2022 mcas-alt ela writing

2022 MCAS-AltELA−Writing

Debra Hand, MCAS-Alt Coordinator, DESEKevin Froton, Senior Project Manager, Cognia

Massachusetts Department of Elementary and Secondary Education

What does ELA−Writing assess?

ELA−Writing assesses expressive communication by the student to:Share experiences opinions preferences ideas Information

Create/Discuss books, articles, stories, videos poetry, imagery

hold a writing instrument

ELA−Writing does not assess a student’s ability to:

copy letters or words

trace letters or words


Primary Mode of Communication

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oOral language (scribed by teacher)oHandwritingo Sounds o Symbols (photos, icons)oObjectsoGestureso Sign languageo Eye-gazeoHigh-tech device (e.g., Dynavox)o Low-tech device (e.g., communication book)oOther

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How do your students communicate?Educator’s Manual, p. 33


ELA−Writing Requirements• One completed ELA−Writing Skills Survey• One baseline writing sample

o Student’s first attempt at writing (dated prior to final samples)o Baseline can be a brainstorming activity, graphic organizer, outline, or draft

• Three final writing samples, each on a different topic• Three pre-scored state-provided rubrics (one for each final sample)• ELA−Writing Work Sample Description for baseline and final samples

o Each writing sample must include student’s name, date, and percentage of independence.

• Final samples for students using access skills must include a written product produced by the teacher or peer, noting student participation in its creation.

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Educator’s Manual, pp. 33, 75


ELA−Writing Skills Survey

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Required Elements of an ELA−Writing Strand

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Baseline Writing Sample

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Educator’s Manual, pp. 33-35

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3 Rubrics (scored by teacher)3 Different Writing Samples One Work Description for each Final Writing Sample

Work Description for BaselineELA−Writing Skills Survey

9/23/2021

11/1/2021


ELA−Writing Sample Requirements• Three different final writing samples are required, using any

combination of the following text types: o Opinion/Argument: States a claim or preference based on a text or topico Informative/Explanatory text: Conveys facts or ideas based on a text or

topico Narrative: Prose that tells a story based on real or imagined events; OR

poetry that uses figurative language to express emotions or tell a story• Use the student's primary mode of communication to express

or create each writing sample.• Example of Measurable Outcome: “(Student) will use his/her primary

mode of communication to express or create a writing sample that is based on a narrative with 75% independence.”

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Educator’s Manual, p. 34


Scoring ELA-Writing Samples

Teachers will pre-score each student’s final writing samples, using a standardized, state-provided scoring rubric. No rubric needed for baseline samples (see examples below). Include completed scoring rubric with each final writing sample. Scorers will verify the teacher’s scores.

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10/6/20

Examples of baseline writing

samples(graphic organizers, outlines, drafts, etc.)


What is included in the Writing Scoring Rubric?

The following scoring areas should be scored by teachers: Level of Complexity (access skills or entry points) Demonstration of Skills and Concepts

♦ Expression of Ideas and Content♦ Knowledge of Conventions♦ Text Structure (words, phrases, sentences)♦ Use of Vocabulary

Independence (frequency of prompts used), measured either by the word or sentence

Self-Evaluation (included on Work Description, but not on rubric)10


ELA-Writing Rubric

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Using the Rubric to Pre-Score the Writing Samples

Teachers should use the standardized scoring rubric to pre-score students’ final writing samples:

• Carefully review the criteria in each rubric area. • Score based on student’s contribution—score will be 1–2 if:

o the teacher provides or edits text; uses fill-in-the-blank items on worksheet; provides sentence starter; or student uses single words/pictures or list of words.

• Student working on access skills will score 1 in Demonstration of Skills and Concepts.

• Percent of independence is based on number of prompts relative to the total number of words or sentences.

• Scorers will verify the teacher’s scores and change the score if it does not reflect the evidence.

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How would you score this final Writing sample?

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How did you score the previous Writing sample? (Survey)

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Dem

onstration of Skills and Concepts

Expression ofIdeas andContent

Writing sample not submitted; or contained insufficient information to determine a score; or written in a language other than English; or could not be read or understood

No main idea (informative), point of view (opinion), event sequence (narrative), or focus (poetry); or was unclear or off-topic; or used single word, picture, or symbol to express ideas; or all text provided by teacher

Writing sample related to assignment only minimally; included no or only one detail or description; or used picture sequence to express ideas; or used no figurative language or poetry form (poetry)

Main idea (informative), point of view (opinion), or event sequence (narrative) was evident; limited use of facts, details, and/or descriptions; sometimes repetitive and/or off-topic; limited use of figurative language (poetry);

Main idea (informative), point of view (opinion), or event sequence (narrative) was clearly expressed; three or more accurate and relevant facts, details, or descriptions included; used vivid imagery and figurative language appropriately (poetry)

Knowledge ofConventions

Little or no original text; or used pictures or isolated words; or could not be understood due to errors in grammar and/or usage

General meaning could be understood, though use of grammar was limited and/or contained errors or run-on sentences; or lacked poetry form (poetry)

Complete sentences with some errors; grammar was effective; correct noun-verb agreement; some evidence of poetry form (poetry)

Meaning was clear, with rare or no errors in grammar and overall usage; poetry form used appropriately (poetry)

Text StructureUsed single words, pictures, symbols without text; or all text provided by teacher

Sentence fragments (phrases) or one complete sentence used to express ideas; produced two related lines (poetry)

At least two complete sentences were used to express ideas; produced up to four related lines (poetry)

A paragraph of at least three related, well-constructed sentences was used to express ideas; more than four related lines (poetry)

Use ofVocabulary

Vocabulary was unrelated to assignment; or all text was provided by teacher

Vocabulary was related to assignment, but word choice was limited and/or sometimes inappropriate

Vocabulary was functional and relevant; used basic common words, with some descriptive language

Vocabulary was clear and precise; used descriptive language, modifiers, connecting words and/or phrases

M 1 2 3 4

Level of ComplexityWriting sample not submitted or unmatched to requirement.

Student addressed Writing through “access skills.”

Student addressed Writing through “entry points.”

Student addressed Writing at “grade-level.”

DATE: 11/30/21


ELA–Writing for a Student at Access Skill level

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Brief Description: Student activated a switch with pre-recorded sentences for a narrative of her winter vacation.

Measurable Outcome: Student will activate a device within 15 seconds of the initial cue in an activity related to the creation of a written product.


1/6/22


Scoring a Writing sample for a student at Access Skill level

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Dem

onstration of Skills and Concepts

Expression ofIdeas andContent

Writing sample not submitted; or contained insufficient information to determine a score; or written in a language other than English; or could not be read or understood

No main idea (informative), point of view (opinion), event sequence (narrative), or focus (poetry); or was unclear or off-topic; or used single word, picture, or symbol to express ideas; or all text provided by teacher

Writing sample related to assignment only minimally; included no or only one detail or description; or used picture sequence to express ideas; or used no figurative language or poetry form (poetry)

Main idea (informative), point of view (opinion), or event sequence (narrative) was evident; limited use of facts, details, and/or descriptions; sometimes repetitive and/or off-topic; limited use of figurative language (poetry);

Main idea (informative), point of view (opinion), or event sequence (narrative) was clearly expressed; three or more accurate and relevant facts, details, or descriptions included; used vivid imagery and figurative language appropriately (poetry)

Knowledge ofConventions

Little or no original text; or used pictures or isolated words; or could not be understood due to errors in grammar and/or usage

General meaning could be understood, though use of grammar was limited and/or contained errors or run-on sentences; or lacked poetry form (poetry)

Complete sentences with some errors; grammar was effective; correct noun-verb agreement; some evidence of poetry form (poetry)

Meaning was clear, with rare or no errors in grammar and overall usage; poetry form used appropriately (poetry)

Text StructureUsed single words, pictures, symbols without text; or all text provided by teacher

Sentence fragments (phrases) or one complete sentence used to express ideas; produced two related lines (poetry)

At least two complete sentences were used to express ideas; produced up to four related lines (poetry)

A paragraph of at least three related, well-constructed sentences was used to express ideas; more than four related lines (poetry)

Use ofVocabulary

Vocabulary was unrelated to assignment; or all text was provided by teacher

Vocabulary was related to assignment, but word choice was limited and/or sometimes inappropriate

Vocabulary was functional and relevant; used basic common words, with some descriptive language

Vocabulary was clear and precise; used descriptive language, modifiers, connecting words and/or phrases

M 1 2 3 4

Level of ComplexityWriting sample not submitted or unmatched to requirement.

Student addressed Writing through “access skills.”

Student addressed Writing through “entry points.”

Student addressed Writing at “grade-level.”

DATE: 1/6/22


Supporting Documentation: Shows the Context of an Activity

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Student is making choices to put words together. Teacher marks “P” for Prompted and “I” for Independent.

I IP PP

Dynamic Displays



ELA–Writing: Final Thoughts

oWriting Skills Survey is required.

o Include a completed Work Sample Description for each writing sample.

oFinal writing samples should reflect expressive communication generated by the student (not the work of a teacher or peer).

oFinal samples for students at access skill level must include a written product documenting how student participated in the creation of the writing sample.

oWriting samples that include bathroom-related routines will not be scored nor will they be counted toward the minimum of three required samples.

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Some Writing Samples Shared with Us…

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Directions: Create a caption for each picture


Training Session for:Science and Technology/Engineering forGrades 5, 8, and High School:

October 15, 1:00 p.m.orOctober 21, 10:00 a.m.

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THANK YOU781.338.3625 [email protected]

www.doe.mass.edu 75 Pleasant Street, Malden, MA 02148

Debra Hand, MCAS-Alt Coordinator

2022 mcas-alt ela writing

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