presented by: laura hines mcas-alt teacher consultant october 2014

Presented by: Laura HinesMCAS-Alt Teacher ConsultantFall 2015

ELA- Writing Access Skills & Least ComplexEntry Points

Massachusetts Department of Elementary and Secondary Education

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ELA-Writing Develop expressive communication skills to create permanent products

NOT the physical act of putting pen to paper or practicing key- boarding skills


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Writing for communicating: Students at a pre-symbolic

communication level will most likely create written products that reflect 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 entry points (e.g., Express an opinion without deviating from a specific topic or text)


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The text type selected informs which rubric is used to score the sample

Opinion (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; a narrative can be fiction, drama (script), a 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.

Educator Manual pp., 20-25


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Writing Requirements: No data charts are required Students should use their primary mode of

communication to produce work samples. Each final sample TYPE must include a draft

or baseline sample Teachers will pre-score the 3 final samples

only, using the state provided rubrics. (see handouts)

Use entry points and access skills in “Text Types and Purposes” cluster (W.x.1, W.x.2, W.x.3, MA.W.x.3a)


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Opinion: Work Description Label


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Final: Opinion Sample


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Information/ Explanatory : Work Description Label


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Informative/Explanatory


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Supporting Documentation

Add the AAC board


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Narrative: Work Description Label


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Narrative: Final Sample


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Narrative: Work Description Label


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Narrative: “We are Going to the Shelter”


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Teacher-Scribed Work Sample

Includes the final written product with notation indicating the student’s participation and contribution in the creation of the sample

Specifically describes the materials/context of the activity

Indicates the student’s response (accuracy, independence) to each item/trial using his mode of communication

Labeled with name, date, accuracy, independence, and other information as needed


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Poetry


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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 PLAY Material: Fur Swatch – Releases 11 seconds independently

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

LINE 4: ACORNS ROLL Material: Acorns – Releases 14 seconds independently

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

Accuracy: 80%Independence: 80%


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Required Elements for Writing


(Not scored)+

+ +

XX

XX

90

Final writing sample (1 of 3)

Baseline writing sample

Educator’s Manual, pp. 22-25


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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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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? (Educator’s Manual, p. 37)

presented by: laura hines mcas-alt teacher consultant october 2014

Documents

text types

text box

informativeexplanatory

secondary education5opinion

secondary education6

ela writing access skills

secondary education5do

early entry points