The purposes of the MCAS-Alt are to: ensure that students with significant disabilities are receiving a program of instruction based on the state’s academic standards; determine how much knowledge and skills based on the curriculum frameworks students with significant disabilities have learned; include difficult-to-assess students in statewide assessment and accountability systems; provide alternative pathways for some students with disabilities to earn a comparable score to a student in grades 38 who has taken a standard test in that subject, and in high school to earn a Competency Determination (CD) and become eligible to receive a diploma. Participation Guidelines A student with a significant cognitive disability is considered for an alternate assessment by his or her IEP team, when he or she: receives routine academic instruction based on learning standards in the curriculum frameworks for which the levels of complexity of content and skills have been modified substantially below the expectations of a non-disabled student enrolled in the same grade; AND receives intensive, individualized instruction across all settings in which a subject is taught, in order for the student to acquire, generalize, and demonstrate knowledge and skills; AND is generally unable to demonstrate knowledge and skills on a standardized test in the subject being assessed, even when accommodations are provided. In addition, students with complex and significant disabilities may be considered for an alternate assessment based on grade-level (rather than alternate) achievement standards if their disabilities would present unique and significant challenges to fully demonstrating their knowledge and skills on a standardized paper-and-pencil test, even if accommodations were provided. Using the criteria listed above, a student on a 504 plan may also be designated for an alternate assessment, which should be documented in the plan. MCAS-Alt and the Every Student Succeeds Act (ESSA) This federal education law, passed in December 2015 and effective in the 20172018 school year, imposes a statewide cap of one percent of all students eligible for statewide testing on taking alternate assessments based on alternate achievement standards. (Note: This cap does not include “grade-level” or “competency” portfolios; only students taking the basic MCAS-Alt who are achieving well-below grade-level expectations are included in the 1 percent). The Commissioner posted guidelines based on the new restrictions in March 2017 and requested that districts review their recent data on students taking the MCAS-Alt. If a district projects that more than one percent of students would take the MCAS-Alt in 20172018, a justification in
Self-Evaluation The portfolio strand does not show evidence of self-correction, goal-setting, and reflection in this content area. Student infrequently monitors, sets and reflects in this content area— only one example of self-evaluation was found in this strand. Student self-corrects monitors, sets goals, and reflects in this content area—multiple examples of self-evaluation were found in this strand. Generalized Performance Student demonstrates knowledge and skills in one context, or uses one approach and/or method of response and participation in this strand. Student demonstrates knowledge and skills in multiple contexts, or uses multiple approaches and/or methods of response and participation In this strand.