Introduction to 2020 MCAS-Alt

Introduction to 2020 MCAS-Alt
Debra Hand, MCAS-Alt Coordinator

How to Access Files on the Flash Drive
Tablets open PDF version of documents iPads: “Open in” iBook to save Laptops/computers Windows: My Computer> find drive with flashdrive MAC: Desktop> flashdrive “MCAS-Alt”

CONTENTS 01 MCAS-Alt Security 02 Who Should Take MCAS-Alt? 03
MCAS-Alt Requirements for All Grades 04 Portfolio Requirements CONTENTS 05 MCAS-Alt Skills Survey 06 Selecting a Skill for the Measurable Outcome 07 ELA-Writing 08 Science and Technology/Engineering 09 Resources

Let’s Agree to… Eliminate distractions
Educator’s Manual, p. 6 Let’s Agree to… Eliminate distractions Cell phones, , and internet 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…”

01 MCAS-Alt Security Requirements

Ensure that evidence is:
Educator’s Manual, p. 6 Your Role Ensure that evidence is: authentic and portrays student performance accurately not fabricated, replicated, or altered 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.

“Who Should Take MCAS-Alt?”
02

IEP team must decide annually in each subject whether the student…
Educator’s Manual, pp. 8-10 IEP team must decide annually in each subject whether the student… has a significant cognitive disability, AND is generally unable to demonstrate knowledge and skills on a paper-and-pencil or computer-based 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. Yes, a student can take the standard test in one subject, and an alternate assessment in another.

Educator’s Manual, p. 9 Criteria that should not be used alone to designate a student for MCAS-Alt A student should not take MCAS-Alt based solely on whether he/she: has previously failed the MCAS test; has taken an alternate assessment previously (since this is an annual decision); has not been provided instruction in the general curriculum; is placed in a program or classroom where it is expected that students will take the MCAS-Alt; has a specific disability (e.g., all students with intellectual disabilities should not automatically take the MCAS-Alt); is an English language learner (ELL); is from a low-income family or is a child in foster care; requires use of an alternative augmentative communication system; attends a school in which the IEP team was unduly influenced to designate the student for MCAS-Alt in order to receive more credit for school accountability.

Other students who may benefit from the MCAS-Alt
Educator’s Manual, p. 10 Other students who may benefit from the MCAS-Alt If a student with a unique and significant disability is… addressing standards at or near grade-level, and 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 “Grade-level” (grades 3-8) or “Competency” (high school) portfolio.

“Decision Making Tool”
Educator’s Manual, p. 11 “Decision Making Tool”

Sometimes it seems like this…

MCAS-Alt Makes It More Like This…
Learning standard as written (Grade Level) Lower levels of complexity at current or lower grade (Entry Points) Working on developmental skills (Access Skills)

Sample Standard, Entry Points, and Access Skills
Example of spiraling from the grade-level standard. Entry Points from Resource Guide Access Skills Track geometric shapes Match similar shapes of different sizes Demonstrate a reflection, translation, and rotation of a two-dimensional figure using manipulatives Determine whether figures are congruent based on a series of transformations H.G. CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Standard as written Less Complex More Complex

Educator’s Manual, pp. 33, 44 Access Skills For students with only emerging symbolic communication skills who address developmental milestones (e.g., responding to stimuli, grasping object) For MCAS-Alt, student must address an access skill in the context of a standards-based activity in the required strand/domain for the student’s grade. Evidence for students who cannot produce written work samples: “Teacher-scribed work sample” recording student responses Photograph or video the student performing the task (with written consent). Document student’s participation in a teacher- or peer-created product.

Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities (Fall 2019)
Curriculum guide used to determine instruction for students with disabilities based on the Massachusetts Curriculum Frameworks.

Navigating the Resource Guide
Cluster Heading Standards

Navigating the Resource Guide (cont’d)
Entry Points Access Skills 18

MCAS-Alt Requirements for All Grades
03

Required Assessments in Grade 3 and 4
Educator’s Manual, pp Required Assessments in Grade 3 and 4

MCAS-Alt Requirements: Grade 5
Educator’s Manual, p.15 MCAS-Alt Requirements: Grade 5 Student Grade Must be assessed in the following Content areas Strands/Domains 5 English Language Arts One portfolio strand each in: Reading (Informational OR Literature Text) 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 (STE) May be completed over two (2) consecutive years Choose three of the four STE Disciplines. For each of the three STE disciplines: Select one core idea Select six entry points in one core idea, including three different science practices Complete one STE Summary Sheet per activity Include three pieces of primary evidence

Educator’s Manual, p. 16 MCAS-Alt Requirements: Grade 6 Student Grade Must be assessed in the following Content areas Strands/Domains 6 English Language Arts One portfolio strand each in: Reading (Informational OR Literature Text) Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: The Number System Statistics and Probability

Educator’s Manual, p. 17 MCAS-Alt Requirements: Grade 7 Student Grade Must be assessed in the following Content areas Strands/Domains 7 English Language Arts One portfolio strand each in: Reading (Informational OR Literature Text) Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: Ratios and Proportional Relationships Geometry

Educator’s Manual, p. 18 MCAS-Alt Requirements: Grade 8 Student grade Must be assessed in the following Content areas 8 English Language Arts One portfolio strand each in: Reading (Informational OR Literature) Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics One portfolio domain each in: Expressions and Equations Geometry Science and Technology/Engineering (STE) May be completed over two (2) consecutive years Choose three of the four STE Disciplines. For each of the three STE disciplines: Select one core idea Select six entry points in one core idea, including three different science practices Complete one STE Summary Sheet per activity Include three pieces of primary evidence

Educator’s Manual, p. 19 MCAS-Alt Requirements: Grade 10 Student grade Must be assessed in the following Content areas 10 English Language Arts One portfolio strand each in: Reading (Informational OR Literature) Language (Vocabulary Acquisition and Use) Writing (Text Types and Purposes) Mathematics Any three Conceptual Categories (one standard in each) Numbers and Quantity Algebra Functions Geometry Statistics and Probability

Educator’s Manual, p. 35 High School Math may spiral to lower grades in related domain (Choice of three Conceptual Categories)

MCAS-Alt Requirements for STE: Grade 9 or 10
Educator’s Manual, p. 20 MCAS-Alt Requirements for STE: Grade 9 or 10 A student in either grade Must be assessed in one the following Content areas “Next Gen” Format 9 OR 10 will choose only one Discipline and one format STE may be completed over two (2) consecutive years. Science and Technology/Engineering (Based on 2016 Curriculum Frameworks) 3 Core Ideas in one of the following disciplines: Biology Or Introductory Physics “Legacy” Format (Based on 2001/2006 Curriculum Frameworks) 3 Standards in one of the following disciplines: Chemistry Technology/Engineering

Portfolio Requirements
04

Required Portfolio Elements
Educator’s Manual, p. 22 Required Portfolio Elements Artistic Cover Student’s Introduction to the Portfolio Student’s Weekly Schedule School Calendar (include any non-school, days) * Consent Form for photo or video kept on file at school. Portfolio Cover Sheet Consent Form* for MCAS-Alt (if needed) Verification Form (signed by parent, or log of attempts)

Educators Manual, p. 27 “Core Set of Evidence” A complete Portfolio Strand must include at least the following evidence: + First piece of primary evidence (work sample, photo, or video) Data Chart Bar, Line or Field Data Chart documenting the measurable outcome on at least 8 different dates, with brief descriptions Second piece of Strand Cover Sheet attached to each strand being submitted Skills Survey administered in each strand Except for ELA-Writing and Science and Technology/Engineering (STE)

Strand Cover Sheet Co Measurable Outcome: A specific goal chosen by the teacher based on an entry point or access skill in the strand/domain required for assessment in that grade. A measurable outcome identifies the skill to be assessed and the criteria for mastery. Evidence submitted in each portfolio strand documents the student’s performance of the measurable outcome. Check off the appropriate level of complexity, based on how the student addresses the learning standard. Amy will explain the meaning of idioms encountered in reading or having been read to with 80%accuracy and 100% independence.

05 MCAS-Alt Skills Survey

MCAS-Alt Skills Survey: Purpose
Educator’s Manual, p. 23 MCAS-Alt Skills Survey: Purpose The Skills Survey is a standardized component of the MCAS-Alt. It must be administered to each student by the teacher BEFORE selecting an entry point or access skill for each strand in each subject required for assessment. The survey will help determine a student’s current level of knowledge, skills, and abilities so a challenging entry point can be selected for the MCAS-Alt. Print out and include results of each student’s skills survey after each Strand Cover Sheet.

Methods for administering the SKILLS SURVEY
Educator’s Manual, pp Methods for administering the SKILLS SURVEY Teachers may choose any combination of the following methods to assess each skill: 23 tasks, based on the examples provided in the survey form; tasks designed by the teacher, accommodated for each student’s instructional level and needs; observations, informal assessments, progress reports, or classroom work.

Instructions for administering tasks for the Skills Survey
Educator’s Manual, pp Instructions for administering tasks for the Skills Survey If using specific tasks or activities, please use the following protocol for each skill: 1) Present the task to the student. If the student does not respond on the first attempt, repeat the same task with a verbal reminder or other prompt (if needed), but do not give the answer. (Note: If a prompt is given, the response may be accurate, but is not independent.) 3) If the student responds to the first task, give a second, more complex task. Repeat with a prompt if needed. Make notes to remind you of the student’s performance of each task. 4) If the student does not respond to the next task, even with a prompt, do not introduce a third task. Mark an “X” in the column (A, B, C, D, or E) that most closely describes his or her performance of the skill. 5) Repeat steps 2 through 4 until all skills in the required strand/domain are assessed.

MCAS-Alt SKILLS SURVEY – Sample (ELA – Language)

Educator’s Manual, p. 32 Applying Skills Survey results to choose an entry point or access skill Once the survey has been completed for each required strand/domain, review the results and proceed as follows: Select a related or higher-level-of-complexity entry point from the Resource Guide based on any skill that has been checked in columns A, B, or C. Do not select an entry point for any skills checked in columns D or E. If column A (“unable to perform the skill”) is checked for all skills in the strand/ domain, consider assessing an access skill (i.e., a motor or communication skill). If columns D and/or E are checked for most of the skills in the strand/domain, then the IEP team should consider whether the standard MCAS test (paper or online) or grade-level/competency portfolio would be more appropriate for the student in that subject. A completed MCAS-Alt Skills Survey must be submitted for each assessed strand. Place the Skills Survey just after the Strand Cover Sheet in each strand.

Selecting a Skill for the
Measurable Outcome 06

How to Select an Entry Point for the Measurable Outcome
Educator’s Manual, p. 24 How to Select an Entry Point for the Measurable Outcome Try out 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 complexity. If student masters the skill quickly, then not challenging enough. If skill is challenging and attainable, then targeted skill is just right!

Activity: Use the Skills Survey to Select an Entry Point or Access Skill, and add criteria to form the Measurable Outcome Use Resource Guide to select an entry point or access skill for the student you discussed with your tablemates. Handouts: Skills Survey for ELA Language Excerpt of 2019 Resource Guide Required Assessments in each Grade Build a measurable outcome: based on the selected entry point or access skill; add % of accuracy and % independence that would indicate mastery of the skill for that student. (Note: percent does not need to be attained prior to submission of the portfolio.)

Considerations when Selecting an Entry Point
Consider whether conditions are listed in the entry point: Entry point: Round whole three-digit numbers to the nearest 100 using place value materials. “…using place value materials” is a condition. Determine whether the condition is necessary to address the skill. Can the student round whole three-digit numbers to the nearest 100 without place value materials? For this entry point, it is unnecessary to address the skill and can be deleted. Entry point: Locate unit fractions on a number line. “…on a number line” is a necessary part of the entry point, not a condition, so it must be included. If an entry point is not found in the Resource Guide, but aligns with the standard, call or the Department for approval.

Considerations when Selecting an Entry Point (cont’d)
Educator’s Manual, p. 25 Considerations when Selecting an Entry Point (cont’d) If an entry point includes multiple related skills: Option 1: Use entry point “as is” with both skills. Measurable outcome (example): “Student will solve number sentences that represent multiplication and division word problems with 80% accuracy and 100% independence.” Work samples and data points must show “solving a number sentence involving multiplication and division problems.” (both skills) OR Option 2: Modify the entry point to address only one of the skills. Measurable outcome (example): “Student will solve number sentences that represent multiplication word problems with 80% accuracy and 100% independence.” Work samples and data points must show “solving number sentences involving multiplication.” (one skill) Evidence must reflect the measurable outcome—assess what you say you will assess!

Data Chart Required for ELALanguage, ELAReading, and Mathematics
Educator’s Manual, p. 27 Data Chart Required for ELALanguage, ELAReading, and Mathematics Choice of Data Chart format: Line Graph, Bar Graph, or Field Data Chart What to include on each data chart: Student’s name Learning Standard (at student’s grade-level) Measurable Outcome (skill to be assessed) Data points on at least 8 dates on which school is in session Percent accuracy and independence on each date (8 different dates required, but 10 are strongly encouraged) Brief, clear descriptions beneath each date explaining: “What” the student was asked to do (same skill as the measurable outcome), and “How” he or she did it, reflecting varied instructional approaches and formats, where possible

Educator’s Manual, p. 32 Data Chart: Bar Graph Student Name Learning Standard Measurable Outcome Percent Accuracy and Independence At least 8 different dates are included on graph. Brief descriptions of each activity explaining what the student did and how he or she did it.

Data Charts May Not Start at 80% Accuracy and Independence
Educator’s Manual, p. 27 Data Charts May Not Start at 80% Accuracy and Independence 100% accuracy and independence IMPORTANT: Data charts that begin at or above 80% in both accuracy and independence are not scorable.

Educator’s Manual, p. 27 Data Charts 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.

“Time” for a break

Purpose of the Brief Descriptions
Educator’s Manual, p. 27 Purpose of the Brief Descriptions Brief descriptions document the activity performed by student. What skill was assessed? Same skill (or skills) as the measurable outcome How did the student demonstrate the skill? What instructional methods, approaches, or materials were used? NOTE: Generalized Performance (GP) is a scoring area that measures how the student demonstrated the skill through various instructional approaches.

Brief Descriptions Identify: Label, name, point
….should include the same or synonymous verb as the measurable outcome: Identify: Label, name, point Sort: Categorize, organize, classify Match: Correspond, same as, similar to, equal to Describe: Explain, give details, portray, express Compare: Contrast, list similarities and/or differences, describe characteristics on a list, table, or Venn diagram, distinguish between Reminder: Identify ≠ describe

Example of a Brief Description
Educator’s Manual, p. 27 Example of a Brief Description Measurable outcome: Student will identify the major organs of the respiratory system and their functions with 80% accuracy and 100% independence. WHAT Brief description: Student identified the lungs, nose and trachea of the respiratory system and labeled their functions on an interactive whiteboard. HOW Include only the skill(s) listed in the measurable outcome in the brief description.

Brief Descriptions for ELAReading Strand
Educator’s Manual, p. 34 For ELAReading: Each data point must include the title of the published text. If teacher-created or downloaded from the web, include a sample of the text. A separate list of published titles with corresponding dates may be included. Strands must be based on either Literature or Informational text, not both.

Activity: Are the following brief descriptions acceptable?
Measurable Outcome: Larry will answer comprehension questions about an informational text with 80% accuracy and 100 % independence. (ELA-Reading) Brief Description: Larry read chapter 1 of the class book, then summarized the main idea. Measurable Outcome: Pasqual will connect money to decimals by rounding to the nearest dime with 80% accuracy and 100 % independence. (Math-NOB) Brief Description: Pasqual rounded to the nearest dollar to buy lunch. Measurable Outcome: Sophia will demonstrate the meaning of a newly-created compound word with 80% accuracy and 100% independence. (ELA-Lang.) Brief Description: Using Styrofoam cups she created compound words (butter + fly). Measurable Outcome: Yi will distinguish between parallel and intersecting lines with 80 % accuracy and 100% independence. (Math-Geometry) Brief Description: Worked on EDM during morning group with Miss Sue, identified parallel lines, 3/5 prompted.

Activity Measurable Outcome: Larry will answer comprehension questions about an informational text with 80% acc. and 100 % ind. (ELA-Reading) Brief Description: Larry read chapter 1 of the class book, then summarized the main idea. Measurable Outcome: Pasqual will connect money to decimals by rounding to the nearest dime with 80% acc. and 100 % ind. (Math-NOB) Brief Description: Pasqual rounded to the nearest dollar to buy lunch. Measurable Outcome: Sophia will demonstrate the meaning of a newly created compound word with 80% acc. and 100% ind. (ELA-Lang.) Brief Description: Student used Styrofoam cups to create compound words. (butter + fly) Measurable Outcome: Yi will distinguish between parallel and intersecting lines with 80 % acc and 100% ind. (Math-Geometry) Brief Description: Worked on EDM during morning group with Miss Sue, identified parallel lines, 3/5 prompted.

Primary Evidence: Work Sample Description

Sample: Primary Evidence
Evidence #1 was produced by the student and scribed by the teacher.

Required Information on All Primary Evidence
Student’s Name Date % Accuracy % Independence Brief description of the activity: what and how?

Primary Evidence addresses the skill and documents the student’s performance

Calculating Accuracy and Independence for Amy’s evidence
5 Idioms: 5 correct responses = 100% accurate 2 prompts (3 of 5 independent responses) = 60% independent

Determining Accuracy and Independence
Educator’s Manual, p. 31 Determining Accuracy and Independence Determine the outcome – What are you asking the student to do? Determine the activity – How will the student perform the skill? Divide the activity into “items”– Each opportunity to perform the skill Use a symbol to mark each “item” – For example, +, -, I, P Sample Brief Description: Student answered five comprehension questions about Wayside School read aloud in class. Note: Any prompted response = Not independent Question Number Accurate (Correct) or Inaccurate (+, -) Independent or Prompted (I, P) Question 1 + (Correct response) P (Verbal prompt) Question 2 - (Incorrect response) Question 3 P (Gestural prompt) Question 4 Question 5 I (No prompt) Overall Percent 60% accuracy (3 of 5 correct) 20% independence (1 of 5 independent)

Photographs as Primary Evidence
Educator’s Manual, p. 29 Photographs as Primary Evidence Photo must clearly show: the end product of instruction; OR sequence of steps leading to the final product. Acc and Ind of activity in the photo. Entry Point: Illustrate or develop a model to show/explain the water cycle. Brief Description: Bradley created a diorama to depict a water cycle and labeled each part of the process. Name: Bradley Date: 9/23/19

Photographs as Supporting Documentation
Entry Point: Student is matching an action word to it’s corresponding picture. A teacher-scribed work sample could have accompanied this photograph with all the trials. The photograph would be considered supporting documentation, not primary evidence. Does this photo clearly show an image of the final product?

Primary Evidence: “Teacher-Scribed Work Sample”
Educator’s Manual, p. 30 Primary Evidence: “Teacher-Scribed Work Sample” For students who do not produce written work Documents a series of trials conducted on the same day 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.

Example of a Teacher-Scribed Work Sample
Specifically describes activities, including materials Access skill during standards-based activity Series of trials conducted at the same time Accuracy and Independence

Educator’s Manual, p. 31 Self-Evaluation

What is Self-Evaluation?
Educator’s Manual, pp. 31, 47 What is Self-Evaluation? Evidence of choice-making or reflection 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 Chose materials/activities Set own goal(s) for learning Graphed own performance Monitored accomplished tasks on a checklist Used a scoring rubric to rate own performance Self-corrected mistakes/edited writing NOTE: Stickers placed on work by teacher are not examples of self-evaluation

Examples of Self-Evaluation
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.

Break 12:00-12:45 This Photo by Unknown Author is licensed under CC BY-SA

Portfolio Requirements for ELA-Writing
07

Assessing ELAWriting
Use the student’s primary mode of communication to express, recount/retell, explain, clarify, argue, persuade, or summarize, based on a text or topic.

How does your student communicate?
Oral language Hand-writing Sounds Symbols (photos, icons) Objects Gestures Sign language Eye gaze High-tech device (e.g., Dynavox) Low-tech device (e.g., communication book) Other

ELAWriting: Requirements
Educator’s Manual, p. 32 ELAWriting: Requirements One baseline writing sample Three different final writing samples, which may be any combination of the following 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: Prose that tells a story, based on real or imagined events; OR poetry that uses figurative language to express emotions or tell a story Three pre-scored state-provided rubrics (1 for each final sample) Final Writing Samples must include: Student’s name, valid date, and percentage of independence (based on word or sentence). Massachusetts Department of Elementary and Secondary Education

One Entry Point For Each Text Type
Use the student's primary mode of communication to express or create a writing sample that is based on: an opinion/argument a narrative (including poetry) informative/explanatory text …based on a topic or text. Example of Measurable Outcome: “(Student) will use his/her primary mode of communication to express or create a writing sample that is based on a narrative with 75% independence.”

Required Elements for Writing
Educator’s Manual, pp Writing Sample Baseline writing sample + 1 Work Description for each Final Writing Sample 3 Distinct Writing Samples Rubrics (scored) + + + Massachusetts Department of Elementary and Secondary Education

Using the Rubric to Score the Writing Samples
Scoring rubric includes 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) by the word or sentence Self-Evaluation is separate from the rubric, and included on the Work Description. Massachusetts Department of Elementary and Secondary Education

Using the Rubric to Score the Writing Samples
Teachers will pre-score their students’ final writing samples, using the standardized scoring rubric. Carefully review the criteria on the rubric. Score based on contribution of student—if the teacher provides the text, uses a fill-in-the-blank worksheet or sentence starter, or if the student uses single word/picture or lists of words, score will only be 1–2. Student working on access skills will score 1 in Demonstration of Skills and Concepts. Percent of independence is based on number of prompts relative to the total number of words or sentences. Scorers will verify the teacher’s scores, and change a score if it does not reflect the evidence. Massachusetts Department of Elementary and Secondary Education

Scoring a Final Writing Sample
9/25/19 100% Massachusetts Department of Elementary and Secondary Education

ELA–Writing for Students at Access Skill Level
Measurable Outcome: Student will activate a device, within 15 seconds of the initial cue, in an activity related to the creation of a written product. Brief Description: Within 15 seconds of the initial cue, Student activated a switch with pre-recorded sentences to compose a narrative on her winter vacation.

Demonstration of Skills and Concepts
Scoring the Previous Writing Sample for a Student Working at Access Skill Level DATE: 10/6/19 M 1 2 3 4 Level of Complexity Writing sample not submitted or unmatched to requirement. Student addressed Writing through “access skills.” Student addressed Writing through “entry points.” Student addressed Writing at “grade-level.” Demonstration of Skills and Concepts Expression of Ideas and Content Writing sample not submitted; or contained insufficient information to determine a score; or written in a language other than English; or could not be read or understood No main idea (informative), point of view (opinion), event sequence (narrative), or focus (poetry); or was unclear or off-topic; or used single word, picture, or symbol to express ideas; or all text provided by teacher Writing sample related to assignment only minimally; included no or only one detail or description; or used picture sequence to express ideas; or used no figurative language or poetry form (poetry) Main idea (informative), point of view (opinion), or event sequence (narrative) was evident; limited use of facts, details, and/or descriptions; sometimes repetitive and/or off-topic; limited use of figurative language (poetry); Main idea (informative), point of view (opinion), or event sequence (narrative) was clearly expressed; three or more accurate and relevant facts, details, or descriptions included; used vivid imagery and figurative language appropriately (poetry) Knowledge of Conventions Little or no original text; or used pictures or isolated words; or could not be understood due to errors in grammar and/or usage General meaning could be understood, though use of grammar was limited and/or contained errors or run-on sentences; or lacked poetry form (poetry) Complete sentences with some errors; grammar was effective; correct noun-verb agreement; some evidence of poetry form (poetry) Meaning was clear, with rare or no errors in grammar and overall usage; poetry form used appropriately (poetry) Text Structure Used single words, pictures, symbols without text; or all text provided by teacher Sentence fragments (phrases) or one complete sentence used to express ideas; produced two related lines (poetry) At least two complete sentences were used to express ideas; produced up to four related lines (poetry) A paragraph of at least three related, well-constructed sentences was used to express ideas; more than four related lines (poetry) Use of Vocabulary Vocabulary was unrelated to assignment; or all text was provided by teacher Vocabulary was related to assignment, but word choice was limited and/or sometimes inappropriate Vocabulary was functional and relevant; used basic common words, with some descriptive language Vocabulary was clear and precise; used descriptive language, modifiers, connecting words and/or phrases Massachusetts Department of Elementary and Secondary Education

Supporting Documentation
Dynamic display shows student making choices to put words together. Teacher clearly marks “P” for Prompt “I” for Independence. I P Massachusetts Department of Elementary and Secondary Education

Some Writing Samples Scorers Shared with Us…
Directions: Create a caption for each picture

08 Portfolio Requirements: Science and Technology/Engineering (STE)
(Grades 5, 8 and High School) 08

Science and Technology/Engineering (STE)
Educator’s Manual, pp Science and Technology/Engineering (STE) The 2016 STE Curriculum Framework incorporates the use of science practices that promote student engagement in scientific inquiry and engineering design skills. The STE Resource Guide entry points and access skills are listed in grade spans: PreK2, 35, 68 and High School. The STE Resource Guide embeds entry points and access skills within each of the 8 science practices.

Educator’s Manual, p. 36 8 Science Practices: 1. Asking (Scientific) Questions and Defining Problems 2. Planning and Carrying Out Investigations (to gather data and perform experiments to answer a scientific question) 3. Using Mathematical and Computational Thinking (to answer scientific questions) 4. Analyzing and Interpreting Data (to recognize patterns and analyze and organize data)

Science Practices (cont’d)
Educator’s Manual, p. 36 Science Practices (cont’d) 5. Developing and Using Models (to think about and make sense of an experience, and make predictions, using tangible tools, displays, and illustrations) 6. Constructing Explanations and Designing Solutions (to explain phenomena and use evidence to support explanations) 7. Engaging in Argument from Evidence (to support a claim and critique competing arguments) 8. Obtaining, Evaluating, and Communicating Information (to evaluate and present information from scientific texts from multiple sources)

Excerpt from STE Resource Guide: Life Science Core Idea: From Molecules to Organisms, Grades 3-5
Science Practices Entry Point

MCAS-Alt Skills Survey for STE
Complete the STE Skills Survey for grades 5 and 8, and High School Biology and Intro Physics. Skills survey should be completed once for each student in all eight science practices. Teachers should check boxes if student can perform the practice independently, at least some of the time. Then, teacher selects entry points in the science practice at the highest grade span in which the checked boxes appear. Entry points may be selected from different grade spans for each science practice, as determined by the results of the skills survey.

MCAS-Alt STE SKILLS SURVEY – Sample: Science Practice #3
Directions: Check boxes below for each task that the student can perform independently, at least some of the time. Then, select an entry point from the highest grade span in which checked boxes appear.

Step-by-Step Requirements for Grades 5 and 8 STE Portfolio
Educator’s Manual, pp Step-by-Step Requirements for Grades 5 and 8 STE Portfolio Step 1: Complete MCAS-Alt Skills Survey for each practice. Step 2: Educators select three of four disciplines to assess: Earth and Space Life Science Physical Science Technology/Engineering Step 3: Select one core idea for each discipline. Step 4: Select six (6) entry points/access skills in each core idea. Include at least three (3) different science practices across the six (6) entry points/access skills.

Requirements for Grades 5 and 8 STE Portfolio (cont’d..)
Step 5: Complete and submit one STE Summary Sheet for each entry point/access skill (at least six are required). Include: Student’s Name and Date of activity Core Idea Entry Point or Access Skill addressed in the activity Science Practice (number 18) documented in the evidence % Accuracy and % Independence for each task or response, plus overall percent Description of each activity Step 6: Select three representative pieces of primary evidence for the entry point/access skill. Attach to corresponding Summary Sheet and include in portfolio. Work samples, photos, and/or video may be submitted. Include examples of self-evaluation. .

Portfolio Strand Requirements (cont’d)
Step 6a: If evidence is attached to STE Summary Sheet: list the overall percent of accuracy and independence on the STE Summary Sheet for the attached evidence. describe the activity, including what student was asked to do and how they did it. Step 6b: If evidence is NOT attached to STE Summary Sheet: document percent of accuracy and independence for each task or response on bottom portion of STE Summary Sheet (bottom portion is auto-generated by forms/graphs, which calculates overall percent).

Six STE Summary Sheets for Each Core Idea
Completed Summary Sheet Evidence Attached Completed Summary Sheet Evidence Attached Completed Summary Sheet Completed Summary Sheet Evidence Attached Completed Summary Sheet Completed Summary Sheet Represent 3 Different Science Practices in each Core Idea. NOTE: This graphic represents one Core Idea.

Complete One STE Summary Sheet for each Entry Point or Access Skill
Name, Date, Grade, Discipline, Core Idea, Science Practice # Entry Point or Access Skill Description of activity Check box if self-evaluation is included. Self Evaluation If evidence is NOT attached, document each question or task, and the accuracy and independence of student’s responses. If evidence is attached, summarize the accuracy and independence of student’s responses.

Primary Evidence: Science Practice #5
Life Science From Molecules to Organisms…. 5 X Illustrate, construct and/or label a model to show/explain the parts of plants (e.g., roots, stems, leaves, and flowers) Description: After an investigation of live plants, student labeled and constructed a model of a plant including the functions. 100% 100%

Communicate scientific information or ideas about the functions of external parts of plants. Student chose activity 8 From Molecules to Organisms…. Life Science 5 9/25/19 83 100 Description: Student investigated real plants in the classroom by taking a plant apart and aligning the functions of the plant with the external plant parts on a worksheet. X

attached #1 Record relevant questions about parts of plants based on observations. X From Molecules to Organisms 100 83 Description: After a “notice and wonder” activity where students examined, explored, and touched multiple types of plants, the teacher recorded questions asked by (student).

STE Strand Cover Sheet: One for Each Core Idea
Check the Strand Cover Sheet 6 Summary Sheets 3 Different Practices 3 Pieces of Evidence 2 Self-Evaluations

High School STE Requirements Using “Next-Gen” Format
Educator’s Manual, p. 38 High School STE Requirements Using “Next-Gen” Format Step 1: Complete Skills Survey for each science practice. Step 2 : Choose one discipline: Biology OR Introductory Physics Step 3: Choose 3 different Core Ideas from the chosen discipline. Step 4: Select six (6) entry points/access skills in each core idea. Include at least three (3) different science practices across the six (6) entry points/access skills. Step 5: Complete and submit one STE Summary Sheet for each entry point/ access skill. Step 6: Select and attach three representative pieces of primary evidence. Step 7: Follow prompts listed on the STE Summary Sheet, for attaching evidence.

High School Biology Choose 3 of the 4 Core Ideas

Biology: What it Could Look Like (Examples)
Core Idea: Ecosystems: Interactions, Energy, and Dynamics Science Practice #6: Constructing Explanations and Designing Solutions Entry Point What it looks like… Construct an explanation to describe the role of producers, consumers, and decomposers in an ecosystem, based on a variety of sources (e.g., model, research, investigation, simulation) (STE Resource Guide, p. 191) Use an energy or trophic level pyramid to help explain the roles of producers, consumers and decomposers by showing where they are located on the pyramid.

Biology: What it Could Look Like (Examples)
Core Idea: Heredity: Inheritance and Variation of Traits Science Practice #3: Analyzing and interpreting data Entry Point What it looks like… Analyze data from a Punnett square or pedigree to determine the inheritance patterns of a particular trait (STE Resource Guide, p. 193) Use information about dominant and recessive forms of traits to create a Punnett square that predicts the genotypes and phenotypes of off- springs. For example: Height T is dominant for tall trait and t is recessive for short trait. If a short plant is crossed with a hybrid tall plant what is the likelihood that the offspring will be short? t t T t

Biology: What it Could Look Like (Examples cont’d)
Core Idea: Biological Evolution: Unity and Diversity Science Practice #2: Planning and carrying out investigations Entry Point What it looks like… Select and/or create the appropriate table or organizer to collect data from an investigation of natural selection (e.g., natural selection game) (STE Resource Guide, p. 196) Students watch a video about natural selection and create a data table showing the results. For example: an investigation involving populations of frogs living in a pond where the water gets darker each year over a period of 4 years. Student creates a table showing what happened to the number of light and dark colored frogs in the pond over time.

Entry points spiral in complexity from one grade span to another within each science practice (Example) Core Idea—Biological Evolution: Unity and Diversity (Practice #3, Analyzing and Interpreting Data) Analyze and interpret data to make sense of the process of natural selection in a plant or animal population (Grades 6-8) Draw conclusions based on evidence (e.g., from an investigation) about features of animals, that enable them to survive in their habitat (e.g., thick fur in a cold climate, webbed feet in frogs, protective coloration (Grades 3-5) Display data using a simple graph or pictures to show living things in a local habitat (e.g., school yard) (Grades Pre-K-2)

Science and Technology/Engineering (STE)
High School “Legacy” Science and Technology/Engineering (STE) 8a

“Legacy” Format for High School Chemistry and Tech/Eng
Educator’s Manual, p. 39 “Legacy” Format for High School Chemistry and Tech/Eng Step 1: Complete “legacy” STE Skills Survey (see next slide). Step 2: Choose one discipline: Chemistry OR Technology/Engineering Step 3: Use the “legacy” STE Resource Guide to choose 3 different standards from the selected discipline. Step 4: For each standard, submit the following: One data chart measuring the student’s achievement of the measurable outcome on at least eight different dates Two pieces of primary evidence, include accuracy and independence Examples of self-evaluation

Skills Survey for STE “Legacy” Disciplines
Complete the Skills Survey for STE “Legacy” High School Chemistry or Tech/Eng OR

Evidence may be collected over two consecutive school years (current and one prior school year)
Grades 5 and 8: All STE portfolios must include evidence based on the “next-gen” STE standards using the new format, including those begun last year ( ). High School 9 and 10: STE portfolios in Biology and Introductory Physics must include evidence based on “next-gen” STE standards using the new format. STE portfolios in Technology/Engineering and Chemistry will continue to be based on “legacy” STE standards and use previous portfolio format and structure. “Legacy” STE Resource Guide is available on Forms and Graphs Online or MCAS-Alt website.

Resources for teaching the “Next-Gen” standards
DESE Model Curriculum Units – NGSS/NSTA – NGSS – Review of Lessons Open Resource Lessons for Math and Science – PHET Simulations – American Museum of Natural History – Museum of Science – Educator Resource Center New England Aquarium Teacher Resource Center –

ELA–Writing No data chart is required.
Include completed Work Sample Description label for each writing sample. Final samples should reflect communication generated by student. Teacher-scribed work samples for students at access skill level must include a final written product representing how the student participated in the creation of the sample. Writing samples that include bathroom-related routines will not be scored nor will they be counted toward the minimum requirement.

Resources 09

Search Text, Comment, and/or Magnify PDF or Word Documents Use Command in place of CTRL for Mac computers

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 audio-visual quality or be transcribed in writing.

Where to find: Forms and Graphs Online:
Registration for portfolio review sessions in January and February/March Flyer will be ed to your school. Registration flyer will be posted to under the heading “Statewide Training.” Register at

Technical Support By telephone (toll-free):
(Measured Progress Tech Support) By 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).

Important Reminder

Portfolio Submission Portfolios must be picked up from your school by UPS on or before Friday, April 3, 2020. Late portfolios will not be scored!

Debra Hand, MCAS-Alt Coordinator
THANK YOU Debra Hand, MCAS-Alt Coordinator 75 Pleasant Street, Malden, MA 02148

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)

MCAS-Alt Terminology (cont.)
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.)
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.

Introduction to 2020 MCAS-Alt

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