Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in...

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Prepared by: Laura Hines MCAS-Alt Teacher Consultant Fall 2017 ELA–Writing: Access Skills and Low Entry Points

Transcript of Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in...

Page 1: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Prepared by: Laura HinesMCAS-Alt Teacher ConsultantFall 2017

ELA–Writing:Access Skills and Low Entry Points

Page 2: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Purpose of the MCAS-Alt ELAWriting Strand

Massachusetts Department of Elementary and Secondary Education

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Convey students’ thoughts and ideas, demonstrate skills and knowledge

Develop students’ expressive communication skills to create permanent products for the portfolio

ELAWriting does not assess: the physical act of writing; e.g., physically

grasping a pen/pencil, making a mark on paper keyboarding skills tracing or copying letters or words

Page 3: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Writing to communicateStudents at a pre-symbolic communication

level will most likely create written products that reflect the use of access skills (e.g., “Choose from an array of errorless choices related to the creation of a written product”)

Students with emerging or established communication systems may create written products that reflect lower-complexity entry points (e.g., “Express an opinion without deviating from a specific topic or text.”)

Massachusetts Department of Elementary and Secondary Education

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Page 4: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Use the appropriate state rubric to score the selected text typeOpinion (grades 35)/Argument (grades 68 and 10):

stating a claim, opinion, preference, or analysis based on a text or topic, citing reasons and evidence (from a text, where possible).

Informative/Explanatory text: conveying or explaining facts, information, or ideas on a topic, including descriptions from a text.

Narrative: telling a story based on real or imagined events from a text or personal experience. Can be fiction, drama (script), personal reflection, or an event sequence.

Poetry: using figurative language (e.g., similes, metaphors), imagery, sounds of words (e.g., rhyme), meter, and/or repetition to express emotion or tell a story.

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Massachusetts Department of Elementary and Secondary Education

Educator’s Manual p., 21

Page 5: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

ELAWriting Requirements

Use entry points and access skills in “Text Types and Purposes” cluster

Students should use their primary mode of communication to produce work samples.

Required: One baseline writing sample and three final writing samples

Teachers will pre-score the 3 final samples only, using the state-provided rubrics.

No data charts are required.

Massachusetts Department of Elementary and Secondary Education

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Educator’s Manual p., 21

Page 6: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Opinion: Work Description Label

Massachusetts Department of Elementary and Secondary Education

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Page 7: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Opinion: Final Work Sample

Massachusetts Department of Elementary and Secondary Education

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Massachusetts Department of Elementary and Secondary Education

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Educator’s Manual p., 23

Students working on access skills score 1 in each Demonstration of Skills and Concepts rubric area.

Page 9: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Informative/Explanatory:Work Description Label

Massachusetts Department of Elementary and Secondary Education

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Page 10: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Massachusetts Department of Elementary and Secondary Education

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Informative/Explanatory: Final Work Sample

Page 11: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Supporting Documentation

Add the AAC board

Massachusetts Department of Elementary and Secondary Education

11Supporting documentation provides important information so scorers can understand which vocabulary the student has available.

Educator’s Manual pp., 21,40

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Massachusetts Department of Elementary and Secondary Education

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Educator’s Manual p., 24

Page 13: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Narrative:Work Description Label

Massachusetts Department of Elementary and Secondary Education

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Page 14: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Massachusetts Department of Elementary and Secondary Education

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Narrative: Final Work Sample

Page 15: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Massachusetts Department of Elementary and Secondary Education

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Educator’s Manual p., 25

Page 16: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Narrative: Work Description Label

Massachusetts Department of Elementary and Secondary Education

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Page 17: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Narrative: Final Work Sample “We are Going to the Shelter”

Massachusetts Department of Elementary and Secondary Education

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Massachusetts Department of Elementary and Secondary Education

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Educator’s Manual p., 25

Page 19: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Teacher-Scribed Work Sample

Includes a description of what the student was asked to do and how the student participated and contributed to the final product

Describes the materials/context of the activityIndicates the student’s responses (percent of

accuracy and independence) to each item/trial using his/her mode of communication

Includes name, date, accuracy, independence, and other required information 19

Massachusetts Department of Elementary and Secondary Education

Educator’s Manual p., 22

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Massachusetts Department of Elementary and Secondary Education

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Poetry: Work Description

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SEPTEMBER

Written by Room 190

LINE 1: LEAVES FALL SOFTLY ON THE GROUND Material: Leaves – Does not release even with prompting

LINE 2: SQUIRELS RUN AND PLAYMaterial: Fur Swatch – Releases 11 seconds independently

LINE 3: ACORNS FALL Material: Acorns – Releases 10 seconds independently

LINE 4: ACORNS ROLLMaterial: Acorns – Releases 14 seconds independently

LINE 5: THE SQUIREL RUNS AWAYMaterial: Fur Swatch – Releases 11 seconds independently

Accuracy: 80%Independence: 80%

Massachusetts Department of Elementary and Secondary Education

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Shows student’s participation in the creation of a poem.

Educator’s Manual p., 21

Poetry: Final Work Sample

Page 22: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Massachusetts Department of Elementary and Secondary Education

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Page 23: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Required Elements for Writing

Massachusetts Department of Elementary and Secondary Education

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Writing Sample

(not scored)+

+ +X

X

90

1 Work Description for each Final

Writing Sample

1 Baseline writing sample

3 Final Writing Samples 3 Pre-Scored Rubrics

Educator’s Manual p. 21

Page 24: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Thinking about Self-Evaluation

Student choice-making and evaluation of one’s own work are essential components of the concept of self-determination, which is an important predictor of successful post school outcomes (Wehmeyer& Palmer, 2003; Wehmeyer & Schwartz, 1998).

Kleinert,H.L. & Kearns, J.F. (2010). Alternate Assessment for students with Significant Cognitive Disabilities. Baltimore: Paul H. Brookes Publishing Co.

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Massachusetts Department of Elementary and Secondary Education

Page 25: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Self Evaluation: Students Making Choices

Choices of materials, response format, order of events

Choice of partner

Choice of continuing or terminating the activity

Do you see evidence of the “student’s voice” in the self-evaluation? Is it authentic?

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Massachusetts Department of Elementary and Secondary Education

Educator Manual p., 39

Page 26: Access Skills ELA Writing - MCAS-AltELA Writing Requirements Use entry points and access skills in “Text Types and Purposes” cluster Students should use their primary mode of communication

Contact Information

Massachusetts Department of Elementary and Secondary Education

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Massachusetts Department of Elementary and Secondary EducationStudent Assessment Office (781-338-3625)

Debra Hand (MCAS-Alt) – [email protected] Robert Pelychaty (Accommodations) –

[email protected] General Inquiries – [email protected]

Measured Progress MCAS Service Center – 800-737-5103 Kevin Froton – [email protected]


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