1. 2017 MCAS Alternate Assessment Introduction to MCAS-Alt Massachusetts Department of Elementary and Secondary Education with Measured Progress and MCAS-Alt Teacher Consultants

2. Massachusetts Department of Elementary and Secondary Education Introductions  Department staff  Measured Progress  Teacher Consultants  Training Specialists Goals for the session  To help you to understand the alternate assessment process  To provide you with tools and strategies for constructing the alternate assessment portfolio  To demonstrate the link between instruction and assessment Welcome 2

3. Massachusetts Department of Elementary and Secondary Education Review:  Excerpts from Resource Guides and Educator’s Manual  Requirements for completing portfolio  Samples and examples of strands  Technology resources Create:  Sample strand that includes: ●measurable outcome ●brief descriptions ●work sample description labels Collaborate with colleagues and training specialists Agenda 3

4. Let’s Agree to:  Eliminate distractions  Cell phones, email, and internet  Minimize/eliminate side chats  Participate  Work with table mates  Utilize all handouts  Take care of your needs  Coffee, breaks  Use the “Parking Lot”  “I have a student who…” Massachusetts Department of Elementary and Secondary Education 4

5.  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 5 MCAS-Alt Security Requirements

6. Massachusetts Department of Elementary and Secondary Education — 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. 6

7. Massachusetts Department of Elementary and Secondary Education Educator’s Manual, p. 12 “Who Should Take MCAS-Alt?” 7 No

8. Massachusetts Department of Elementary and Secondary Education Educator’s Manual, pp. 11, 41—61 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. 8

9. Massachusetts Department of Elementary and Secondary Education 9 The Pathway to Assessment Sometimes Seems Like This…

10. …But It Could Be More Like This. Entry Points Access Skills Massachusetts Department of Elementary and Secondary Education 10

11. Massachusetts Department of Elementary and Secondary Education “How will my student address the learning standards for the MCAS-Alt portfolio?” Students can address the standards in several ways: At the same level of difficulty as students in that grade (“at grade-level”)at grade-level If not, then… At a lower level of complexity either in the same grade as the student or at a lower grade (“entry point”)entry point For students with the most significant cognitive disabilities who are working on developmental skills, Address an “access skill” during standards-based instruction Educator’s Manual, p. 28 11

12. Massachusetts Department of Elementary and Secondary Education Educator’s Manual, p. 29 12 Sample Standard, Entry Points, and 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- dimension al 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

13. Resource Guide to the 2011 Massachusetts Curriculum Frameworks for Students with Disabilities (Fall 2016) Massachusetts Department of Elementary and Secondary Education 13 “Resource Guides”

14. Massachusetts Department of Elementary and Secondary Education 2016 Resource Guide: ELA Cluster Heading Standards 14

15. 2016 Resource Guide for ELA: Entry Points and Access Skills Access Skills Entry Points Massachusetts Department of Elementary and Secondary Education 15

16. Massachusetts Department of Elementary and Secondary Education Access Skills  If student is not yet able to address lowest level entry point, students with the most significant cognitive disabilities will instead address a developmental skill.  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.  Scribe the student’s responses (“teacher-scribed work sample”).  Photograph or video the student performing the task (with written consent). Educator’s Manual, pp. 28, 39 16

17. Massachusetts Department of Elementary and Secondary Education Required Portfolio Elements Student’s Weekly Schedule Student’s Introduction to the Portfolio Verification Form (signed by Parent, or log of attempts) Portfolio Cover Sheet School Calendar (including holidays, summer school, snow days) Educator’s Manual, p. 27 Consent Form for photo or Video (if needed) (Keep on file at school) 17 Artistic Cover

18. Required Assessments in Each Grade Massachusetts Department of Elementary and Secondary Education 18

19. Massachusetts Department of Elementary and Secondary Education Educator’s Manual, pp. 14-15 19 Student Grade Must be assessed in the following Content areasStrands/Domains 3 English Language Arts One portfolio strand each in: Reading Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: Operations and Algebraic Thinking Measurement and Data 4 English Language Arts One portfolio strand each in: Reading Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: Operations and Algebraic Thinking Number and Operations-Fractions MCAS-Alt Requirements: Grade 3–4

20. Educator’s Manual, p. 16 Massachusetts Department of Elementary and Secondary Education 20 Student Grade Must be assessed in the following Content areasStrands/Domains 5 English Language Arts One portfolio strand each in: Reading Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: Number and Operations in Base Ten Number and Operations-Fractions Science and Technology/Engineering One portfolio strand each in any three Science Tech/Eng Strands (may be completed over 2 years) MCAS-Alt Requirements: Grade 5

21. Educator’s Manual, p. 16 Massachusetts Department of Elementary and Secondary Education 21 Student Grade Must be assessed in the following Content areasStrands/Domains 6 English Language Arts One portfolio strand each in: Reading Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: The Number System Ratios and Proportional Relationships MCAS-Alt Requirements: Grade 6

22. Massachusetts Department of Elementary and Secondary Education 22 Educator’s Manual, pp. 17-18 Student grade Must be assessed in the following Content areas 7 English Language Arts One portfolio strand each in: Reading Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: Ratios and Proportional Relationships Geometry MCAS-Alt Requirements: Grade 7

23. Massachusetts Department of Elementary and Secondary Education 23 Educator’s Manual, p. 18 Student grade Must be assessed in the following Content areas 8 English Language Arts One portfolio strand each in: Reading Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: Expressions and Equations Geometry Science and Technology/Engineering One portfolio strand in any three STE strands (one standard in each) (may be completed over 2 years) MCAS-Alt Requirements: Grade 8

24. Massachusetts Department of Elementary and Secondary Education High School Educator’s Manual, p. 19 24 Student grade Must be assessed in the following Content areas 9 OR 10 Science and Technology/Engineering (may be completed over 2 years) 3 standards in one of the following disciplines: Biology Introductory Physics Chemistry OR Technology/Engineering

25. Massachusetts Department of Elementary and Secondary Education High School Educator’s Manual, p. 19 25 Student grade Must be assessed in the following Content areas 10 English Language Arts One portfolio strand each in: Reading Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics Any three Conceptual Categories (one standard in each): Number and Quantity Functions Algebra Geometry Statistics and Probability

26. Science and Technology/Engineering Educator’s Manual, pp. 16,18,19  Grades 5 and 8: Any three of the four STE strands; one portfolio strand in each: o Life Science o Physical o Earth and Space o Technology/Engineering For STE, evidence may be compiled over two consecutive school years.  Grades 9 or 10: three standards in one of the following disciplines: o Biology, or o Introductory Physics, or o Chemistry, or o Technology/Engineering Massachusetts Department of Elementary and Secondary Education 26

27. Massachusetts Department of Elementary and Secondary Education “Core Set of Evidence” A complete Portfolio Strand must include at least the following evidence (except for ELA-Writing): * 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. 28 27 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

28. Massachusetts Department of Elementary and Secondary Education 28 Strand Cover Sheet

29. Data Chart Massachusetts Department of Elementary and Secondary Education 29 Jon will answer comprehension questions using citations from the text with 80% accuracy and 100% independence.

30. Work Sample Description Label Massachusetts Department of Elementary and Secondary Education 30

31. Primary Evidence #1 Massachusetts Department of Elementary and Secondary Education 31

32. Massachusetts Department of Elementary and Secondary Education 32 Work Sample Description Label

33. Primary Evidence #2 Massachusetts Department of Elementary and Secondary Education 33

34. Massachusetts Department of Elementary and Secondary Education 34 Products that show or describe the learning context, but does not show a final product Supporting Documentation Educator’s Manual p.38 Responding to Reading Comprehension Questions -Expert Answer Checklist-  Restate the question in the first line so it is evident what question you are answering.  State at least 3 points to support your answer. You need to provide proof that your answer is correct.  Be descriptive and fully explain your ideas. Do not just assume that your reader understands what you mean.  Refer to the text you are analyzing. State direct quotes, use specific words from the text, and/or refer to the ideas presented in the text.  Make connections to the text in regards to the question you are answering. State your thoughts, feeling, and opinions. How does it relate to you, other texts, and/or the world? Go beyond- the text itself.  Proofread your answers for capitals, spelling, and punctuation. Reread your answers to make sure they make sense. Use this checklist to make sure you covered everything.

35. Massachusetts Department of Elementary and Secondary Education 35 Strand Cover Sheet Jon will answer comprehension questions using citations from the text with 80% accuracy and 100% independence.

36. Massachusetts Department of Elementary and Secondary Education What to include on each data chart: Student’s name Standard in the student’s grade Measurable Outcome (skill to be assessed) Data points on at least 8 different dates showing percent accuracy and independence on each date (Eight different dates required, but ten dates are strongly encouraged.) Brief, clear descriptions beneath each date explaining: “What” the student was asked to do (skill) and “How” (instructional approach) he or she did it Choice of Data Chart format:  Bar Graph, Line Graph, or Field Data ChartLine Graph Educator’s Manual, pp. 30-34 36 A Data Chart is Required in Each Strand, except ELA  Writing

37. Massachusetts Department of Elementary and Secondary Education Sample: Line Graph 37 Jon will answer comprehension questions using citations from the text with 80% accuracy and 100% independence.

38. Sample: Bar Graph Massachusetts Department of Elementary and Secondary Education 38 Measurable Outcome At least 8 different dates are included on graph. Brief description of each activity addresses what the student did and how he or she did it. Learning Standard at student’s grade-level Percent Accuracy and Independence Student Name Student will identify the setting in a literary text with 80% accuracy and 100% independence. Educator’s Manual p.32

39. Sample: Field Data art Massachusetts Department of Elementary and Secondary Education 39 Educator’s Manual, p. 34 Response- by-response data collection Which data chart to use? – Bar or Line graphs: summarizes the tasks on each date (e.g., worksheet) – Field data charts: multiple responses are recorded on each date Key for data collection

40. 1) One field data chart + 3) One additional piece of primary evidence (e.g. teacher-scribed work sample) 2)One bar or line graph summarizing the same data shown on field data chart + = core set of evidence 40 Massachusetts Department of Elementary and Secondary Education Educator’s Manual p.31 Exception: Core Set of Evidence

41. Massachusetts Department of Elementary and Secondary Education 41 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 answer comprehension questions using citations from the text with 80% accuracy and 100% independence. Brief description of activity: Student was given an informational text “What is a Memorial”, answered comprehension questions by citing evidence from the text, on a worksheet. WHAT HOW Educator’s Manual, p. 30 Brief Descriptions must include: Were all aspects of the measurable outcome described in the brief description? Would a scorer understand what the student did?

42. Brief Descriptions for Jon Snow Massachusetts Department of Elementary and Secondary Education 42 Note: For ELA  Reading each data point must include the title of the book or a photocopy of text, if teacher- created or downloaded from the web. (Include a sample of the text, not the cover of the book.) ELA  Reading strands must be based either on Literature or Informational text, but not both.

43. Massachusetts Department of Elementary and Secondary Education 43 Document the same skill(s) throughout the strand. Measurable outcome: Student will identify the major organs of the respiratory system and their functions with 80% accuracy and 100% independence. Brief description: Student identified the lungs, nose and trachea of the respiratory system and labeled their functions on an interactive whiteboard. WHAT HOW Educator’s Manual p. 30 Brief Descriptions must also: Were all skills listed in the measurable outcome described in the activity completed by the student?

44. Activity Are the following brief descriptions acceptable? (All measurable outcomes are taken from the Resource Guide.) Measurable Outcome: Mary will answer comprehension questions about an informational text with 80% acc. and 100 % ind. (Reading) Brief Description: Mary read chapter 1 of class book, 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: Pasqual sorted money to buy a soda at lunch. Measurable Outcome: Sophia will label common icons found in the environment with 80% acc. and 100% ind. (Lang.) Brief Description: Verbally named 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, identified parallel lines, 3/5 prompted. Massachusetts Department of Elementary and Secondary Education 44

45. Activity Are the following brief descriptions acceptable? (All measurable outcomes are taken from the Resource Guide.) Measurable Outcome: Mary will answer comprehension questions about an informational text with 80% acc. and 100 % ind. Brief Description: Read chapter 1 of class book, 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: Pasqual sorted money to buy a soda at lunch. 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, identified parallel lines, 3/5 prompted. Massachusetts Department of Elementary and Secondary Education 45 Not Acceptable Acceptable

46. Massachusetts Department of Elementary and Secondary Education  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. Evidence indicates 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 (e.g., not only paper/pencil) Note: Different settings and people assisting the student do not by themselves demonstrate generalized performance, unless the activity format also differs. Educator’s Manual, p. 54 46 Generalized Performance: Different Instructional Methods/Approaches

47. Massachusetts DeHpartment of Elementary and Secondary Education 47 Student’s Name Date % Accuracy and %Independence Brief Description of the activity Required Information on Primary Evidence

48. Massachusetts Department of Elementary and Secondary Education  Dates must be from current school year for ELA and Math (i.e., 7/1/16 - 3/31/17)  Dates can be from current and/or one previous school year for Science and Tech/Eng (i.e., 7/1/15 - 3/31/17)  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” 48 Dates for Evidence Collection

49. 49 Massachusetts Department of Elementary and Secondary Education Evidence of choices or reflections by the student about his/her work. For example, the student: 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/editing of writing  Self-evaluation must be done by the student, not by the teacher.  Stickers placed on work are not examples of self-evaluation Educator’s Manual, pp. 37, 69 What is Self-Evaluation?

50. Massachusetts Department of Elementary and Secondary Education Examples of Self-Evaluation 50 Student used symbols and text to respond to questions about his/her work. Student used symbols and a bingo marker to respond to simple questions about his/her work. Educator’s Manual, pp. 37, 69

51. Primary evidence documents the student’s performance of the measurable outcome Massachusetts Department of Elementary and Secondary Education 51 Educator’s Manual, p. 35

52. Massachusetts Department of Elementary and Secondary Education 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”– Each opportunity to perform the skill 4.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 NumberAccurate (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 Percent60% accuracy (3 of 5 correct) 20% independence (1 of 5 independent) 52 Determining Accuracy and Independence Note: Any prompted response = Not independent Educator’s Manual, p. 36

53. Massachusetts Department of Elementary and Secondary Education Photographs are Primary Evidence when: Educator’s Manual, p. 35 53 One or more photos clearly show the end product of instruction or a sequence of steps leading to the final product. Name:Date:Acc. Ind. Harvey Student 9/22/16 100% 100% Brief description: Harvey identified the life cycle of a frog by matching the name of the correct stage with its visual representation.

54. Primary Evidence: “ Teacher-Scribed Work Sample”  For students who do not produce written work  Documents a series of trials conducted at the same time  Includes more information than a field data chart  Specifically describes the materials/context of the activity  Indicates the student’s response (accuracy, independence) to each item/trial using his mode of communication  Labeled with name, date, accuracy, independence, other information as needed. 54 Massachusetts Department of Elementary and Secondary Education Educator’s Manual, p. 35

55. Massachusetts Department of Elementary and Secondary Education Example of a Teacher-Scribed Work Sample Educator’s Manual, p. 35 55 Specifically describes the activities, including materials Series of trials conducted at the same time Student’s responses

56. Massachusetts Department of Elementary and Secondary Education “Time” for a break 56

57. Massachusetts Department of Elementary and Secondary Education Accessing Your Digital Resources 57

58. Flash Drive  Tablets  www.mcas-alt.org/materials open PDF version of documents www.mcas-alt.org/materials  iPads: “Open in” iBooks to save  Laptops/computers  Windows: My Computer> find drive with flashdrive  MAC: Desktop> flashdrive “MCAS-Alt” Massachusetts Department of Elementary and Secondary Education 58

59. Massachusetts Department of Elementary and Secondary Education 59 View Flash Drive Contents  www.mcas-alt.org/materials REPLACE WITH SCREEN SHOT FROM FLASH DRIVE

60. Flash Drive You Received Today: Contents Includes:  Fall 2016 Resource Guides (Updated) ●English Language Arts and Literacy ●Mathematics ●Science and Technology/Engineering  2017 Educators’ Manual for MCAS-Alt  PowerPoint Presentations  Math and ELA Glossary  Writing Scoring Rubrics  Literature and Informational text list, with authors  Administrators folder Massachusetts Department of Elementary and Secondary Education 60

61. 61 Massachusetts Department of Elementary and Secondary Education Search Text Comment Magnify Quick Tips

62. Massachusetts Department of Elementary and Secondary Education Portfolio Assessment Process 62

63. How to Identify Which Skill to Assess  Identify a strand required for MCAS-Alt in student’s grade.  Then, use the Resource Guide to select one standard at the student’s grade level in that content area  Review the entry points or access skills ●For entry points, begin with “More Complex.” ●Review what each skill is asking the student to do. ●Determine the skill at the level of complexity that meets your student’s needs. Massachusetts Department of Elementary and Secondary Education Educator’s Manual, pp. 28–29 63

64.  Based on pre-testing, what single skill should be targeted for assessment?  Try the skill with the student  does it challenge without being overwhelming? Does it seem within the student’s range?  If too challenging, adjust to lower level.  If student masters the skill quickly, then it is not challenging enough.  If challenging and attainable, then that should be the target skill.  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 the Level of Difficulty for Assessment of the Skill (cont’d) Educator’s Manual, pp. 28–29 64

65. How to Use the Resource Guide Massachusetts Department of Elementary and Secondary Education 65 Grade Educator’s Manual, pp. 38-39

66. Massachusetts Department of Elementary and Secondary Education 66 Although Cluster headings change when spiraling to entry points in lower grades, remain in the same domain when selecting a skill for the measurable outcome.

67. Massachusetts Department of Elementary and Secondary Education 67 Strands are the science disciplines. (e.g., Technology/Engineering) Topics are groups of standards within a discipline. (e.g., Materials, Tools, and Machines)

68. Read Entry Points Carefully Massachusetts Department of Elementary and Secondary Education 68 Review the verb linked to the skill (e.g., describe, identify, match, etc.) The entry point or access skill you select is the skill to be assessed Educator’s Manual, pp. 38-39

69. Possible Modifications to Entry Points Massachusetts Department of Elementary and Secondary Education 69  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 condition is necessary to address the skill  If unnecessary, then 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.) Educator’s Manual, pp. 38-39

70. Massachusetts Department of Elementary and Secondary Education If an entry point includes multiple, related skills: Option 1: Use entry point “as is.” Example: “Student will solve number sentences that represent one-step multiplication and division word problems with 80% accuracy and 100% independence”  All work samples and data points must show “solving number sentences involving one-step multiplication and division problems.” OR Option 2: Modify the entry point to address only one of the skills. Example: “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” Reminders (cont’d) 70 Educator’s Manual, p. 39

71. 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: Handout of entry points from the 2016 Resource Guide or flash drive 2017 Educator’s Manual (“Required Assessments…”), PowerPoint (slides 19), or flash drive  Create a measurable outcome based on the selected entry point. Add % of accuracy and % independence required for mastery. Review what the skill asks the student to do (think Bloom’s Taxonomy) Massachusetts Department of Elementary and Secondary Education 71

72. Write a Brief Description Use the measurable outcome you created earlier from the entry point or access skill.  Create 2 activities that would align with the measurable outcome.  Write brief descriptions that describe “what the student did” (skill from the entry point) and “how they did it” (instructional approach and materials) for each activity.  Do the brief descriptions address the skill in the measurable outcome?  Is the action verb synonymous with the verb in the measurable outcome? Massachusetts Department of Elementary and Secondary Education 72

73. Massachusetts Department of Elementary and Secondary Education Steps in Assessing Your Student 1.Identify the assessment requirements for a student in that grade (Educator’s Manual, pp. 13-19). 2.Identify a standard in the required strand at the grade level of the student (Resource Guide). 3.Identify an entry point (or access skill) for the standard (Resource Guide). 4.Pre-test to find the correct level of difficulty to begin assessing the student. 5.Create the measurable outcome from the selected entry point (or access skill), by adding criteria (e.g., 80% accuracy and 100% independence) 6.Collect and label evidence based on measurable outcome. Educator’s Manual, pp. 30-37 73

74. Massachusetts Department of Elementary and Secondary Education Forms and Graphs 74

75. Where to find:  Forms and Graphs Online: www.doe.mass.edu/mcas/alt/resources.html  Registration for trainings in January and March Registration flyer will be posted to www.doe.mass.edu/mcas/alt/resources, under the heading Statewide Training www.doe.mass.edu/mcas/alt/resources Registration site is at www.mcasservicecenter.comwww.mcasservicecenter.com Flyer will be faxed to your school. Massachusetts Department of Elementary and Secondary Education 75

76. Forms and Graphs  Available at www.doe.mass.edu/mcas/alt/resources.html Massachusetts Department of Elementary and Secondary Education 76

77. 77 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. Reminder: Video evidence must be 3 minutes or less and have clear sound quality, or be transcribed in writing. Video work description label in Forms/Graphs or Educator’s Manual. Massachusetts Department of Elementary and Secondary Education Educator’s Manual, p. 36

78. Technical Support By telephone (toll-free): 1-866-834-8880 (Measured Progress Tech Support) By email: TechProductSupport@measuredprogress.org When requesting support, have available: Your name, school, and district Your computer platform (Windows or Macintosh) A summary of the problem you are experiencing Expect a response within 24 hours (or sooner). Massachusetts Department of Elementary and Secondary Education 78

79. ELA  Writing Massachusetts Department of Elementary and Secondary Education 79

80. Assessing ELA  Writing  Use the student’s primary mode of communication to recount/retell, explain, clarify, argue, persuade, create, or express, based on a text or topic. Massachusetts Department of Elementary and Secondary Education 80 ELA Resource Guide, p. 5

81. 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 81

82. ELA  Writing Requirements  Three different writing samples are required, including any combination of “text types:”  Argument/opinion: States a claim or preference, based on a text or topic.  Informative/explanatory text: Conveys facts or ideas, based on a text or topic.  Narrative: Tells a story, based on real or imagined events.  Poetry: Uses figurative language, imagery, sound of words, meter, etc. to express emotion or tell a story.  Baseline samples: One is required for each text type submitted.  Use cluster heading “Text Types and Purposes” to choose entry points and/or access skills Massachusetts Department of Elementary and Secondary Education Educator’s Manual, pp. 20-25 82

83. Required Elements for Writing Massachusetts Department of Elementary and Secondary Education 83 Writing Sample (not scored) + + + X X 90 1 Work Description for each Final Writing Sample Baseline writing sample Educator’s Manual, pp. 20-25 3 Writing Samples 3 Rubrics (scored)

84. Using the Rubric to Score the Writing Samples  Teachers will pre-score their students’ final writing samples, using standardized scoring rubrics. Rubrics, developed by the Department, will be used with each text type. (see handouts) Completed rubrics must be included in the portfolio. Scorers will verify the teacher’s scores and will alter only when scores do not reflect evidence submitted. Massachusetts Department of Elementary and Secondary Education Educator’s Manual, pp. 22-25 84

85. Using the Rubric to Score the Writing Samples  Scoring rubrics include the following areas: Level of Complexity (access skills or entry points) Demonstration of Skills and Concepts  Expression of Ideas and Content  Use of Vocabulary  Text Structure (words, phrases, sentences)  Knowledge of Conventions Independence (frequency of prompts) Self-Evaluation Massachusetts Department of Elementary and Secondary Education Educator’s Manual, pp. 20-25 85

86.  Include completed Work Sample Description label for each sample.  Use Online Forms and Graphs for the efficient completion of the ELA  Writing strand.  Example of measurable outcome in Writing (Narrative): “ Student will create sentences related to one or more pictures to tell a story…..”  Do not score the baseline sample.  No data chart is required. Massachusetts Department of Elementary and Secondary Education 86 ELA–Writing Educator’s Manual, pp. 20-25

87. General Reminders  Use only the most current versions of Resource Guides.  Use entry points listed in the Resource Guide to create measurable outcomes, with minor modifications, if necessary.  Entry points 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 87 Educator’s Manual, pp. 38-39

88.  ELA  Reading strands must include the name of the published text, or a photocopy, if it is teacher-created or downloaded from the web.  ELA  Reading strands must be based either on Literature or Informational text, but not both. Literature or Informational  ELA-Reading = “Text Comprehension” The understanding of phrases and sentences in the context of text, rather than in isolation. Massachusetts Department of Elementary and Secondary Education 88 Educator’s Manual, pp. 30,38-39 Reminders (cont’d):

89. Massachusetts Department of Elementary and Secondary Education 89 100% 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. Educator’s Manual p.38

90. Reminders (cont’d): Massachusetts Department of Elementary and Secondary Education  Data points listed as 0 percent for both accuracy and independence are not considered valid data points and will not be scored or included in the minimum of eight data points that address the measurable outcome. 90 Massachusetts Department of Elementary and Secondary Education Educator’s Manual p., 30

91. Massachusetts Department of Elementary and Secondary Education 91  = assessed by MCAS- Alt in Grades 3-8 Each domain/conceptual category includes low-complexity entry points regardless of the grade-level.  = Choose 3 Conceptual Categories to assess in High School Resource Guide, p. 7 Reminders (cont’d)

92. Massachusetts Department of Elementary and Secondary Education The example below, and others like them, are inappropriate to include in student portfolios at grade 6 or higher. Using Age-Appropriate Materials Educator’s Manual, p. 70 Document respectful tasks that are meaningful and developmentally appropriate. 92 Found in a Grade 10 portfolio

93. Massachusetts Department of Elementary and Secondary Education Portfolios must be picked up from the school by UPS on or before Friday, March 31, 2017. Late portfolios will not be scored! 93 Portfolio Submission Educator’s Manual, p. 3

94. Massachusetts Department of Elementary and Secondary Education Contact Information: MA Dept. of Elementary and Secondary Education  Daniel Wiener, Administrator of Inclusive Assessment  Debra Hand, MCAS-Alt Program Specialist 781-338-3625 Email: dhand@doe.mass.edudhand@doe.mass.edu Website: www.doe.mass.edu/mcas/alt/www.doe.mass.edu/mcas/alt/  Resources and information: www.doe.mass.edu/mcas/alt/resources www.doe.mass.edu/mcas/alt/resources Measured Progress  Kevin Froton, Project Manager Email: froton.kevin@measuredprogress.orgfroton.kevin@measuredprogress.org Tech Support for Forms and Graphs Online: (toll-free) 1-866-834-8880 Register for trainings: www.mcasservicecenter.comwww.mcasservicecenter.com 94 Educator’s Manual, p. 2

95. Massachusetts Department of Elementary and Secondary Education 95 Definitions 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. Cluster: Smaller group of related standards. Note: For ELA Writing and Language strands, specific Cluster Headings must be assessed. Domain: Term used to describe a group of related Math standards at grades Pre-K through grade 8, organized around a central idea, concept, or theme. Conceptual Category: Term used to describe groups of related high school standards.

96. Massachusetts Department of Elementary and Secondary Education 96 Definitions (cont.) Resource Guide: Curriculum guide used to determine instruction for students with disabilities based on the Massachusetts Curriculum Frameworks. Standard: Statement of what all students should know and be able to do. Access Skills: Developmental (communication or motor) skills that are addressed during standards-based academic activities in the content area being assessed. Found at the lowest grade level in each strand/domain. Entry Points: Outcomes described in the Resource Guide that are based on a learning standard at lower levels of complexity. Shown on a continuum, from More Complex to Less Complex, allows teachers to “spiral” to lower levels of complexity based on student need. Entry points form the basis of the “measurable outcome” for the MCAS-Alt portfolio.