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WELCOME to the Fall 2013 MCAS-Alt EDUCATOR TRAINING MCAS-Alt Update: What’s New for 2014?

WELCOME to the Fall 2013 MCAS-Alt EDUCATOR TRAINING MCAS-Alt Update: What’s New for 2014? Dan Wiener Administrator of Inclusive Assessment. MCAS-Alt Educator Training: Schedule for the Day. Teachers without prior or recent MCAS-Alt experience

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WELCOME to the Fall 2013 MCAS-Alt EDUCATOR TRAINING MCAS-Alt Update: What’s New for 2014?

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  1. WELCOME to the Fall 2013 MCAS-Alt EDUCATOR TRAINING MCAS-Alt Update: What’s New for 2014? Dan Wiener Administrator of Inclusive Assessment

  2. MCAS-Alt Educator Training: Schedule for the Day • Teachers without prior or recent MCAS-Alt experience • Introduction to MCAS-Alt (8:30 am—12:30 pm) • Teachers with recent MCAS-Alt experience • Session 1:MCAS-Alt Update (What’s New?) (8:30—9:45 am) • Session 2:Submitting a Complete Portfolio (10:00—11:15 am) • Session 3:Choice of concurrent sessions (11:30 am—12:15 pm) • Access Skillsand Early Entry Points for students with the most significant cognitive disabilities • Competency and Grade-level Portfolios for students working at grade level • Oct. 7, 9, 14, 16: Administrators Overview (1:30—3:00 pm) Massachusetts Department of Elementary and Secondary Education

  3. This Session • 2013 MCAS-Alt Results • Statewide scores, trends, and other data • New and Notable for 2013—2014 • 2013 Resource Guide for Mathematics • 2013 Resource Guide for ELA and Literacy • Other changes • MCAS-Alt and Technology • MCAS-Alt Security Requirements Massachusetts Department of Elementary and Secondary Education

  4. 2013 MCAS-Alt Statewide Participation • 9,230students in grades 3-12 took MCAS-Alt in at least one subject in 2013. • ELA = 8,617 • Math = 8,687 • Sci & Tech/Eng = 3,325 • Total has decreased by 205 since 2012 (9,435) Massachusetts Department of Elementary and Secondary Education

  5. 2013 MCAS-Alt:Statewide Results (All Grades)English Language Arts 81.63% n=7,034 Incomplete Awareness Emerging Progressing Needs Improvement+ Total Assessed = 8,617 8.07% n=695 9.42% n=812 .82% n=71 .06% n=5 Massachusetts Department of Elementary and Secondary Education

  6. 2013 MCAS-Alt:Statewide Results (All Grades)Mathematics 81.28% n=7,061 Incomplete Awareness Emerging Progressing Needs Improvement+ Total Assessed = 8,687 11.0% n=956 6.43% n=559 1.08% n=94 .20% n=17 Massachusetts Department of Elementary and Secondary Education

  7. 2013 MCAS-Alt:Statewide Results (Grades 5 and 8) Science & Technology/Engineering Incomplete Awareness Emerging Progressing Needs Improvement+ 75.50% n=1,753 Total Assessed = 2,322 14.56% n=338 9.22% n=214 .73% n=17 0% n=0 Massachusetts Department of Elementary and Secondary Education

  8. 2013 MCAS-Alt: Statewide Results (High School)Science & Technology/Engineering Biology 769 Intro Physics 80 Chemistry 71 Tech/Eng83 Total 1,003 Incomplete Awareness Emerging Progressing Needs Improvement+ 67.70% n=679 Grade 9 = 165 Grade 10+ = 838 16.55% n=166 14.26% n=143 0.60% n=6 0.90% n=9 Massachusetts Department of Elementary and Secondary Education

  9. 2011-2013 MCAS-Alt:Statewide Results(All Content Areas -All Grades) Incomplete Awareness Emerging Progressing Needs Improvement+ 79.06% 81.1% 80.12% 2011 2012 2013 11.41% 8.53% 10.41% 9.87% 8.14% 8.41% .09% .92% .91% .15% .86% .1% Massachusetts Department of Elementary and Secondary Education

  10. 2013 MCAS-Alt Teacher Survey:Responses • Almost 99% (2579) of lead teachers (2614) responded to survey • How many portfolios did each teacher submit? • 59% submitted 1-3 • 23% submitted 4-6 (82% submitted 1-6) • 13% submitted 7-10 • 4% submitted 10+ • 22% did MCAS-Alt for the first time in 2013 • 87% received assistance from another teacher, supervisor, paraprofessional, student, or other • 43% had coverage or flex time to work on portfolios • 92% used data collection methods in other areas Massachusetts Department of Elementary and Secondary Education

  11. Teacher Survey Responses: 86% See Beneficial Outcomes for Students • 45% said students acquired new standards-based skills • 44% monitor students’ progress more effectively • 44% use portfolio data and evidence to identify goals, introduce new skills, and adapt curriculum • 53% of teachers increased their familiarity with standards • 28% review portfolios at IEP meetings Massachusetts Department of Elementary and Secondary Education

  12. 2014 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

  13. Organization of the Pre-K–Grade 8 Mathematics Standards • 2011 Massachusetts Curriculum Frameworks = Common Core State Standards + unique MA standards • Domains, instead of Strands • Domainsbegin and end in different grades • In previous framework, Math Strands extended from pre-Kto grade 12 • Clusters – Groups of related standards (like “topics”) • Cluster headings describe the big idea(s) within each cluster Massachusetts Department of Elementary and Secondary Education

  14. Mathematics Domains and the Grades in Which They Are Taught and Assessed KEY MA = Unique Massachusetts standards  = Assessed by MCAS-Alt

  15. 2013 Resource Guide for Mathematics: Sample page — Grade 4 Standards Cluster Headings Standard Number Standards

  16. 2013 Resource Guide for Mathematics: Entry Points and Access Skills at the lowest grade in this domain (Grade 3) Cluster Heading Access Skills Entry Points

  17. Reminder: Use Ctrl + F to locate a word or phrase Features of the 2013Mathematics Resource Guide • 2013 Mathematics Resource Guide has been updated and must be used for 2014 MCAS-Alt in grades 3-8. • Guide looks the same, but entry points have been edited, moved, deleted, and added • Standards and Entry Points provide examples to illustrate and model the standard • Low-complexity entry points were identified even for domains that begin at higher grades • Access skills are listed (as before) at the lowest grade in a domain, and in the context of academic activities • Entry points are listed as acceptable measurable outcomes. Massachusetts Department of Elementary and Secondary Education

  18. Creating a Measurable Outcome using the 2013 Math Resource Guide • Review the grade-level standard and entry points first. • If too complex, spiral to entry points in lower grades WITHIN THE SAME DOMAIN. • Select a challenging entry point • Can be exported directly from Forms and Graphs • Create a measurable outcome based on the entry point. Example from Expressions and Equations: • The following entry point: “Compare number quantities using the symbols <,>,=” …can be converted to the measurable outcome: “(Student) will compare number quantities using the correct symbol (<,>,=) with 80% accuracy and 100% independence.“ Massachusetts Department of Elementary and Secondary Education

  19. Options for Creating a Measurable OutcomeUsing the 2013 Math Resource Guide • Some Math entry points include multiple related skills • E.g., “add and subtract…,” “group objects by 2, 5, and 10…,” “convert percents, decimals, and fractions…” • In these cases, you may either: • Create a measurable outcome using oneof the skills (e.g., “student will group objects by 2…”) • OR • Create a measurable outcome with all of the multiple related skills in the entry point. • However… If you include multiple related skills in the measurable outcome, then all skills must be assessed on every date and in all evidence. Massachusetts Department of Elementary and Secondary Education

  20. Organization of the Pre-K to Grade 12 ELA and Literacy Standards • Includes Speaking and Listening standards (similar to ELL language development standards) • Composition now called Writing • Greater emphasis on writing in response to a text, rather than a writing “prompt” • Greater emphasis on reading informational text • “Literacy” refers to specific high school reading and writing standards in selected subjects (HSS and STS) Massachusetts Department of Elementary and Secondary Education

  21. Organization of the Pre-K to Grade 12 ELA and Literacy Standards • Organized by strand, like the previous framework. • Most strands spiral from pre-K to grade 12: • Reading • Literature • Informational Text • Foundational Skills (Pre-KGrade 5) • Literacy in History/Social Studies (Grades 612) • Literacy in Science and Technical Subjects (Grades 612) • Writing • Language • Speaking and Listening Massachusetts Department of Elementary and Secondary Education

  22. ELA Resource Guide, Page 7 • Assess choice of • one entry point in: • Reading (Grades 3-8, 10) • Writing (Grades 4, 7, 10) • Language“Vocabulary Acquisition and Use” (Grades 3-8, 10) KEY  = Assessed by MCAS-Alt

  23. 2013 Resource Guide for ELA/Literacy: Sample page — “Vocabulary Acquisition and Use” Cluster Heading Standard Number Standards

  24. 2013 Resource Guide for ELA and Literacy: Entry Points and Access Skills at the lowest grade in this domain (PK1) Cluster Heading Access Skills Entry Points

  25. Reminder: Ctrl + F Locate a word or phrase Features of the 2013 ELA and Literacy Resource Guide • Entry points are listed as acceptable single skills. • Entry points can be adapted, but not fundamentally altered • Export directly from Forms and Graphs to create a measurable outcome • Entry points are numbered to correspond with Standard number • Access skills are listed at the lowest grade in each strand, and include sample academic activities during which developmental skills can be assessed • Emphasis on student’s primary mode of expression (production) and communication, and preferred method and format for presentation of materials and responses Massachusetts Department of Elementary and Secondary Education

  26. Text Comprehension • Reading Strand = “Text Comprehension” for MCAS-Alt • Defined in the Resource Guide (page 5) as: • “…The understanding of words, phrases, and sentences in the context ofa text, rather than in isolation.” • Text = One or more sentences • Evidence must include or refer to the text from which any words or phrases were extracted for comprehension. • Clarification: • Student puts pictures in order to create a narrative: Writing • Student puts pictures in order to demonstrate understanding of a narrative or informational text: Reading Massachusetts Department of Elementary and Secondary Education

  27. Teaching Vocabulary(Tracey Martineau – ESE Literacy Specialist) • Vocabulary should be taught both directly and indirectly. • Repetitionand multiple exposures to vocabulary items are important. • Learning in rich contexts is valuable for learning vocabulary. • Learning should entail active engagement in learning tasks. • Dependency on a single instructional method will not result in optimal learning.

  28. Six Principles for Selecting Vocabulary Words • Principle 1: Select words that children encounter while reading literature and content material (not in isolation from text) • Key words, useful words, interesting words, vocabulary-building words • Principle 2: Teach words in relation to other words • Principle 3: Teach Students to relate words to their own background knowledge

  29. Six Principles of Selecting Vocabulary Words Principle 4: Teach words during pre-reading activities to activate knowledge and use them in post-reading discussions, response, and retelling Principle 5: Teach words systematically and in depth Principle 6: Awaken interest in and enthusiasm for words (Reading and Learning to Read Vacca, Vacca, Gove, Burkey, Lenhart, McKeon)

  30. Robust Vocabulary Instruction:Four Steps (Beck, 2004) Step 1: Introduce the word Step 2: Present a student-friendly explanation (How it is typically used) Step 3: Illustrate the word with examples Step 4: Check for understanding

  31. How Effective are Definitions?(Beck, 2004) Student Friendly definition: Contagious: An illness is contagious if you can catch it from a person who is sick with it. Dictionary definition: Contagious: Able to spread by contact. • Studies that asked students to create sentences or answer questions about words based on dictionary definitions showed that: • 63% of the students’ sentences used words that were incorrect or seemed “odd” (Miller & Gildea, 1985) • 60% of student responses to questions about words were incorrect (McKeown 1991:1993)

  32. Effective Assessment of Vocabulary Understanding • Assessment to determine understanding of vocabulary won’t be valid or reliable if it relies on multiple-choice or matching tests based on word lists • For vocabulary assessment to be authentic and informative, it should be • Ongoing • Based on both formative and summative assessments

  33. What Else is New for 2014? • Portfolios are due: Friday, April 4, 2014 (picked up from school) • Refer to Introduction to the 2014 Educator’s Manual (“New and Notable for 2014”). • Refer to Pp. 12-18 for new ELA Required Assessments. • Updated Grade-level portfolio requirements for students in grades 3-8 working “at or close to grade-level” • Work samples only; no data charts are required • Evidence must document nine standards, 3 in each of three strands • New organizer (pp. 20-21) and Work Description label (p. 80) • High school competency portfolio requirements remain virtually the same, likely through the class of 2017 at least. • Homework no longer counted for Generalized Performance, if it is the same format as other evidence. Massachusetts Department of Elementary and Secondary Education

  34. MCAS-Alt and Technology • Digital resources on your MCAS-Alt flash drive • Forms and Graphs Online available atwww.doe.mass.edu/mcas/alt/resources.html • Submitting digital evidence in portfolios • Separate CD, DVD, or flash drive for each student • Accepted: PowerPoint, Word, .pdf, .txt, .jpg (JPEG), standard movie formats • No longer accepted: VHS and VHS-C cassettes • MCAS-Alt News • Emailed bi-monthly during the school year Massachusetts Department of Elementary and Secondary Education

  35. MCAS-Alt Security Requirements Pp. 6-7, Educator’s Manual Principals must ensure that: • Staff are identified and trained to conduct MCAS-Alt • Only IEP/504 teams designate students for MCAS-Alt • Evidence is authentic;i.e., not duplicated, altered, or fabricated, and portrays student’s performance accurately (Note: Teachers are also responsible for this) • School resources are allocated, and staff is coordinated, to guarantee appropriate student participation and timely portfolio submission. • ESE may request a fact-finding investigation, if irregularities are reported or found. • . Massachusetts Department of Elementary and Secondary Education

  36. Resources:MCAS-Alt Training Specialists Your colleagues who… • Have experience compiling and submitting MCAS-Alt portfolios • Have volunteered to help teachers in their district • Will lead Department-sponsored portfolio review sessions in January and March Massachusetts Department of Elementary and Secondary Education

  37. Dates to Remember • Educator and Administrator Training Sessions:Oct. 1, 2, 3, 4, 7*, 9*, 16*, 17* • “Portfolios in Progress” • (half-day portfolio review sessions): • January 7-10, 2014 • Feb. 26, 27, March 10, 11 • Order MCAS and MCAS-Alt materials: Jan. 6-17 • Binders received in schools: last week in Feb. • Portfolios due: Friday,April 4, 2014 • Preliminary results: posted mid-June • MCAS-Alt Score Appeals deadline:June 27 * Administrator Overview Session (PM)

  38. Contact Information MA Department of Elementary and Secondary Education – Student Assessment (781-338-3625) • Dan Wiener – dwiener@doe.mass.edu • Debra Hand – dhand@doe.mass.edu • General Inquiries – mcas@doe.mass.edu Measured Progress • MCAS Service Center – 800-737-5103 • Jake Goldsmith – goldsmith.jake@measuredprogress.org • Kevin Froton – froton.kevin@measuredprogress.org Massachusetts Department of Elementary and Secondary Education

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