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MCAS Alternate Assessment (MCAS-Alt) Creating Portfolios that Address Access Skills and Early Entry Points. Presented by: Laura Hines MCAS-Alt Teacher Consultant October 2014. - PowerPoint PPT Presentation
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Presented by: Laura HinesMCAS-Alt Teacher ConsultantFall 2015
ELA- Writing Access Skills & Least ComplexEntry Points
Massachusetts Department of Elementary and Secondary Education
2
ELA-Writing Develop expressive communication skills to create permanent products
NOT the physical act of putting pen to paper or practicing key- boarding skills
Massachusetts Department of Elementary and Secondary Education
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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)
Massachusetts Department of Elementary and Secondary Education
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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
Massachusetts Department of Elementary and Secondary Education
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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)
Massachusetts Department of Elementary and Secondary Education
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Information/ Explanatory : Work Description Label
Massachusetts Department of Elementary and Secondary Education
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Supporting Documentation
Add the AAC board
Massachusetts Department of Elementary and Secondary Education
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Narrative: “We are Going to the Shelter”
Massachusetts Department of Elementary and Secondary Education
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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
Massachusetts Department of Elementary and Secondary Education
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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
Massachusetts Department of Elementary and Secondary Education
(Not scored)+
+ +
XX
XX
90
Final writing sample (1 of 3)
Baseline writing sample
Educator’s Manual, pp. 22-25
Massachusetts Department of Elementary and Secondary Education
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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.
Massachusetts Department of Elementary and Secondary Education
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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)
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