11 - State and District Assessments

State and District Assessments (SE 5)

For the purpose of MCAS participation, a student with a disability is defined as a student with an approved Individualized Education Program (IEP) provided under the Individuals with Disabilities Education Improvement Act of 2004 and the Massachusetts General Laws, Chapter 71B; or a plan provided under Section 504 of the Rehabilitation Act of 1973 (i.e., a 504 plan).

State and federal education laws mandate that all students with disabilities who are educated with Massachusetts public funds participate in annual statewide assessments, including students enrolled in public schools, educational collaboratives, and approved and unapproved private special education schools, and students in the custody of the Department of Children and Families (DCF), and students in the custody of the Department of Youth Services (DYS).

Students with disabilities must participate in grade-level tests that correspond with the grade in which they are reported to the Department’s Student Information Management System (SIMS).

Only a student's IEP team can make decisions about which test accommodations are appropriate for the student and whether the student should take a standard or alternate assessment. Assessment decisions for students with disabilities are made on an annual basis in each content area for each student and must be listed in the IEP. If the student has a 504 plan, rather than an IEP, then the 504 plan must also include this information. The principal is responsible for ensuring that each student is assessed using the test format and accommodations listed in the student’s IEP or 504 plan.

MCAS 2.0 Participation

All students registered in the Wellesley Public Schools are required to participate in the 2.0 MCAS testing as well as other district and federal required testing. This includes students identified with special educational needs. There are no exemptions or waivers. For students with Individual Education Programs, the special education TEAM will determine how the student will take the Next Generation MCAS, the accommodations that may be necessary or in very few cases (<1%) whether an MCAS-alternate assessment is necessary.

The majority of the 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 as long as all requirements for testing conditions and staffing are met.

Designated accessibility features may be provided regardless of whether the student is taking a computer- or paper-based test. It is advisable, although not required, to include designated accessibility features in the IEP or 504 plan of a student with a disability who requires them. All decisions will be recorded on the student’s IEP. Accommodations for students with disabilities as well as special access accommodations may be used as they relate to the instruction the child receives in the regular classroom and so noted on the student’s IEP. Prior to the administration of the Next Generation MCAS, the TEAM Chairperson/Liaison shall notify the school Administration of the accommodations needed for students. The Administrator shall insure that the accommodations are provided. All scores shall be reported to parents/guardians in the same manner as for other students.

In addition to universal features and designated features available to all students, accommodations are available to ELLs, either with or without disabilities, on MCAS tests.

For students attending Out of District placements at collaborative, private or other placements at public expense, the student shall take the New Generation MCAS at the placement under the requirements identified on the IEP. The Out of District placement shall indicate that the child’s district is Wellesley Public Schools in an effort to ensure that the scores are reported to the Wellesley Public Schools District. All scores shall be reported to the parents/guardians in the same manner as other students.

Upon receipt of scores and data, the special education staff shall analyze student strengths and weaknesses in relation to the student’s access to the general curriculum, special education needs and future IEP goals and objectives for inclusion in the IEP.

MCAS Appeal Procedure

The Wellesley Public Schools Superintendent, or designee, have the authority and responsibility to file an MCAS Appeal.

The Wellesley Public Schools provides parents with the Department of Elementary and Secondary Education’s Letter to Parents or Guardians of Students in the Class of *****, after MCAS scores have been provided to the district. This letter, accompanied with the MCAS results, explains the importance of the scores and the appeal option/requirements.

The Wellesley Public Schools follows all DESE guidelines pertaining to the filing of an appeal. When the appeal is filed, The Office of the Superintendent/Designee completes – MCAS Performance Appeal Application and includes all the required signatures and documentation.

All involved parties are kept informed of the status of the appeal and the decision of the DESE Commissioner.

Resources:

For more information about accessibility and accommodations and to view the 2018 Manual, please visit the MCAS section of the Department of Elementary and Secondary Education website (link to DESE).

Advisory 2002-4-REVISED - Special Ed Students in Out of District Placements Participating in MCAS (Link to DESE)