ADMINISTRATORS OVERVIEW MCAS Accessibility and Accommodations … · 2019-09-07 · what is...

ADMINISTRATORS OVERVIEWMCAS Accessibility and

Accommodations

MCAS-Alt

ESSA and Students with DisabilitiesPresenters:

Dan WienerAdministrator of Inclusive Assessment

Student Assessment ServicesAnd

Robert PelychatyAccommodations Coordinator

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Today’s Agenda Handouts Next-Generation MCAS

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

Next-Generation MCAS

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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 = 440-469

Partially Meeting Expectations = 470-499

Meeting Expectations = 500-529

Exceeding Expectations = 530-560

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 http://www.doe.mass.edu/bese/docs/fy2018/2017-09/Massachusetts Department of Elementary and Secondary Education

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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

www.doe.mass.edu/mcas/accessibility/organizers/

Online grade 10 field tests offered this spring—details forthcoming.

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Testing in Spring 2018 and Beyond “Next-Generation” MCAS tests: Grades 38

Computer-based tests in spring 2018: Grades 38 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. 2021.Massachusetts Department of Elementary and Secondary Education

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 2020. 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

2018 2019 2020 2021

Grade 9 Grade 10 Grade 11 Grade 12

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NEW: Graduation Requirements for Classes of 2021 and 2022

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

As of Sept. Board of ESE

Meeting

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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 20172018 MCAS High School Tests Similar to previous versions of this manual, but includes

accommodations only for high school.

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Grades 38 Accessibility and Accommodations

Features of the grades 38 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.

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Overview of MCAS Accessibility and Accommodations for Grades 38 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

Universal Accessibility Features (UF) for all students


Computer PaperHighlighter

Change background/font color Colored overlaysScreen magnification/Zoom tool Magnification device

Line reader tool Tracking device/straight edgeAnswer eliminator Masking using blank cardItem flag/bookmark Place marker

Audio aidsHuman read-aloud (or sign) selected words on Math or STE,

as requested by studentRepeat/clarify test directions

Test admin redirects student’s attention to test

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Change background/font color

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Line Reader

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Answer Eliminator

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Designated Accessibility Features (DF)for any student, at principal’s discretion


Computer or PaperSmall group test administration (up to 10 students)

Individual (one-to-one) test administrationFrequent supervised breaks

Test in separate locationSeating 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 administratorStudent reads test aloud to self

Specific time of day“Stop Testing” policy: If student is not responding to test questions after 1520 minutes, test administrator may ask if student is finished. If so, collect the student’s test materials.

Student may sit quietly or be excused.

Accommodations for Students with Disabilities (A)


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Test PresentationComputer-Based Paper-Based

Paper test, if unable to use computer

N/A

N/A Large print testScreen 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 ELATest administrator helps student track test items

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Control Icons

Text-to-Speech

Accommodations for Students with Disabilities (Continued)


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Response Accommodations

Computer-Based Paper-BasedELA graphic organizer or Math/STE reference sheet for

grades 38 (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 bookletN/A Typed responses

(No transcription necessary)Responses recorded (audio or video), then transcribed by student

during playbackMonitor placement of test responses

Braille writer, note-taker, or refreshable Braille display

Special Access Accommodations for Students with Disabilities (SA)

(formerly called Nonstandard)


Special Access Accommodations

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

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Spell-checker


Accommodations for ELLs (EL)


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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

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Student Registration/Personal Needs Profile (SR/PNP)

In January: ESE will upload student demographic information to

school and district DropBoxes, including selectedaccommodations 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

MCAS-Alt:

A Brief Overview

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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.


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Determining student outcomes for the MCAS-Alt Portfolio: Geometry

Massachusetts Department of Elementary and Secondary EducationLess Complex More Complex

Entry PointsAccessSkills

“Essence” of standard:Solve mathematical problems involving 3-D shapes

Visually track geometric

shapes

Match same shapes with

different orientations

Sort two-dimensional shapes by attribute

(e.g., number of

sides)

Calculate the

surface area of a

cube

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

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A complete Portfolio Strand includes at least the following…

Data Chart

documenting performanceof the measurable outcomeon 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.

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Student will determine the meaning of common suffixes with 85% accuracy and 85% independence.

Sample Data Chart

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ELAWriting 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.


Which Students Should Take the

MCAS-Alt?

and

How Many Students Took It?

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2017 MCAS-Alt Participation, Educator Training, and Score Appeals Summary

8,541 MCAS-Alt portfolios were submitted in 2017 (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.


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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

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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

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New Decision-Making Tool “Decision tree” to guide IEP teams to determine

who should take the MCAS-Alt. (See flash drive)

MCAS-Alt:Scoring,

Reporting Results,and

Test Security

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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?

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Common Reasons for Scoring Incomplete

MCAS-Alt achievement levels:Progressing, Emerging, Awareness, and IncompleteScores 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

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2015-2017 MCAS-Alt: Statewide Results(All Content Areas - All Grades)

2015

2016

201770.35%

20.46%

.14%1.22%


.83%

10.68%

12.40%

75.95%

.13%

Incomplete Awareness Emerging Progressing Partially Meeting Expectations/Needs

Improvement+

9.10%7.83%

1.31%

19.12%

70.37%

.10%

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English Language Arts:20152017 MCAS-Alt Results

(Year 2 of Writing Strand)

2015

2016

2017

5.37%


12.60%

Incomplete Awareness Emerging Progressing

1.63%.72%

36.35%

11.37%

56.55%

75.00%

.11%.05%

5.05% 1.71%

32.40%

60.83%

.01%

Partially Meeting Expectations/Needs

Improvement+

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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).


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Storage and Destruction of Returned Portfolios Guided by Student Record Regulations 603 CMR 23.06:

Destruction of Student RecordsPortfolios 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

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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.


Every Student Succeeds Act

(ESSA)

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Every Student Succeeds Act (ESSA)

Takes effect in the 20172018 school yearReplaces NCLB, but retains NCLB testing requirementsReplaces 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 assessmentsMassachusetts Department of Elementary and Secondary Education

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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.

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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 www.doe.mass.edu/mcas/alt/essa.


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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.

Supporting Teachers Who Conduct

MCAS-Alt

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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

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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.


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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.


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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.


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How can I get current MCAS-Alt information?

This updated Administrators Overview PowerPoint at www.mcas-alt.org/materials/

Student Assessment Services (SAS) Update(emailed bi-weekly to principals, SPED admins, others)

MCAS-Alt email 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 portfoliosMassachusetts Department of Elementary and Secondary Education

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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 (1:303:00 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), 28 (Danvers)

Order MCAS-Alt materials: Jan. 819, 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

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MCAS Web Page

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MA Department of Elementary and Secondary Education – Student Assessment (781-338-3625) Dan Wiener (Administrator) – [email protected] Debra Hand (MCAS-Alt) – [email protected] Robert Pelychaty (Accommodations) – [email protected] Rose Ellen Zakrzewski (MCAS Appeals) – [email protected] General Inquiries – [email protected]

Measured Progress MCAS Service Center – 800-737-5103 Kevin Froton – [email protected] Terri Rippett – [email protected]

Contact Information


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