MCAS Spring 2018 Planning
John Holly, Director of Instruction
BBTE Board Member
The MCAS support page is designed for BPS educators and Boston's Bridge to Excellence, (BBTE) staff to utilize information from MDESE and from PearsonAccess Next to support forward planning for Spring 2018 MCAS.
The MCAS support page features a drop down menu for MCAS Test administrator training and a set of planning tools for teachers of ELA, Math and Science. Planning tools include the MCAS Blueprints that reference the number of MCAS test sessions, question type descriptors, points per question/category and other helpful information within each menu.
• Science Standards assessed on Spring 2018 MCAS are based on "overlapping" standards in grade 5 and grade 8 from the 2001/06 and 2016 STE curriculum frameworks.
As part of the Transition Plan for 2018-2019 Next-Generation MCAS tests students in grades 4, 5, 7, and 8 are expected to take computer-based MCAS tests in Spring 2018 in ELA, Mathematics, and STE for grades 5 and 8. For grades 3 and 6, districts may elect to have their schools do either computer-based (CBT) or paper-based testing (PBT) Source: MDESE.
Reminder, visit the MCAS Spring 2018 Training Page (MDESE) to register for MDESE sponsored training opportunities offered by the Office of Student Assessment Services.
MCAS Training Modules Drop Down Menu for Spring 2018
1.MCAS Test Administrator Security and Logistics, Spring 2018
In accordance with the MCAS Principal and Test Administrator Manual, test administrators for students with disabilities using accommodations A2, A3, A5, A6, A8, A10.1, A11, A12, A13, A14, and A15, and special access accommodations SA1.2, SA2, SA3.1, and SA6 must sign the MCAS Nondisclosure Acknowledgement, Spring 2018 prior to receipt or viewing of secure test materials.
Principals are responsible for ensuring that all test administrators and school personnel authorized to have access to secure test materials comply with the requirements and instructions contained in this part of the Principal's Administration Manual (PAM) and in the Test Administrator's Manuals (TAMs). Designated and shared responsibilities include:
• A. Responsibilities of the Principal and Designee, p.3-4
• B. Shared Responsibilities of Principals, Test Administrators, Technology Staff etc, p.4-5
• C. Responsibilities of Test Administrators, p.6-8
• D. Testing Irregularities, p.8-9
Tobin educators will review and distribute the Tobin MCAS Letter to Families for Spring 2018 assessments. The MCAS letter was emailed and printed for Tobin educators in (English/Spanish) on Monday, March 12, 2018. Tobin educators will review the letter and MCAS schedule with students during a class meeting prior to April 2, 2018.
A. Universal Accessibility Features (UFs), p.3-4: Universal accessibility features are tools and supports that are available to all students on the grades 3-8 MCAS tests that are either built into the MCAS computer-based test platform or provided by a test administrator on either the computer- or paper-based tests.
B. Designated Accessibility Features (DFs), p.4: Although most students will be tested in their regular classrooms according to the guidelines and schedule intended for all students, principals have the flexibility to test any student, including non- disabled and non-ELL students, using the designated accessibility features described in Table 2, as long as all requirements for testing conditions, test security, and staffing are met. It is advisable, although not required, to include designated accessibility features in the Individualized Education Plan (IEP) or 504 plan of a student with a disability who requires them.
3.MCAS Test Administration Protocols | Tasks Prior/During Test Administration, Spring 2018
The Table of Contents in the Spring 2018 Test Administrator Manuals communicate MCAS Test Security Requirements (PART I), MCAS test administration Protocols (PART II), MCAS Tasks (PART III), Optional Practice Tests (PART IV), and Test Administration (PART V), to complete prior and during MCAS test administration. The page numbers of protocols and tasks is different in the PBT vs. CBT manuals. Specifics include:
• Part II A. Supervising Test Administration, p.10
• Part II B. Testing Time (Session length, Same-day requirement, 1 break (3-5 min) and lunch), p.10-11
• Part II C. Test Administration Interruptions, p.12
• Part II D. Planning for Required and Prohibited Materials, p.12
• Part II E. Materials Required/Permitted during Testing, p.13-15
• Part II F. Materials Prohibited during Testing, p.16
• Part II G. Accounting for Secure Materials, p.17
• Part II H. Assisting Students with Technology during Testing, p.17
• Part II I. Administering Accommodations, p.18
• Part III A. Receive This Manual and Document Receipt, p.20
• Part III B. Attend Test Administrators' Training ☺, p.20
• Part III C. Prepare the Testing Space, p.22-23
• Part IV A. Administering the Student Tutorial, p.26
• Part IV B. Administering the Practice Tests, p.26-27
• Part V A. Materials Needed for Session 1, p.30
• Part V B. Before Students Arrive CBT Start Session/Seal Codes, p.30-32
• Part V C. As Students Arrive (SCRIPT), p.33
• Part V D. Administer Session 1 (SCRIPT), p.34
• Part VI Administer ELA Session 2, p.39-44
• Part VII Administer ELA Session 3, p.49-54
• Part VIII Administer Math Session 1, p.59-64
• Part IX Administer Math Session 2, p.69-74
• Part II A. Supervising Test Administration, p.12
• Part II B. Testing Time (Session length, Same-day requirement, 1 break (3-5 min) and lunch), p.12-13
• Part II C. Test Administration Interruptions, p.13
• Part II D. Planning for Required and Prohibited Materials, p.14
• Part II E. Materials Required/Permitted during Testing, p.14-15
• Part II F. Materials Prohibited during Testing, p.15
• Part II G. Accounting for Secure Materials, p.16
• Part II J. Administering Accommodations, p.17
• Part III A. Receive This Manual and Document Receipt, p.20
• Part III B. Attend Test Administrators' Training ☺, p.20
• Part III C. Prepare the Testing Space, p.22
• Part III D. Prepare to Provide Universal and Designated Accessibility Features (UFs/DFs), p.22
• Part III E. Complete Front Covers of Test and Answer Booklets, p.23
• Part IV Administering the Practice Tests (optional), p.26
• Part V A. Materials Needed for Session 1, p.28 (Grade 3), p.30 (Grade 6)
• Part V B. Before Students Arrive, p.28 (Grade 3), p.30 (Grade 6)
• Part V C. As Students Arrive (SCRIPT), p.29 (Grade 3), p.31 (Grade 6)
• Part V D. Administer ELA Session 1 (SCRIPT), p.30-36 (Grade 3), p.32-38 (Grade 6)
• Part VI D. Administer ELA Session 2 (SCRIPT), p.38-44 (Grade 3), p.40-47 (Grade 6)
• Part VII D. Administer Math Session 1 (SCRIPT), p.46-54 (Grade 3), p.50-60 (Grade 6)
• Part VIII D. Administer Math Session 2 (SCRIPT), p.56-62 (Grade 3), p.62-70 (Grade 6)
4.MCAS Testing Schedule, Breaks, Lunch, Testing Sequence, Spring 2018 (MDESE)
The Spring 2018 MCAS Principal Manual communicates policy guidance on MCAS scheduling, session lengths, breaks, lunch, concurrent testing, sequence etc. Specifics include:
MCAS Test Administration Sequence (ELA, Math, Science), p.18
The sequence for administering the spring 2018 MCAS tests must be as follows:
• ELA, followed by • Math, followed by • Science, (for grades 5 and 8).
In addition, test sessions must be sequential: e.g., Session 1 must be administered before Session 2
Testing Time and Information on Test Sessions, p.19
• The recommended testing times above are based on an analysis of student testing time from the first year of MCAS next-generation computer-based testing in 2017 (and are slightly longer than recommendations from the previous year). The Department will continue to review testing time used by students during computer-based testing in order to make any additional adjustments in the future.
• Since next-generation MCAS test sessions are longer than those from the legacy MCAS tests, schools may plan for one short, supervised break per session (3-5 minutes) to be given at each test administrator's discretion for all subject area tests for grades 3-8. Schools may also consider providing designated accessibility features (DFs), which are available to all students, such as DF3 ("Frequent brief supervised breaks"), particularly for younger students.
• It is important for all testing to occur during regular school days and to begin at the start of the regular school day, to ensure equivalent testing conditions in schools across the state and to ensure that all students, including students with disabilities and EL students, are afforded an equal opportunity to benefit from untimed tests.
MCAS Concurrent Administration Requirement for CBT and PBT, p.21
MCAS Make-up Testing, p.21
• (PBT) - If a student is absent for a session of a test, s/he should take the remaining session(s) of the test according to the school's administration schedule and take the missed session during the make-up period.
• (CBT) - If a student is absent for a session of a test, s/he may participate in the next session with other students testing that day and then make up the missed sessions later on. To do so, follow the 3 steps below:
• 1. On to the "Students in Sessions" page in PearsonAccessNext, locate appropriate student, unlock session 2 using the student test status drop down.
• 2. When finished lock the test session of the student already completed. When the student is ready to go back to session 1, unlock session 1 using the Student Test Status drop down.
• 3. If/as necessary, view video clip #10 titled "Testing Out of Sequence" and screenshots.
5.MCAS Pearson AccessNext LIVE, Training Videos, and Simulation Site, Spring 2018
MCAS Proctors follow the steps below to access MCAS Practice Tests and/or simulate the actual CBT experience.
• 1. Go to MCAS Training PearsonAccessNext
• 2. Click green Sign In button to Login with user name (BPS email address) and password (click password link as needed)
• 3. Go to blue TESTING button, click on Select an action (drop down menu) and select "Sessions"
• 4. Select a Session from list by clicking on a box aside your choice. e.g. ELA03 Miranda
• 5. Click on white "Go to Students in Sessions" link (upper left) w/blue (LIVE site) or brown (training site) background
• 6. Click in circle under Session List for desired Session e.g. ELA03 Miranda (middle left of screen)
• 7. Click on blue Prepare Session button (right side screen). Wait as content loads in background. Note "waiting" status until green Start Session button appears.
• 8. Click on green Start Session button
• 9. Click on Slider from locked status icon to unlock status for students to begin on their own Chromebooks
6.MCAS Pearson AccessNext Online Support Guide, Spring 2018
ELL students, including those who have been identified as LEP in the past, but are no longer reported as LEP, may use an authorized bilingual word-to-word dictionary or glossary on the following MCAS tests:
• ELA-authorized word-to-word dictionary (if available)
• Mathematics-authorized word-to-word dictionary and glossary (if available)
• STE-authorized word-to-word dictionary and glossary (if available)
Bilingual dictionary use for MCAS tests is strictly limited to those that provide word-to-word translations. Dictionaries that include definitions, synonyms, antonyms, phrases, and other information are prohibited. Electronic dictionaries are also not allowed.
A list of authorized bilingual dictionaries and glossaries for Spring 2018 is available on the Department's website at http://tobink8.org/MCAS/MCAS_ell-bilingual_Spring2018.pdf. To discuss the approval of a word-to-word dictionary not included in the list, please call 781-338-3625.
The pre-approved graphic organizers, checklists, and reference sheets listed above are for use by students with disabilities in grades 3-8 who have this MCAS accommodation (A9 from the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3-8 Tests) listed in their IEPs or 504 plans. The Department encourages schools to familiarize students with these tools, since students should be comfortable using their graphic organizer or reference sheet during MCAS testing. Only the approved organizers and supplemental reference sheets listed below may be used for ELA and Mathematics MCAS testing and may not be altered.
The pre-approved reference sheets listed above are for use by students with disabilities in grades 3-8 who have this MCAS accommodation (A9 from the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3-8 Tests) listed in their IEPs or 504 plans. Only the approved organizers and supplemental reference sheets listed above may be used for ELA and Mathematics MCAS testing and may not be altered.
MCAS Grade 5-8 Math Reference Sheets and Rulers (3-8 PBT/CBT):
In accordance with the MCAS Principal Manual for Spring 2018, students taking the computer-based Mathematics (CBT) test have rulers (grades 3-8) and reference sheets (grades 5-8) embedded in the student testing platform that will be available during testing. Schools may provide printed reference sheets to students in grades 5-8 who prefer to use them instead of the online version. Reference sheets for computer-based schools may be printed from the Department's website. Students have access to two separate rulers: a centimeter ruler and a 1/8-inch ruler. Students are not permitted to use handheld rulers on the computer-based test.
In accordance with the MCAS Principal Manual for Spring 2018, students taking the Paper-based Mathematics (PBT) test will be provided with reference sheets and rulers for designated tests that included in shipments of test materials. Students have access to two separate rulers: a centimeter ruler and a 1/8-inch ruler. Students are not permitted to use handheld rulers on the computer-based test.
MCAS Equation Editor Tips and Symbols (3-5 | 6-8):
In accordance with pp.30-31 of the MCAS Principal Manual for Spring 2018, printed copies of Gradespan-specific Equation Editor Guides for Mathematics testing AND printed copies of the Equation Editor Symbol Key are permitted for student use for CBT testing. In preparation for Spring 2018 MCAS assessments we recommend grade 3-8 educators share the tips for using the Math equation editor including a review of the symbols by grade span.
MCAS Guidelines for Completing Answer Grids in Grade 3 and 6 (PBT):
The pre-approved reference sheets listed above are for use by students with disabilities in grade 5 and 8 who have this MCAS accommodation (A9 from the Accessibility and Accommodations Manual for the Spring 2018 MCAS Grades 3-8 Tests) listed in their IEPs or 504 plans. The Department encourages schools to familiarize students with these tools, since students should be comfortable using their graphic organizer or reference sheet during MCAS testing. The sample Science and Technology/Engineering (STE) reference sheets listed below may be used as is, or may be used with selected text and graphics removed; however, additional Department approval is required if any text or graphics are added, or if a different reference sheet is created. To obtain approval for a unique STE reference sheet, please submit to email@example.com
Katie Bowler at the Massachusetts Department of Elementary and Secondary Education provided an update regarding the lists of 2001/06 Grade 3-5 and 6-8 STE standards that will be assessed on the 2017 MCAS Grade 5 and 8 STE tests. The lists of standards above are being released because schools and districts are currently transitioning to the standards in the 2016 Massachusetts STE Framework. Schools and districts are at different points of transition, so providing these lists identifies standards that may need to be included in instruction. These lists are posted on the MDESE website. The Science Standards transition timeline for the MCAS STE tests is available on the MDESE website. Please contact firstname.lastname@example.org with questions.