attends a school in which the IEP team may have been influenced to designate the student for an alternate assessment in order for the school to obtain disproportionate credit toward the school’s accountability rating. The student’s team must review the three options provided on the following pages. Characteristics of Student’s Instructional Program and Local Assessment Recommended Participation in MCAS OPTION 1 If the student is generally able to demonstrate knowledge and skills on a computer- or paper-based test, either with or without test accommodations; and is working on learning standards at or near expectations; or is working on learning standards that have been modified and are somewhat grade-level expectations due to the nature of the student’s disability; Then The student should take the computer- or MCAS test, either under routine conditions or with accommodations and accessibility features that are consistent with the instructional supports provided during instruction and consistent with the MCAS accessibility and accommodations policies. Accommodations must be documented in the student’s IEP or 504 plan prior to testing. Characteristics of Student’s Instructional Program and Local Assessment Recommended Participation in MCAS OPTION 2 If the student is generally unable to demonstrate knowledge and skills on a computer- or test, even with accommodations; and is working on learning standards that have been substantially modified due to the nature and severity of his or her disability; or is receiving intensive, individualized instruction in order to acquire, generalize, and demonstrate knowledge and skills; Then the student should take the MCAS Alternate Assessment (MCAS-Alt) in this subject.
MCAS-Alt RUBRIC for Scoring Portfolio Strands 1 2 3 4 5 Level of Complexity Portfolio strand reflects little or no basis in, or is unmatched to, curriculum framework learning standard(s) required for assessment. Student primarily addresses motor and communication “access skills” during instruction based on curriculum framework standards in this strand. Student addresses curriculum framework standards that have been modified below expectations in this strand. Student addresses a narrow sample of curriculum framework standards (1 or 2) at grade-level expectations in this strand. Student addresses a broad range of curriculum framework standards (3 or more) at expectations in this strand. M 1 2 3 4 Demonstration of Skills and Concepts (Accuracy) The portfolio strand contains insufficient information to determine a score. Student’s performance is primarily inaccurate and demonstrates minimal understanding in this strand (0–25% accurate). Student’s performance is limited and inconsistent with regard to accuracy and demonstrates limited understanding in this strand (26–50% accurate). Student’s performance is mostly accurate and demonstrates some understanding in this strand (51–75% accurate). Student’s performance is accurate and is of consistently high quality in this strand (76–100% accurate). Independence The portfolio strand contains insufficient information to determine a Student requires extensive verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (0–25% independent). Student requires frequent verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (26–50% independent). Student requires some verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (51–75% independent). Student requires minimal verbal, visual, and physical assistance to demonstrate skills and concepts in this strand (76–100% independent). Self-Evaluation Evidence of planning, task- monitoring, goal-setting, and reflection was not found in the student’s portfolio in this content area. Student infrequently plans, self-corrects monitors, sets and reflects in this content area — only one example of self-evaluation was found in this strand. Student plans, self-corrects monitors, sets goals, and reflects in this content area — multiple examples of 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. level level
Students who are achieving at or near grade-level expectations in their classroom work, but who are unable to participate in standard MCAS tests even with the use of accommodations due to the nature of their disabilities, should be considered for the “grade-level” MCAS-Alt portfolio. See the section on Participation Guidelines (pages 8–11) for a description of the characteristics of a relatively small number of students who should be considered for the “grade-level” MCAS-Alt, under “Option 3.” Students who submit grade-level portfolios will be eligible to earn a score of Partially Meeting Expectations, Meeting Expectations, or Exceeding Expectations if they independently demonstrate the grade-level knowledge and skills described for each standard assessed in their grade. The Department strongly encourages collaboration between general and special educators in the creation of grade-level portfolios. B. Requirements for the “Grade-Level” Portfolio: See Table 7 for the grade-level portfolio requirements in each grade and content area, and be aware of the following information: Only work samples are included in the “grade-level” portfolio; no data charts are required. Multiple work samples (2 or more) must address all aspects and all parts of each selected standard (i.e., a., b., c., etc.). Work samples must show evidence of the student’s thinking and independent problem-solving by showing all work completed by the student to get the answers. The portfolio should include, where appropriate, any graphic organizers, scoring rubrics, or tools used by the student. A completed Portfolio Cover Sheet (see page 56) must be placed in the front of the three-ring portfolio binder. A completed “Grade-Level” Portfolio Work Description must be attached to each work sample (see page 57). 7 “Grade-Level” Portfolio Requirements in Each Grade and Content Area Grade “Grade-Level” Portfolio Content Area
5 Any three Reading standards for Literature Any three Reading standards in Informational Text Four final writing samples, one in each of three text types,* plus one additional sample selected by the student One standard in Operations and Algebraic Thinking (OA) Any standards in Number and Operations in Base Ten (NBT) from different cluster headings Any standards in Number and OperationsFractions (NF) Any two standards in Measurement and Data (MD) from different cluster heading One standard in Geometry (G) Any three standards in each of three different STE strands (9 standards in all) selected by the teacher: Earth and Space Science Life Science Physical Science Technology/Engineering 6 Any three Reading standards in Literature Any three Reading standards in Informational Text Four final writing samples, one in each of three text types,* plus one additional sample selected by the student. Informational/explanatory text may focus on content in: History/Social Studies Science, or Technical Subjects 6.RP.A.1 or 6.RP.A.2, and 6.RP.A.3 in Ratios and Proportional Relationships (RP) Any three standards in The Number System (NS) from different cluster heading Any three standards in Expressions and Equations (EE) from different cluster headings One standard in Geometry (G) One standard in Statistics and Probability (SP) N/A 7 Any three Reading standards in Literature Any three Reading standards in Informational Text Four final writing samples, one in each of three text types,* plus one additional sample selected by the student. Informational/explanatory text may focus on content in: History/Social Studies Science, or Technical Subjects 7.RP.A.1 or 7.RP.A.2, and 7.RP.A.3 in Ratios and Proportional Relationships (RP) Any two standards The Number System (NS) Any two standards in Expressions and Equations (EE) from different cluster heading Any two standards in Geometry (G) from different cluster heading Any two standards in Statistics and Probability (SP) from different cluster heading N/A