ELA- Writing
Access Skills & Least Complex
Entry Points
Presented by:
Laura Hines
MCAS-Alt Teacher Consultant
Fall 2015
ELA-Writing
Develop expressive
communication skills to create
permanent products
NOT the physical act of putting
pen to paper or practicing keyboarding skills
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Massachusetts Department of Elementary and Secondary Education
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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Educator Manual pp., 20-25
The text type selected informs which
rubric is used to score the sample
 Opinion (grades 35)/Argument (grades 68 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.
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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Opinion: Work Description Label
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Massachusetts Department of Elementary and Secondary Education
Final: Opinion Sample
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
Information/ Explanatory :
Work Description Label
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Massachusetts Department of Elementary and Secondary Education
Informative/Explanatory
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Massachusetts Department of Elementary and Secondary Education
Supporting Documentation
Add the AAC board
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
Narrative:
Work Description Label
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Massachusetts Department of Elementary and Secondary Education
Narrative: Final Sample
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
Narrative: Work Description Label
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Massachusetts Department of Elementary and Secondary Education
Narrative:
“We are Going to the Shelter”
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
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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Massachusetts Department of Elementary and Secondary Education
Poetry
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Massachusetts Department of Elementary and Secondary Education
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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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
Educator’s Manual, pp. 22-25
Required Elements for Writing
Baseline writing sample
X
X
+
(Not
scored)
Final writing sample (1 of 3)
X
90
X
+
+
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Massachusetts Department of Elementary and Secondary Education
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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Massachusetts Department of Elementary and Secondary Education