Mcas accessibility and Accommodations Manual for the Spring 2018 mcas grades 3–8 Tests

Complex and Significant Disabilities for Which a Student May Require an Alternate Assessment (Option 3)

While the majority of students who take alternate assessments have significant intellectual disabilities, participation in the MCAS-Alt is not limited to those students. When the nature and complexity of a student’s disability present significant barriers or challenges to standardized computer- or paper-based testing, even with the use of accommodations, and even when the student may be working at or near grade-level expectations, the student’s IEP team or 504 plan coordinator may determine that the student should participate in MCAS-Alt in one or more subjects.

In addition to the criteria for participating in alternate assessments outlined in Options 2 and 3 above, the following examples are provided to expand the team’s understanding of the appropriate use of alternate assessments in unique circumstances.

An alternate assessment may be administered, for example, to each of the following students:

1. 
   a student with a significant emotional, behavioral, or other disability, who is unable to maintain sufficient concentration to participate in standard MCAS testing, even with accommodations
   
2. 
   a student with a significant health-related disability, neurological disorder, or other complex disability, who cannot meet the demands of a prolonged test administration
   
3. 
   a student with a significant motor, communication, or other disability, who requires more time than is reasonable or available for testing, even with the allowance of extended time (i.e., the student is unable to complete a test session in a single school day)
   

5. “Grade-Level” and “Competency” Portfolios

Students with significant disabilities like those described above who are unable to demonstrate knowledge and skills on the standard grades 38 MCAS tests, even with accommodations, but who are working at or close to grade-level expectations, should be considered for the “grade-level” (grades 38) or “competency” (high school) MCAS-Alt portfolio. More information on “grade-level” and “competency” MCAS-Alt portfolios is available in the Educator’s Manual for MCAS-Alt.

5. 
   Further Guidance on Designating Students for the MCAS-Alt
   

Do not assume that a student should take an alternate assessment solely because he or she:

• 
  has not received instruction in the general curriculum;
  
• 
  has a particular disability (e.g., all students with intellectual disabilities should not automatically be designated for the MCAS-Alt);
  
• 
  is placed in a program or classroom where it is expected that students will take the MCAS-Alt;
  
• 
  has taken an alternate assessment in the past (since this is an annual decision);
  
• 
  has previously failed the MCAS test;
  
• 
  is an English language learner;
  
• 
  is from a low-income family or is a child in foster care;
  
• 
  requires assistive technology or an augmentative communication system that has not been provided;
  
• 
  attends a school in which the IEP team may have been influenced to designate the student for an alternate assessment in order to receive disproportionate credit for the school’s accountability rating.
  

H. Decision-Making Tool for MCAS Participation by Students with Disabilities

The decision chart shown below may be used by IEP teams and 504 plan coordinators to make annual decisions regarding appropriate student participation in MCAS for each content area being assessed.

Is the student generally able to demonstrate knowledge and skills on a computer- or paper-based test, either with or without test accommodations?
The student should be considered for the MCAS-Alt in the content area.

Is the student working on standards at or near grade-level expectations?

Does the student have a complex and significant disability¹ that would prevent him or her from demonstrating knowledge and skills on the standard MCAS test?
Does the student have an IEP or 504 plan?

Yes

Yes

Yes

The student should take either the computer- or paper-based MCAS test, with appropriate accessibility features and accommodations.

The student should be considered for the MCAS-Alt “grade-level” or “competency” portfolio in one or more subjects.²

Student is ineligible to receive test accommodations or take the MCAS-Alt.

Student must take the standard MCAS test using universal accessibility features, as needed.

Yes

No

Can the student partially or fully demonstrate knowledge and skills on the standard MCAS test, with or without accommodations?

Yes

No

No

No

No
No

¹ An explanation and examples of “complex and significant disabilities” can be found on page 8 of this manual.

² See the Educator’s Manual for MCAS-Alt for details and the submission requirements of “grade-level” and “competency” portfolios.

IV. MCAS Accommodations for Students with Disabilities

A. Background and Purpose

The information in this section is intended to guide decision-making regarding the selection, use, and evaluation of accommodations for MCAS testing. As required by 34 CFR 300.160, the state is providing districts with these guidelines for the provision of appropriate accommodations on the state assessment, and stipulating that IEP teams and 504 plan coordinators take care to identify and select only those accommodations for each assessment that are needed by the student and do not invalidate the score. IEP teams should be trained annually on these guidelines. Please read the following information carefully.