in Three Content Areas

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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

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Forms and Graphs

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Where to find:

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

Registration for trainings in January and MarchRegistration 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.


http://www.doe.mass.edu/mcas/alt/resources.html

http://www.doe.mass.edu/mcas/alt/resources

http://www.mcasservicecenter.com/

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Forms and Graphs Available at

www.doe.mass.edu/mcas/alt/resources.html



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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


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Technical SupportBy telephone (toll-free):1-866-834-8880 (Measured Progress Tech Support)

By email:[email protected] requesting support, have available:

Your name, school, and districtYour computer platform (Windows or Macintosh)A summary of the problem you are experiencing

Expect a response within 24 hours (or sooner).

Data Charts

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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.


A Data Chart is Required in Every Strand except

ELAWriting

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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”

Data Chart Requirements, cont’d

https://www.google.com/url?url=https://www.madison.k12.wi.us/calendars&rct=j&frm=1&q=&esrc=s&sa=U&ei=65T3U-bqDKvlsATB2ICoBw&ved=0CBgQ9QEwAQ&usg=AFQjCNFexq7bEGdv3Z6oOPSAkCGYyl1Jjw

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Sample: Bar Graph

Measurable Outcome

Brief descriptions of each activity address what student did and how they did it.

At least 8 different dates are included on graph.


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Sample: Line Graph

At least 8 different dates are included on graph.


Measurable Outcome

Brief description of each activity addresses what the student did and how they did it.

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Sample: Field Data Chart Educator’s Manual, p. 34

Brief description on each date addresses what the student did and how they did it.

At least 8 different dates

Measurable Outcome

Response-by-

response data

collection

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1. Determine the outcome – What are you asking the student to do?2. Determine the activity – How will the student perform the skill?3. Divide the activity into “items” or steps – See example below4. 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

Accurate (Correct) or Inaccurate (+, —)

Independent or Prompted (I, P)

Question 1 + (Correct response) P (Verbal prompt)Question 2 — (Incorrect

response)P (Verbal prompt)

Question 3 + (Correct response) P (Gestural prompt)Question 4 — (Incorrect

response)P (Verbal prompt)

Question 5 + (Correct response) I (No prompt)Overall Percent 60% accuracy

(3 of 5 correct)20% independence(1 of 5 independent)

Determining Accuracy and Independence

Note: Any prompted response = Not independent


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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.

Brief description of activity: Student sorted real objects (book, pencil, rock) by size and weight, on a pre-labeled chart.

WHAT

HOW


Brief Descriptions must include:

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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.

Brief description of activity: Student solved 5 two-digit by two-digit multiplication problems, using arrays created by the student on a whiteboard.

WHAT

HOW

Educator’s Manual p. 30

Brief Descriptions must also:

Were all aspects of the measurable outcome described in the brief description?Would a scorer understand what the student did?

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Acceptable Brief DescriptionsMeasurable 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 they did it?(approach, materials)

Identified 2 simple machines by labeling pictures in an adapted 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

Worksheetidentified 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.

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ActivityAre 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)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

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ActivityAre 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

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.Measurable Outcome: Sophia will label common icons found in the

environment with 80% acc. and 100% ind.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.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

Not Acceptable

Not Acceptable

Not Acceptable

Acceptable

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Write a Brief DescriptionUse 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.


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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.


Generalized Performance: Different Instructional Methods/Approaches

Portfolio Evidence

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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)


What Is Primary Evidence?

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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


A Photograph is Primary Evidence If…

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A Series of Photographs = One Piece of Primary

Evidence

Each series shows a two-step activity that was described and labeled correctly.

[Student] September 14, 2015

Accuracy: 100%

Independence: 100%

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.


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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.

Could this photograph be used asprimary evidence?

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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.

Educator’s Manual, p.35

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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.



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Example of a Teacher-Scribed Work Sample


A series of tasks

recorded by the

teacher on one date.

Jose Starbright9/16/15

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ELAWriting ELA Resource Guide For the purpose of

assessing the ELAWriting 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.


ELA Resource Guide, p. 5

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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



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ELAWriting 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.



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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 ComplexityDemonstration of Skills and Concepts

Clarity of Expression Text Structure (words, phrases, sentences) Vocabulary Writing Conventions (mechanics)

Independence (frequency of prompts)Self-Evaluation


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 ELAWriting 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…..


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ELA-Writing 2016 (cont’d) Educator’s Manual, pp.

22-25

90

Required Elements for Writing


Writing Sample

(not scored)+

+ +

X

X

X

X

90

For each final writing sample (1 of 3)

Baseline

writing sample


Writing Sample Rubric (scored)

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General Reminders: Use only the most current versions of Resource Guides.

ELAReading strands must include the name of the published text, or a photocopy if it is teacher- created or downloaded from the web.

ELAReading 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 pre-approved by the Department.

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


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Reminders (cont’d): No data charts required for ELAWriting

ONLY. Pre-score all final writing samples, using

state- provided 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.


93

Reminder:


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.


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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.


Educator’s Manual pp., 3, 30

95

ELA : Reading

ELAReading = “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.



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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 included.)


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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.”

OROption 2: Modify the entry point to address one of the skills.

“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”

Related Skills in an Entry Point Educator’s Manual, p.

39

98


The example below, and others like them, are inappropriate to include in student portfolios at grade 6 or higher.

Using Age-Appropriate Materials


Document respectful tasks that are meaningful and developmentally-appropriate.

Grade 10

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Portfolios must be picked up from the school by UPS on or

beforeFriday, April 1, 2016.

Late portfolios will not be scored!

Portfolio Submission Date

100


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: [email protected]

Website: www.doe.mass.edu/mcas/alt/

Resources and information: www.doe.mass.edu/mcas/alt/resources

Measured Progress

Kevin Froton, Project Manager

Email: [email protected]

Tech Support for Forms and Graphs Online:

(toll-free) 1-866-834-8880

Register for trainings: www.mcasservicecenter.com

mailto:[email protected]

http://www.doe.mass.edu/mcas/alt/

http://www.doe.mass.edu/mcas/alt/resources

mailto:[email protected]

http://www.mcasservicecenter.com/

Documents

2015 MCAS Alternate Assessment Introduction to MCAS-Alt Massachusetts Department of