Figure 2 Excerpt from the in ELA–Language Resource Guide for Students with Disabilities Teachers may select an point for assessment either: written” in the Fall 2018 Resource Guide in the subject being assessed, without making “as any changes. with minor modifications, as long as the essential meaning and intent of the entry point is maintained. For example, if the entry point says word problems involving the addition “Solve in the domain, the of fractions using manipulatives” Number and Operations–Fractions words may be removed, since manipulatives are not the only way to manipulatives” “using perform the skill. However, must be included. of fractions” “addition Entry points as they appear in the Resource Guide may not be excessively modified by the teacher, and if selected for assessment, will likely result in a score of unless approval is obtained in writing from the Department prior to Incomplete, portfolio submission in March 2019. If in doubt as to whether a modification of an entry point is acceptable, please contact the Department at . with one or more related skills, in where an entry point includes more than one skill If more than one skill is listed in an entry point connected by the teacher may “and,” select one or both skills to assess. For example, if the entry point says objects “Group one both skills may be assessed (i.e., grouping into just fives or into fives and tens,” or just tens). However, if skills are selected for the measurable outcome, then both both skills must be assessed during activity. each If more than one is listed in an entry point connected by (e.g., the “or” “Identify then of the skills may be assessed meaning of words, phrases, or sentences”), any or all on each date. Note that points containing may be changed to and vice versa. not “and” “or,” E. Creating a Measurable Outcome Measurable outcomes may be created from an point or skill, as follows: access
Figure 2 Excerpt from the Resource Guide for Students with Disabilities in ELA–Language Teachers may select an point for assessment either: “as written” in the Fall 2018 Resource Guide in the subject being assessed, without making any changes. with minor modifications, as long as the essential meaning and intent of the entry point is maintained. For example, if the entry point says “Solve word problems involving the addition of fractions using manipulatives” in the Number and Operations–Fractions domain, the words “using manipulatives” may be removed, since manipulatives are not the only way to perform the skill. However, “addition of fractions” must be included. Entry points as they appear in the Resource Guide may not be excessively modified by the teacher, and if selected for assessment, will likely result in a score of Incomplete, unless approval is obtained in writing from the Department prior to portfolio submission in March 2019. If in doubt as to whether a modification of an entry point is acceptable, please contact the Department at . with one or more related skills, in where an entry point includes more than one skill If more than one skill is listed in an entry point connected by “and,” the teacher may select one or both skills to assess. For example, if the entry point says “Group objects into fives and tens,” one or both skills may be assessed (i.e., grouping into just fives or just tens). However, if both skills are selected for the measurable outcome, then both skills must be assessed during each activity. If more than one is listed in an entry point connected by “or” (e.g., “Identify the meaning of words, phrases, or sentences”), then any or all of the skills may be assessed on each date. Note that points containing “and” may not be changed to “or,” and vice versa. E. Creating a Measurable Outcome Measurable outcomes may be created from an point or access skill, as follows: