Guidelines for Filing Portfolio Appeals for the Competency Determination
(August 2009)
Requirements to Submit MCAS Portfolio Performance Appeals
In a small number of cases, a student's comparison group, or "cohort," may be too small to make a reliable correlation between students' MCAS scores and grade point averages (i.e., when fewer than 6 other students have taken the same sequence of courses as the student for whom the appeal is filed). When this occurs, and when the student meets all other eligibility requirements to file an appeal, the superintendent or director of an educational collaborative or approved private school shall submit a portfolio on behalf of the student including work samples that demonstrate the student's highest level of performance.
A student's Portfolio Appeal will be granted in cases where the student demonstrates through his or her portfolio a comparable level of performance to a student who has passed the high school MCAS test in the content area, provided the student is eligible for an appeal and a completed MCAS Performance Appeal Application has been submitted with the portfolio. When the student has met all local graduation requirements and has scored Needs Improvement or higher on all required high school MCAS tests, or has been granted an appeal in the content area(s), the student will be eligible to graduate with a high school diploma.
Panels of experts in English language arts, mathematics, and the four disciplines in science and technology/engineering (biology, chemistry, introductory physics, and technology/engineering) will review each portfolio and make individual determinations in each content area. In addition to meeting the portfolio submission requirements described below, a completed MCAS Performance Appeal Application must accompany each portfolio. Each piece of student work in the portfolio must be attached to a completed High School Competency Work Description label (attached to these guidelines, below). The following section outlines the requirements for preparing and submitting portfolio appeals in English language arts, mathematics, and science and technology/engineering.
Portfolio Requirements in Each Content Area to Earn a Competency Determination
English Language Arts
ELA portfolios must reflect the learning standards in the most recent Massachusetts English Language Arts Curriculum Framework (June 2001,   ) and must include:
- A table of contents that lists each piece of evidence submitted, and the strand and learning standard(s) addressed by each;
- FIVE (5) compositions, with all drafts and revisions, as described below.
- Multiple drafts of each work sample that indicate a progression of the student's thinking in each successive draft. Each draft must:
- be clearly identified on the first page with a title, the student's name, and the date on which it was completed;
- include a completed High School Work Description attached to each draft;
- show independent edits by the student, with meaningful revisions incorporated into subsequent drafts. Drafts must be written in the words of the student, not rewritten by the teacher;
- include a clear indication of the type(s) and frequency of assistance provided to the student by the teacher, either written directly on each draft or described on the High School ELA Work Description .
Do not include worksheets, short-answer tests, quizzes, or plot summaries.
NOTE: An English Language Arts portfolio may include evidence produced and accumulated over more than one school year, beginning as early as grade 9. Evidence may be added to a previously submitted portfolio, or replaced with higher-quality work, and the entire portfolio resubmitted beyond grade 10 until the student demonstrates a level of performance equivalent to that of a student who scored Needs Improvement or higher on the grade 10 ELA MCAS test. If a portfolio is being resubmitted, please include all original work submissions and clearly indicate which work samples are new additions to the portfolio. Include Feedback Forms from previous submissions, as well.
In order for an English Language Arts portfolio appeal to be granted, it MUST include the following components, at minimum:
Language Strand
Evidence that the student understands and is independently able to analyze and appropriately apply:
- Vocabulary: words used correctly; literal/figurative meaning
- Grammar and usage: sentence structure and language conventions
- Mechanics: punctuation and spelling
NOTE: Evidence in the Language strand may be provided either in separate work samples or may be incorporated into the five required writing compositions described below.
Reading and Literature, and Composition Strands
A total of five compositions (writing samples) must be submitted that demonstrate original thinking by the student and independent editing through several successive drafts.
- Three writing samples (i.e., essays or compositions), including all drafts by the student, based on a piece of grade 10 literature in which the student analyzes, interprets, compares and contrasts, and/or discusses the meaning of:
- a work of fiction,
- a work of literary non-fiction, and
- a work of either poetry or drama.
- Two additional writing samples (i.e., essays or compositions), including all drafts, as follows:
- one composition or essay in which the student identifies and discusses a theme in literature appropriate to a student in grade 10, and connects such a literary theme to his or her life, and
- one composition or essay on a topic of the student's own choosing that is either reflective, persuasive, or creative.
Mathematics
Mathematics portfolios must reflect the learning standards in the most recent Massachusetts Mathematics Curriculum Framework (November 2000) and must include:
- a table of contents listing each work sample submitted, and the strand and learning standard(s) it purports to address;
- at least four examples or problems in each work sample solved correctly by the student that demonstrate all aspects of each learning standard. Additional examples of each standard are strongly encouraged. Original work samples, rather than photocopies, are preferred;
- a High School Mathematics Work Description attached to each work sample that documents a particular learning standard;
- a score (percent accurate) given by the teacher for each work sample;
- work samples produced as independently as possible by the student; corrections made by the teacher may not be submitted as the student's own work;
- written evidence of the student's thinking and problem-solving, indicating the process and all steps used to solve each problem; and
- a clear indication of the type(s) and frequency of assistance provided to the student by the teacher (i.e., percent independence and any accommodations used by the student), either written directly on each piece or described on the High School Work Description.
NOTE: Students in grade 10 may not have had an opportunity to take all mathematics courses needed to satisfy the requirements listed below. Therefore, a Mathematics Portfolio Appeal may include evidence produced over a period of more than a single school year, beginning as early as grade 9. Evidence may be added each year to an existing portfolio, or replaced with higher-quality work, and the entire portfoli0 resubmitted annually beyond grade 10. If a portfolio is being resubmitted, include all original work samples and clearly indicate which work samples are new additions to the portfolio. Include Feedback Forms from previous submissions as well.
In order for a Mathematics portfolio appeal to be granted, it MUST include evidence that addresses at least the following strands and learning standards:
Number Sense and Operations
At least one work sample documenting all aspects of both learning standards identified below (a total of at least two work samples, each with at least four examples or problems solved correctly):
| 10.N.1 | Identify and use the properties of operations on real numbers, including the associative, commutative, and distributive properties [do not simply define these properties; show how they are applied and demonstrate that students can identify each property; e.g., use the distributive property to multiply 7(23)=7(20+3)=7(20)+7(3)=140+21=161]; the existence of the identity and inverse elements for addition and multiplication; the existence of nth roots of positive real numbers for any positive integer n; and the inverse relationship between taking the nth root of and the nth power of a positive real number. |
| 10.N.2 | Simplify numerical expressions, including those involving positive integer exponents or the absolute value [e.g., 3(24 - 1) = 45; 4|3 - 5| + 6 = 14]; apply such simplifications in the solution of problems. [Note: Both exponents and absolute value must be shown.] |
Patterns, Relations, and Algebra
At least one work sample documenting all aspects of each of the four learning standards identified below (a total of at least four work samples, each with at least four examples or problems solved correctly):
| 10.P.2 | Demonstrate an understanding of the relationship between various representations of a line. Determine a line's slope and x- and y-intercepts from its graph or from a linear equation that represents the line. Find a linear equation describing a line from a graph or a geometric description of the line (e.g., by using the "point-slope" or "slope y-intercept" formulas). Explain the significance of a positive, negative, zero, or undefined slope. |
| 10.P.4 | Demonstrate facility in symbolic manipulation of polynomial and rational expressions by rearranging and collecting terms; factoring [e.g., a2 - b2 = (a + b)(a - b); x2 + 10x + 21 = (x + 3)(x + 7); 5x4 + 10x3 - 5x2 = 5x2 (x2 + 2x - 1)]; identifying and canceling common factors in rational expressions; and applying the properties of positive integer exponents. [This standard does not include simple addition, subtraction, and multiplication of polynomials, as covered in 10.P.3] |
| 10.P.5 | Find solutions to quadratic equations (with real roots) by factoring, completing the square, or using the quadratic formula. Demonstrate an understanding of the equivalence of the methods. [Note: In order to demonstrate an understanding of the equivalence of the methods, at least two methods must be shown.] |
| 10.P.7 | Solve everyday problems that can be modeled using linear, reciprocal, quadratic, or exponential functions. Apply appropriate tabular, graphical, or symbolic methods to the solution. Include compound interest [i.e., exponential], and direct [i.e., linear] and inverse [i.e., reciprocal] variation problems. Use technology when appropriate. |
Geometry
At least one work sample documenting all aspects of each standard for any three learning standards identified below (a total of at least three work samples, each with at least four examples or problems solved correctly):
| 10.G.1 | Identify figures using properties of sides, angles, and diagonals. Identify the figures' type(s) of symmetry. |
| 10.G.2 | Draw congruent and similar figures using a compass, straightedge, protractor, and other tools such as computer software. Make conjectures about methods of construction. Justify the conjectures by logical arguments. |
| 10.G.3 | Recognize and solve problems involving angles formed by transversals of coplanar lines. Identify and determine the measure of central and inscribed angles and their associated minor and major arcs. Recognize and solve problems associated with radii, chords, and arcs within or on the same circle. |
| 10.G.4 | Apply congruence and similarity correspondences (e.g., ΔABC  ΔXYZ) and properties of the figures to find missing parts of geometric figures, and provide logical justification. |
| 10.G.5 | Solve simple triangle problems using the triangle angle sum property and/or the Pythagorean theorem. [Note: Both must be shown] |
| 10.G.6 | Use the properties of special triangles (e.g., isosceles, equilateral, 30°-60°-90°, 45°-45°-90°) to solve problems. [Note: must show at least 30°-60°-90° and 45°-45°-90°] |
| 10.G.7 | Using rectangular coordinates, calculate midpoints of segments, slopes of lines and segments, and distances between two points, and apply the results to the solutions of problems. |
| 10.G.8 | Find linear equations that represent lines either perpendicular or parallel to a given line and through a point, e.g., by using the "point-slope" form of the equation. |
| 10.G.9 | Draw the results, and interpret transformations on figures in the coordinate plane, e.g., translations, reflections, rotations, scale factors, and the results of successive transformations. Apply transformations to the solutions of problems. |
| 10.G.10 | Demonstrate the ability to visualize solid objects and recognize their projections and cross sections. |
| 10.G.11 | Use vertex-edge graphs to model and solve problems (i.e., network). |
Measurement
At least one work sample documenting all aspects of each of the three learning standards identified below (a total of at least three work samples, each with at least four examples or problems solved correctly):
| 10.M.1 | Calculate perimeter, circumference, and area of common geometric figures such as parallelograms, trapezoids, circles, and triangles. [Note: Include a variety of figures.] |
| 10.M.2 | Given the formula, find the lateral area, surface area, and volume of prisms, pyramids, spheres, cylinders, and cones (e.g., find the volume of a sphere with a specified surface area). [Note: All of the above must be shown for all forms listed.] |
| 10.M.3 | Relate changes in the measurement of one attribute of an object to changes in other attributes, e.g., how changing radius or height of a cylinder affects its surface area or volume. |
Data Analysis, Statistics, and Probability
At least one work sample documenting all aspects of each learning standard identified below (a total of at least two work samples); the 10.D.1 work sample should include at least four examples or problems solved correctly; one trend line is sufficient for 10.D.2):
| 10.D.1 | Select, create, and interpret an appropriate graphical representation (e.g., scatterplot, table, stem-and-leaf plot, box-and-whisker plot, circle graph, line graph, line plot) for a set of data and use appropriate statistics (e.g., mean, median, range, mode) to communicate information about the data. Use these notions to compare different sets of data. [Note: Include at least four examples or problems solved correctly.] |
| 10.D.2 | Approximate a line of best fit (i.e., draw a trend line) given a set of data (e.g., scatter- plot). Use technology when appropriate. [Note: One trend line is sufficient.] |
High School Science and Technology/Engineering (STE)
Starting with the class of 2010, students must meet or exceed a scaled score of 220, or achieve a performance level of Needs Improvement or higher on the MCAS-Alt, in English Language Arts, Mathematics, AND one of the high school Science and Technology/Engineering (STE) disciplines in order to satisfy the Competency Determination requirements. STE portfolio appeals must be based on one discipline selected from the following list:
- Biology
- Chemistry
- Introductory Physics
- Technology/Engineering
The portfolio must include the following information and materials:
- A table of contents listing the discipline being assessed (e.g., Biology, Chemistry, etc.) and each piece of evidence submitted in the portfolio;
- A High School Science and Technology/Engineering Work Description in one of the following disciplines attached to each work sample (or collection of related work samples) produced for the portfolio:
| | Biology |
| | Chemistry |
| | Introductory Physics, or |
| | Technology/Engineering |
In order to be granted, a high school STE portfolio appeal must include evidence that the student has addressed and demonstrated knowledge and skills in a total of at least ten standards in the selected discipline at a level comparable to that of students who have scored at least Needs Improvement on either the standard MCAS test or MCAS-Alt in the discipline.
Topics in each STE discipline are listed in the following tables. In the discipline selected for the portfolio, all topics must be addressed, with at least one standard addressed in each topic, and a total of ten standards addressed in all.
| Biology |
|---|
| The Chemistry of Life |
| Cell Biology |
| Genetics |
| Anatomy and Physiology |
| Evolution and Biodiversity |
| Ecology |
| |
| Introductory Physics |
|---|
| Motion and Forces |
| Conservation of Energy and Momentum |
| Heat and Heat Transfer |
| Waves |
| Electromagnetism |
| Electromagnetic Radiation |
| |
| Chemistry |
|---|
| Properties of Matter |
| Atomic Structure and Nuclear Chemistry |
| Periodicity |
| Chemical Bonding |
| Chemical Reactions and Stoichiometry |
| States of Matter, Kinetic Molecular Theory, and Thermochemistry |
| Solutions, Rates of Reaction, and Equilibrium |
| Acids and Bases and Oxidation-Reduction Reactions |
| |
| Technology/Engineering |
|---|
| Engineering Design |
| Construction Technologies |
| Energy and Power Technologies - Fluid Systems |
| Energy and Power Technologies - Thermal Systems |
| Energy and Power Technologies - Electrical Systems |
| Communication Technologies |
| Manufacturing Technologies |
Work samples generated during one or more of the following activities must demonstrate the student's scientific knowledge, skills, and understanding in the selected discipline at the grade 9 or 10 level, as identified by the Massachusetts Science and Technology/Engineering High School Standards :
- conducting investigations
- For example, the student engages in exploratory activities in which he or she identifies a key question; designs a process for gathering information and investigating the question; and incorporates scientific knowledge to produce a response, inference, conclusion, or analysis of findings.
- performing laboratory experiments
- For example, the student develops a hypothesis, designs or identifies a procedure for testing the hypothesis, performs a controlled experiment or series of trials, collects data accurately, summarizes and analyzes the results, and draws conclusions.
- conducting research
- For example, the student undertakes an activity in which he or she locates and applies available scientific knowledge and/or data from texts, articles, research summaries, etc., in order to describe a process or aspect of the discipline; and provides a synthesis of the knowledge acquired, supportable conclusions, and an analysis of findings.
- data analysis
- For example, the student accurately collects data generated either by the student, class, or teacher, or compiled from external sources, and describes, synthesizes, and analyzes the data to articulate patterns, explain relationships between variables, and draw conclusions.
- independent writing activity
- For example, the student writes a persuasive essay or answers a series of guided open-response questions which provide an analysis of scientific materials or data in support of a particular conclusion or point of view.
- developing a scientific model to represent a natural system
- For example, the student relates and explains how components of a natural system work together, and creates a visual representation of that model.
- solving a technology/engineering design problem by creating a model or prototype
- For example, the student demonstrates technical knowledge and an understanding of the steps of the Engineering Design Process by describing a particular design challenge, analyzing relevant information, making predictions, and developing a prototype or model to test the predictions.
For further guidance in planning instructional activities, refer to the actual high school standards, the Scientific Inquiry Skills Standards, and the Steps of the Engineering Design Process in the Massachusetts Science and Technology/Engineering Curriculum Framework .
Appendix
| | High School Work Description: English Language Arts |
| | High School Work Description: Mathematics |
| | High School Work Description: Biology |
| | High School Work Description: Chemistry |
| | High School Work Description: Introductory Physics |
| | High School Work Description: Technology/Engineering |
Excerpts from Sample MCAS Appeals Portfolios
| | Science and Technology/Engineering - Biology |
| | Science and Technology/Engineering - Introductory Physics |
 | English Language Arts |
| | Mathematics |
last updated: November 4, 2009
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