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2014 MCAS Alternate Assessment Introduction to MCAS-Alt Massachusetts Department of Elementary and Secondary Educati

2014 MCAS Alternate Assessment Introduction to MCAS-Alt Massachusetts Department of Elementary and Secondary Education with Measured Progress. Welcome. Introductions Department staff Measured Progress Teacher Consultants Training Specialists Goals for the session

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2014 MCAS Alternate Assessment Introduction to MCAS-Alt Massachusetts Department of Elementary and Secondary Educati

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  1. 2014 MCAS Alternate Assessment Introduction to MCAS-Alt Massachusetts Department of Elementary and Secondary Education with Measured Progress

  2. Welcome • Introductions • Department staff • Measured Progress • Teacher Consultants • Training Specialists • Goals for the session • To provide you with tools and strategies for constructing the alternate assessment portfolio • To help you to understand the alternate assessment process • Especially, how to write a measurable outcome Massachusetts Department of Elementary and Secondary Education

  3. Let’s Agree to: • Pay Attention • Cell phones, email, and internet • Participate • Minimize side chats, seek to understand, all handouts • Take care of your needs • Coffee, breaks • Parking Lot • “I have a student who…” Massachusetts Department of Elementary and Secondary Education

  4. “It takes less time to do a thing right, than to explain why you did it wrong.” Henry Wadsworth Longfellow, 1835 Massachusetts Department of Elementary and Secondary Education

  5. Educator’s Manual, pp. 6 –7 MCAS-Alt Security Requirements • 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. Massachusetts Department of Elementary and Secondary Education

  6. Educator’s Manual pp. 8 - 9 “Who Should Take MCAS-Alt?” IEP Teams must decide annually in each subject whether the student… • 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. Yes, a student can take the standard test in one subject, and an alternate assessment in another. Massachusetts Department of Elementary and Secondary Education

  7. Educator’s Manual, p. 9 Other students who may benefit from the MCAS-Alt • A student who is: • Working on standards at or near grade-level • Is 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 • These challenges cannot be overcome using accommodations • Then… • Teams may consider the MCAS-Alt “Grade-level” (grades 3-8)or “Competency” (high school) portfolio. Massachusetts Department of Elementary and Secondary Education

  8. MCAS-Alt Terminology:“Vocabulary Acquisition” Massachusetts Department of Elementary and Secondary Education

  9. What’s the “Buzz:” MCAS-Alt Terminology Resource Guide:Manual used to determine instruction for students with disabilities based on the Massachusetts Curriculum Frameworks. The 2013 Resource Guide incorporates the Common Core State Standards. The 2006 Resource Guides do not.Content Area:The subject in which an MCAS-Alt portfolio is submitted; e.g., English Language Arts (ELA), Mathematics, Science & Technology/Engineering (STE)Strand:A group of standards in ELA/Literacy and STE organized around a central idea, concept, or theme. (e.g., Writing)Domain: A group of related standards in Math organized around a central idea, concept, or theme. (e.g., Functions) Massachusetts Department of Elementary and Secondary Education

  10. What’s the “Buzz:” MCAS-Alt Terminology 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.) Massachusetts Department of Elementary and Secondary Education

  11. What’s the “Buzz:” MCAS-Alt Terminology Entry Points:Outcomes described in the Resource Guide that are based on a learning standard at lower levels of complexity or difficulty. Access Skills: Developmental (communication or motor) skills that are addressed during standards-based academic activities in the content area being assessed. Massachusetts Department of Elementary and Secondary Education

  12. What’s the “Buzz:” MCAS-Alt Terminology Measurable Outcome:A specific student goal based on an entry point in the strand/domain required for assessment in that grade. A measurable outcome identifies one specific 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”) Massachusetts Department of Elementary and Secondary Education

  13. Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities • Thecurriculum guide that is used as the basis for identifying skills to be assessed in the MCAS-Alt portfolio • Intended for use by educators to align and develop instruction for students who have not yet mastered the performance expectations of their peers • Outlines a progression of skills from grade-level to less complex (high, medium, and low-complexity) for each grade-level learning standard Massachusetts Department of Elementary and Secondary Education

  14. MCAS-Alt: Transition to 2011 Curriculum Frameworks • Will add High School Mathematics next year • “Next Generation Science Standards” under development Massachusetts Department of Elementary and Secondary Education

  15. 2013 Resource Guide: ELA Cluster Heading Standards Massachusetts Department of Elementary and Secondary Education

  16. 2013 Resource Guide for ELA: Entry Points and Access Skills for Pre-K—3 Cluster Heading Access Skills Entry Points Massachusetts Department of Elementary and Secondary Education

  17. Features of the 2013 ELA Resource Guide • Standards and Entry Points provide examples to illustrate and model the standard (“e.g., …”) • Entry points are numbered to correspond with standard number • If too complex, spiral to entry points in lower grades. • Access skills are listed at the lowest grade in each strand • These include suggestions for academic activities in which these skills can be assessed. • Emphasis on student’s primary mode of expression (production), communication, and preferred method and format for presentation of materials and responses Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

  18. 2013 Mathematics Resource Guide Cluster Heading Standard Number Standards Massachusetts Department of Elementary and Secondary Education

  19. 2013 Mathematics Resource Guide Cluster Heading Access Skills Entry Points Massachusetts Department of Elementary and Secondary Education

  20. Features of the 2013 Mathematics Resource Guide • Standards and Entry Points provide examples to illustrate and model the standard. • If too complex, spiral to entry points in lower grades in the same domain. • For Grades 3-8, entry points can be used as is, or adapted for developing measurable outcomes. • High school Math will use the 2006 Resource Guide for one more year. • Access skills are listed at the lowest grade in a domain; listed in the context of academic activities Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

  21. 2006 Science and Tech/Eng Resource Guide Topic Standards Essence Massachusetts Department of Elementary and Secondary Education

  22. Science Entry Points and Access Skills Access Skills Entry Points Massachusetts Department of Elementary and Secondary Education

  23. Features of the 2006 Science Resource Guide • Entry points may contain multiple skills. Teacher must select one skill for the measurable outcome. • If standard or entry point is too complex, spiral to entry points in lower grades in the same strand. • Access skills are listed at the lowest grade in each topic • If assessing access skills, activities must be standards-based. Massachusetts Department of Elementary and Secondary Education Massachusetts Department of Elementary and Secondary Education

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

  25. Educator’s Manual, pp. 12–17 ELA Resource Guide, p. 7 • Choice of one entry point • Grades 3-8, and 10: • Language (“Vocabulary Acquisition and Use”) • Reading • Grades 4, 7, and 10: • Writing KEY  = Assessed by MCAS-Alt Massachusetts Department of Elementary and Secondary Education

  26. Mathematics Domains and the Grades in Which They Are Taught and Assessed KEY MA = Unique Massachusetts standards  = Assessed by MCAS-Alt Massachusetts Department of Elementary and Secondary Education

  27. Educator’s Manual p. 18 High School Mathematics (Use 2006 Resource Guide) Massachusetts Department of Elementary and Secondary Education

  28. Educator’s Manual p. 18 Science and Technology/Engineering Grades 5 and 8 • (Use 2006 Resource Guide) Massachusetts Department of Elementary and Secondary Education

  29. Educator’s Manual p. 18 Science and Technology/Engineering High School (Use 2006 Resource Guide) • For example: Biology 1 – Learning Standard 2.7 (Meiosis) Biology 2 – Learning Standard 6.4 (Ecology) Biology 3 – Learning Standard 5.1 (Evolution) Massachusetts Department of Elementary and Secondary Education

  30. Sometimes, It Seems Like This…. Massachusetts Department of Elementary and Secondary Education

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

  32. “Essence” of standard:Solve mathematical problems involving 3-D shapes Grade 8 – 8.G.9 Know the formulas for volume of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems. Calculate the surface area of a cube Sort two-dimensional shapes by attribute (e.g., number of sides) Educator’s Manual p.37 Match same shapes with different orientations Visually track geometric shapes Less Complex More Complex 2011 Curriculum Framework: Standards, Entry Points, Access Skills Access Skill Entry Points At Grade Level Massachusetts Department of Elementary and Secondary Education

  33. Educator’s Manual pp.37,48 “How will my student address the learning standards for the MCAS-Alt portfolio?” Students can address a standard in the required strand in several ways: • At the same level of difficulty as non-disabled students in that grade, if they can address the standard “at grade-level” If not,then… • At a lower level of complexity (i.e., below grade-level expectations) by addressing an “entry point” for the standard If not, then… • Address an “entry point” for the learning standard ata lower grade If not,then… • Address a motor or communication “access skill” during a standards-based activity in the required strand Massachusetts Department of Elementary and Secondary Education

  34. Educator’s Manual pp. 37,49 Access Skills • For students with the mostsignificant cognitive disabilities addressing a developmental skill. • Students must practice the 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 written product • Scribe the student’s responses on a work sample (“teacher-scribed work sample”) • Photograph or video the student performing the task (Consent needed) Massachusetts Department of Elementary and Secondary Education

  35. Communication Competence Massachusetts Department of Elementary and Secondary Education

  36. How does your student communicate? • Natural speech • Sounds • Symbols (photos, icons) • Objects • Gestures • Sign language • Eye gaze • High tech device (Dynavox) • Low tech device(i.e. communication book) • Other? Massachusetts Department of Elementary and Secondary Education

  37. Required Portfolio Elements Portfolio Cover Sheet Consent Forms for photo/ video/audio (Keep on file at school) Educator’s Manual p.62 ArtisticCover Student’s Weekly Schedule Verification Form (signed by parent; or log of attempts) Student’s Introduction to the Portfolio School Calendar (holidays, summer school, snow days; previous year for • Science, if applicable) Massachusetts Department of Elementary and Secondary Education

  38. Educators Manual p. 32 Data Chart showing performanceof the measurable outcomeon at least 8 different dates withbrief 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 listedon data chart + + + Strand Cover Sheet “Core Set of Evidence” A complete Portfolio Strand must include at least the following evidence: * May be a work sample, video or audio segment, or photograph (or series of photos) clearly showing an end product. Evidence must be labeled with name, date, percent accuracy, and percent independence. Massachusetts Department of Elementary and Secondary Education 38

  39. Massachusetts Department of Elementary and Secondary Education

  40. Sample Student Data Chart Massachusetts Department of Elementary and Secondary Education

  41. Student Massachusetts Department of Elementary and Secondary Education

  42. Primary Evidence Massachusetts Department of Elementary and Secondary Education

  43. Student Reflection Massachusetts Department of Elementary and Secondary Education

  44. Massachusetts Department of Elementary and Secondary Education

  45. Primary Evidence Massachusetts Department of Elementary and Secondary Education

  46. Student Student Reflection Massachusetts Department of Elementary and Secondary Education

  47. Forms and Graphsand Digital Resources Massachusetts Department of Elementary and Secondary Education

  48. Digital Resources • Forms and Graphs • Websites and Newsletters • Flash Drives • Submitting Digital Evidence Massachusetts Department of Elementary and Secondary Education

  49. Forms and Graphs • Web-based version available at: www.doe.mass.edu/mcas/alt/resources.html Massachusetts Department of Elementary and Secondary Education

  50. Websites and Newsletter • Resources and Information: www.doe.mass.edu/mcas/alt/resources.html • To register for training: www.mcasservicecenter.com • MCAS-Alt News Massachusetts Department of Elementary and Secondary Education

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