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
Massachusetts Department of Elementary and Secondary Education
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
Massachusetts Department of Elementary and Secondary Education
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)
Massachusetts Department of Elementary and Secondary Education
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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)
Massachusetts Department of Elementary and Secondary Education
19
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)
Massachusetts Department of Elementary and Secondary Education
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
Massachusetts Department of Elementary and Secondary Education
Accommodations for ELLs (EL)
Massachusetts Department of Elementary and Secondary Education
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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.
Massachusetts Department of Elementary and Secondary Education
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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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Massachusetts Department of Elementary and Secondary Education
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.
Massachusetts Department of Elementary and Secondary Education
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.
Massachusetts Department of Elementary and Secondary Education
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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
34
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
36
Massachusetts Department of Elementary and Secondary Education
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%
Massachusetts Department of Elementary and Secondary Education
.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%
Massachusetts Department of Elementary and Secondary Education
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).
Massachusetts Department of Elementary and Secondary Education
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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.
Massachusetts Department of Elementary and Secondary Education
Every Student Succeeds Act
(ESSA)
44
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.
Massachusetts Department of Elementary and Secondary Education
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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.
Massachusetts Department of Elementary and Secondary Education
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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.
Massachusetts Department of Elementary and Secondary Education
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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.
Massachusetts Department of Elementary and Secondary Education
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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
56
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
Massachusetts Department of Elementary and Secondary Education
Questions?
Thank you for coming!
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