1. ADMINISTRATORS OVERVIEW MCAS Accessibility and Accommodations
MCAS-Alt
ESSA and Students with Disabilities
Presenters:
Dan Wiener
Administrator of Inclusive Assessment
Student Assessment Services
And
Robert Pelychaty
Accommodations Coordinator
Massachusetts Department of Elementary and Secondary Education

2. Today’s Agenda Handouts Next-Generation MCAS Purposes of MCAS-Alt
Adding new online test grades
Participation Requirements
Accessibility and Accommodations
Graduation Requirement
Purposes of MCAS-Alt
Participation: Who should take MCAS-Alt?
What does MCAS-Alt assess?
Statewide MCAS-Alt results
Participation, reporting, and trends over time
ESSA and students with disabilities
Principals’ role in supporting MCAS-Alt
Massachusetts Department of Elementary and Secondary Education

3. Next-Generation MCAS

4. NEW: Reporting 2017 Results
Official 2017 results (all grades) released: October 17
Printed Parent/Guardian Reports received in schools: October 24
New Test Scale: 440 to 560
Not Meeting Expectations =
Partially Meeting Expectations =
Meeting Expectations =
Exceeding Expectations =
2017 is baseline year for “next-gen” test results—we expect that scores will rise over time as they did for “legacy” MCAS.
Relevant Board memos available at
Massachusetts Department of Elementary and Secondary Education

5. What’s New and Notable for Spring 2018 MCAS?
Computer-based testing will now include the grades 5 and 8 Science and Technology/Engineering (STE) tests.
Accommodated test forms available, including text-to-speech, screen reader, and assistive technology—Kurzweil no longer offered for grades 5 and 8 STE.
Paper-based STE tests available as an accommodation for students with disabilities and ELLs who are unable to use a computer.
“Use of approved graphic organizers and supplemental reference sheets” will now be collected in the online Student Registration and Personal Needs Profile (SR/PNP).
Revised organizers and reference sheets now available at
Online grade 10 field tests offered this spring—details forthcoming.

6. Testing in Spring 2018 and Beyond
“Next-Generation” MCAS tests: Grades 38
Computer-based tests in spring 2018: Grades 38 ELA and Math and Grades 5 and 8 Science and Tech/Eng.
Goal: to test virtually all students on computer by 2019.
Spring 2018: Expectation that students in grades 4, 5, 7, and 8 will take computer-based tests.
Paper tests available as an accommodation if listed in IEP or 504 plan.
“Legacy” MCAS: All high school tests in spring 2018
“Next-Gen” Grade 10 ELA and Math in spring 2019.
Proposed: High School STE computer-based test in 2020.
Proposed: Bio and Physics also offered in Feb
Massachusetts Department of Elementary and Secondary Education

7. MCAS in High School: Graduation Requirement
Grade 10 students will continue to take paper-based “legacy” high school MCAS tests to meet CD.
“…Use of the grade 10 ‘legacy’ MCAS tests to meet the high school graduation requirement will be extended through the class of This will ensure that the first class to take the grade 10 ‘next-generation’ MCAS test to meet the graduation requirement will have already taken the ‘next-generation’ test as eighth graders.”
Old vs. New Graduation Requirements
Grade 9 Grade 10 Grade 11 Grade 12
Massachusetts Department of Elementary and Secondary Education

8. NEW: Graduation Requirements for Classes of 2021 and 2022
As of Sept. Board of ESE Meeting
Transition plan for Competency Determination:
Current CD requirements through class of 2020
Class of 2021 took next-gen MCAS in grade 8 (2017), preparing them to take next-gen tests in grade 10 to meet CD requirement (ELA and Math only)
Next-gen STE first given in Spring 2020—CD to-be-determined
Possible phase-out of Chemistry and Tech/Eng tests
Interim passing standard for next-gen MCAS will be comparable to what is currently required: Different test—same passing standard
i.e., comparable to “legacy” MCAS 240, or 220+EPP
Actual passing score will be determined in summer 2019.
Board will have opportunity to reset passing standard for classes of 2023 and beyond.
Massachusetts Department of Elementary and Secondary Education

9. High School MCAS (Spring 2018)
Same duration, format, and accommodations policy as before for MCAS high school tests in spring 2018.
Untimed paper-based tests
Kurzweil edition tests available only in high school
Requirements for the Participation of Students with Disabilities and English Language Learners in 20172018 MCAS High School Tests
Similar to previous versions of this manual, but includes accommodations only for high school.

10. Grades 38 Accessibility and Accommodations
Features of the grades 38 accessibility policy:
All students may use accessibility features.
Computer- and paper-based accommodations may differ
Expanded list of accommodations available for ELL students (with and without disabilities)
Form for documenting ELL accommodations available in manual
General test administration policies:
All tests are untimed.
All students must be given blank, graph, or lined paper.
All students should view tutorials and take practice tests prior to test administration.
All students may receive assistance from test administrator to use the computer-based testing platform.

11. Overview of MCAS Accessibility and Accommodations for Grades 38
Accessibility and Accommodations Manual for the Spring 2017 Grades 3–8 MCAS Tests
Some previous MCAS accommodations now called:
Universal Accessibility Features, available to all students on new computer- and paper-based MCAS.
Designated Accessibility Features can be given to any student at the discretion of the principal.
Accommodations available for students with disabilities and English language learners.
“Nonstandard” accommodations are now called Special Access accommodations
Massachusetts Department of Elementary and Secondary Education

12. Universal Accessibility Features (UF) for all students
Computer
Paper
Highlighter
Change background/font color
Colored overlays
Screen magnification/
Zoom tool
Magnification device
Line reader tool
Tracking device/straight edge
Answer eliminator
Masking using blank card
Item flag/bookmark
Place marker
Audio aids
Human read-aloud (or sign) selected words on Math or STE, as requested by student
Repeat/clarify test directions
Test admin redirects student’s attention to test
Massachusetts Department of Elementary and Secondary Education

13. Change background/font color
Massachusetts Department of Elementary and Secondary Education

14. Line Reader

15. Answer Eliminator

16. Designated Accessibility Features (DF) for any student, at principal’s discretion
Computer or Paper
Small group test administration (up to 10 students)
Individual (one-to-one) test administration
Frequent supervised breaks
Test in separate location
Seating in a specified area of room, including study carrel
Adaptive or specialized furniture or lighting
Noise buffer/noise-cancelling earmuffs/headphones (no music)
Familiar test administrator
Student reads test aloud to self
Specific time of day
“Stop Testing” policy: If student is not responding to test questions after 1520 minutes, test administrator may ask if student is finished. If so, collect the student’s test materials Student may sit quietly or be excused. 16
Massachusetts Department of Elementary and Secondary Education

17. Accommodations for Students with Disabilities (A)
Test Presentation
Computer-Based
Paper-Based
Paper test, if unable to use computer
N/A
Large print test
Screen reader for student who is blind
Braille test (NEW: UEB in grades 3-5; EBAE all other grades)
Text-to-speech/Human read-aloud for Math, STE
Human read-aloud
Human signer for Math, STE, and test questions only for ELA
Test administrator helps student track test items
Massachusetts Department of Elementary and Secondary Education

18. Text-to-Speech Control Icons
Massachusetts Department of Elementary and Secondary Education

19. Accommodations for Students with Disabilities (Continued)
Response Accommodations
Computer-Based
Paper-Based
ELA graphic organizer or Math/STE reference sheet for grades 38 (only those developed by ESE)
Human scribe or external speech-to-text device for Math/STE
(Note: 504 plan needed for fractured writing arm)
N/A
Answers recorded in test booklet
Typed responses
(No transcription necessary)
Responses recorded (audio or video), then transcribed by student during playback
Monitor placement of test responses
Braille writer, note-taker, or refreshable Braille display
Massachusetts Department of Elementary and Secondary Education

20. Special Access Accommodations for Students with Disabilities (SA) (formerly called Nonstandard)
Computer and Paper
Text-to-speech/Human reader for ELA
Signing the ELA reading passages
Scribe responses (or speech-to-text device)
for ELA
Calculator or other mathematics tool, device, or manipulatives on non-calculator session of Math
Spell-checker for ELA (Note: Available to all students for STE, but not Math, in 2018)
Word prediction for ELA 20
Massachusetts Department of Elementary and Secondary Education

21. Spell-checker
Massachusetts Department of Elementary and Secondary Education

22. Accommodations for ELLs (EL)
ELL Accommodations
Approved Bilingual Word-to-Word Dictionary or Glossary
Text-to-speech/human reader for Math and STE (in English)
Scribe for Math and STE
Grade 10 English/Spanish Mathematics Test or Retest,
if enrolled fewer than 3 years
Read aloud/repeat/clarify test directions in student’s native language, if native language speaker is available
“Stop testing” policy
Massachusetts Department of Elementary and Secondary Education

23. Student Registration/ Personal Needs Profile (SR/PNP)
In January:
ESE will upload student demographic information to school and district DropBoxes, including selected accommodations from previous year’s tests.
Schools will verify/update this information, and:
Add students enrolled after October SIMS
Add selected accommodations for grade 3 students.
Update selected accommodations, if needed.
Import file to Pearson Access Next (PAN)
Register for spring tests: Schools will select paper- or computer-based tests for each student, and request special forms (large-print, text-to-speech, Braille, etc.)
ESE training will be offered in fall and winter (webinars, concalls, and face-to-face)
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

24. MCAS-Alt: A Brief Overview

25. Purposes of Alternate Assessment
To include difficult-to-assess students in assessment and accountability (it’s the law).
To ensure that standards-based skills and content are taught at levels that are meaningful and challenging.
To determine which knowledge and skills students have learned.
To provide information to schools and parents on the achievement of students with significant disabilities.
Massachusetts Department of Elementary and Secondary Education

26. Determining student outcomes for the MCAS-Alt Portfolio: Geometry
Less Complex More Complex
Entry Points
Access
Skills
“Essence” of standard: Solve mathematical problems involving 3-D shapes
Visually track geometric shapes
Match same shapes with different orientations
Sort two-dimensional shapes by attribute (e.g., number of sides)
Calculate the surface area of a cube
Grade 8
Standard 8.G.A.9
Know the formulas for volume of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems.
Standard
Massachusetts Department of Elementary and Secondary Education

27. 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:
Can be a work sample, video, or photograph (or series of photos) clearly showing a final product.
Primary evidence must assess the measurable outcome, and be labeled with name, date, percent accuracy, and percent independence.

28. Sample Data Chart
Student will determine the meaning of common suffixes with 85% accuracy and 85% independence.
Massachusetts Department of Elementary and Secondary Education

29. ELAWriting in each grade: Introduced in 2016
Emphasis on expressive communication.
Portfolio includes three writing samples in any “text type,” using student’s primary mode of expression.
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.
No data charts are required.
Massachusetts Department of Elementary and Secondary Education

30. Which Students Should Take the MCAS-Alt? and How Many Students Took It?

31. 2017 MCAS-Alt Participation, Educator Training, and Score Appeals Summary
8,541 MCAS-Alt portfolios were submitted in (down 204 from 2016)
51,063 strands were scored
409 MCAS-Alt score appeals submitted last June.
87 approved (21.3%); 322 denied (78.7%)
5,372 educators participated in 16 face-to-face training sessions last year.
Massachusetts Department of Elementary and Secondary Education

32. 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 standardized paper or online test, even with accommodations,
. . . should take the MCAS-Alt in that subject.
(Teams decide annually in each content area)
Massachusetts Department of Elementary and Secondary Education

33. Can other students with disabilities be considered for MCAS-Alt?
Yes. A student with a significant disability can submit a grade-level or competency portfolio, if he/she:
performs classroom work at or near grade-level;
cannot demonstrate knowledge and skills on the MCAS test in that grade and subject; and
is attempting to earn a score of Needs Improvement or higher on MCAS.
See 2018 Educator’s Manual for MCAS-Alt for portfolio requirements.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

34. New Decision-Making Tool
“Decision tree” to guide IEP teams to determine who should take the MCAS-Alt. (See flash drive)
Massachusetts Department of Elementary and Secondary Education

35. MCAS-Alt: Scoring, Reporting Results, and Test Security

36. Scoring Areas for MCAS-Alt
Completeness — Is the minimum required “core set of evidence” submitted?
Level of Complexity — Aligned to standards? At what level of complexity?
Demonstration of Skills & Concepts — Overall percent of correct responses (accuracy)?
Independence — Overall percent of independent student responses?
Self-Evaluation — Does student show decision-making, self- evaluation, and awareness of learning?
Generalized Performance — Does student use different instructional approaches, including presentation, materials, and methods of response?
Massachusetts Department of Elementary and Secondary Education

37. Common Reasons for Scoring Incomplete
MCAS-Alt achievement levels:
Progressing, Emerging, Awareness, and Incomplete
Scores of Incomplete result when:
Activities did not assess the targeted skill.
Activity descriptions lacked clarity and specificity (What did the student do and how did they do it?)
Portfolio strand lacked enough relevant data points or work samples.
Encourage submission of additional evidence beyond the minimum.
Recommendations:
Become familiar with portfolio requirements.
Review portfolio before submitting (e.g. with training specialist or another teacher)
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

38. 2015-2017 MCAS-Alt: Statewide Results (All Content Areas - All Grades)
2016
2017
75.95%
70.37%
70.35%
20.46%
19.12%
12.40%
10.68%
9.10%
7.83%
1.31%
1.22%
.83%
.13%
.14%
.10%
Incomplete
Awareness
Emerging
Progressing
Partially Meeting Expectations/Needs
Improvement+
Massachusetts Department of Elementary and Secondary Education

39. Partially Meeting Expectations/Needs
English Language Arts: 20152017 MCAS-Alt Results (Year 2 of Writing Strand)
75.00%
2015
2016
2017
60.83%
56.55%
36.35%
32.40%
12.60%
11.37%
5.37%
5.05%
1.63%
1.71%
.72%
.05%
.11%
.01%
Incomplete
Awareness
Emerging
Progressing
Partially Meeting Expectations/Needs
Improvement+
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

40. Preliminary Scores and Scorer Comments Available in June
Preliminary MCAS-Alt results are posted to schools’ DropBoxes in mid-June, including:
Portfolio Feedback Forms (PFFs), with comments from scorers).
Please print and share PFFs with teachers once they are available.
MCAS-Alt Score Appeal may be filed in late June, if desired, to address a perceived scoring inaccuracy (appealed portfolios will be reviewed and if necessary, rescored).
Score appeal results are sent by mail to principals in July.
Scored portfolios and printed PFFs are returned to schools in September (week of Sept. 25).
Massachusetts Department of Elementary and Secondary Education

41. Storage and Destruction of Returned Portfolios
Guided by Student Record Regulations 603 CMR 23.06: Destruction of Student Records
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”
suggested timetable in Principal’s Manual for MCAS-Alt and in Educator’s Manual for MCAS-Alt
parent must be notified and given opportunity to receive copy of materials prior to their destruction.
Massachusetts Department of Elementary and Secondary Education

42. MCAS-Alt Security Requirements
Principals ensure that:
IEPs (or 504 plans) document how student will participate in MCAS, and only IEP teams have designated students for MCAS-Alt.
Portfolio(s) were compiled appropriately and were submitted on time.
Evidence is authentic (i.e., not duplicated, altered, or fabricated) and portrays student’s performance accurately.
If irregularities are reported or found, ESE may request a fact-finding investigation.
Massachusetts Department of Elementary and Secondary Education

43. Every Student Succeeds Act (ESSA)

44. Every Student Succeeds Act (ESSA)
Takes effect in the 20172018 school year
Replaces NCLB, but retains NCLB testing requirements
Replaces AYP with each state’s own accountability system
States set own targets and report determinations, including growth measures.
Increased reporting requirements by: gender, major racial/ethnic groups, students with disabilities, ELLs, ELLs with disabilities, migrant, economically disadvantaged, homeless, children in foster care, children in active military families
Includes some new rules about alternate assessments
Massachusetts Department of Elementary and Secondary Education

45. One Percent Rule for Statewide Alternate Assessments
“The total number of students assessed in a subject using an alternate assessment aligned with alternate academic achievement standards…may not exceed 1% of the total number of students in the state who are assessed in that subject.”
States may request a waiver of 1% cap, if 95% of students were assessed.
District may exceed 1%, if justification is provided.
Districts must train IEP teams annually on criteria for designating students for MCAS-Alt.
Parents must be notified, if student (in grade 4 or higher) will take MCAS-Alt.
Participation may delay or affect ability to receive a diploma.
Massachusetts Department of Elementary and Secondary Education

46. Other ESSA Requirements for Alternate Assessments
Students should not be identified for alternate assessments based solely on:
a particular disability,
placement,
previous low MCAS achievement,
ELL status,
economic status, or
to boost school’s accountability rating.
Commissioner’s Memo, training presentation, sample parent notification letter, other resources available at
Massachusetts Department of Elementary and Secondary Education

47. One Percent Rule: What’s Next?
MA currently alternately assesses about 1.7 percent of all students, and about 9 percent of students with disabilities.
ESE has applied for a USED waiver, but needs to show:
progress toward lowering number of students taking Alt
participation by at least 95% of eligible students in MCAS
IEP teams should be encouraged to consider other assessment options:
computer- and paper-based MCAS tests, using new accessibility features and accommodations; OR
“grade-level” and “competency” portfolio, if student is reasonably close to grade-level.
Massachusetts Department of Elementary and Secondary Education

48. Supporting Teachers Who Conduct MCAS-Alt

49. Supporting Teachers Who Conduct the MCAS-Alt
Principals can:
Determine which teachers need support and who can give it?
Appoint a “lead educator” in school to find answers, give advice, be available to assist when needed.
Consider encouraging educators with MCAS-Alt experience to apply to become a Training Specialist.
Encourage teachers to attend training and portfolio review sessions in October, January, and Feb./March.
Strategize finding time for teachers to work on portfolios.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

50. Supporting Teachers (continued…)
Consider assisting teachers by providing:
Flexible scheduling
Planning time to work on portfolios
Designating other staff to assist in collecting evidence or with classroom coverage
Offering occasional sub coverage, if compiling several portfolios
Encourage an early start; stay organized
Review portfolios as they are developed, and monitor progress at intervals.
Review MCAS-Alt bi-monthly newsletter and Principal’s Manual for MCAS-Alt
Retrieve results in mid-June and share with teachers.
Massachusetts Department of Elementary and Secondary Education

51. Portfolio submission materials sent to your school
Shipment arrives in your school last week in February.
Open box and review materials in enclosed envelope.
Materials Summary
Three-ring binders you ordered in January and Student Information Booklets
Plastic envelopes, one for each portfolio
Instructions for submission, shipping labels, student labels, score appeals information
Complete online MCAS-Alt PCPA–Part 1
Order more materials, if needed by March 6.
Return unused binders with portfolio submission on March 29.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

52. Before Submitting Portfolios….
To ensure that portfolios are complete, accurate, and authentic, principals (or designee) are encouraged to:
Look at the brief descriptions on the data chart.
Do they address the measurable outcome?
Do they adequately describe the activities?
Ask teachers if dates are accurate and information is correct on the data charts.
No classroom work dated on holidays and weekends.
Ask teachers (if more than one) to review each other’s portfolios.
Complete the MCAS-Alt PCPA–Part 2.
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

53. How can I get current MCAS-Alt information?
This updated Administrators Overview PowerPoint at
Student Assessment Services (SAS) Update ( ed bi-weekly to principals, SPED admins, others)
MCAS-Alt newsletter (bi-monthly), featuring “Administrator’s Corner”
2018 Educator’s Manual for MCAS-Alt (on flash drive)
Principal’s Manual for MCAS-Alt (“Administrators” folder on flash drive)
Supporting teachers and monitoring progress
Procedures, deadlines, and submission
Scoring, reporting
Storage/destruction of returned portfolios
Massachusetts Department of Elementary and Secondary Education
Massachusetts Department of Elementary and Secondary Education

54. Dates to Remember
Educator Training Sessions: Sept. 25, 26, Oct. 2, 3, 10, 11, 12, 17 (8:30 a.m.Noon)
Administrator Overview: Oct. 10, 11, 12, 17 (1:303:00 p.m.)
“Portfolios in Progress” (half-day review sessions):
January 8 (Springfield), 9 (Marlboro), 17 (Taunton), 18 (Danvers)
Feb. 13 (Springfield), 14 (Marlboro), 27 (Taunton), (Danvers)
Order MCAS-Alt materials: Jan. 819, 2018
Binders received in schools: last week in Feb.
Portfolios due: Thursday, March 29, 2018
Preliminary results: posted in mid-June
MCAS-Alt Score Appeals deadline: June 22

55. MCAS Web Page

56. Contact Information
MA Department of Elementary and Secondary Education – Student Assessment ( )
Dan Wiener (Administrator) –
Debra Hand (MCAS-Alt) –
Robert Pelychaty (Accommodations) –
Rose Ellen Zakrzewski (MCAS Appeals) –
General Inquiries –
Measured Progress
MCAS Service Center –
Kevin Froton –
Terri Rippett –
Massachusetts Department of Elementary and Secondary Education

57. Questions? Thank you for coming!