MCAS Alt ELA Alignment Guide
Massachusetts MCAS-Alt • Grade 3 ELA Crosswalk Resource Guide to Curriculum Frameworks
3rd Grade ELA Entry Points & Access Skills
Alignment matrix linking common elementary IEP objectives to MCAS-Alt strands, entry points, and access skills.
A
Access Skills (Developmental)
Physical and sensory responses during activities (attending, scanning, choosing, switch activation).
E
Entry Points (Modified Complexity)
Pre-requisite academic skills at lower complexity levels (matching symbols, sequencing, character identification).
Strand 1: Reading Literature (RL.3.1, RL.3.2, RL.3.3)
Key Ideas & Details
Common Elementary IEP Objective Focus:
"Student will answer who/what/where comprehension questions, identify main characters, and describe character feelings in adapted 3rd grade literary texts."
Access Skills (Low-To-No Academic)
- Visually or tactilely orient to illustration/prop during read-aloud
- Activate single-switch device to initiate turning page of text
- Make choice between 2 story props when asked "Who is in story?"
Entry Points (Modified Academic)
- Low: Identify main character from field of 2-3 visual choices
- Mid: Sequence 3 key narrative events using picture cards
- High: Identify character feelings/traits using graphic organizer
MCAS-Alt Portfolio Measurable Goal Sample:
"Given an adapted grade 3 narrative text and a field of 3 picture symbols, [Student] will identify the main character and setting with 80% accuracy and 100% independence across 3 consecutive sessions."
Strand 2: Reading Informational Text (RI.3.1, RI.3.2, RI.3.7)
Main Idea, Details & Visual Info
Common Elementary IEP Objective Focus:
"Student will state the main topic, locate one supporting key fact, and interpret information from charts, photos, or diagrams in informational passages."
Access Skills (Low-To-No Academic)
- Gaze shift between non-fiction photo and reader upon vocal cue
- Touch or press an adaptive switch to select a relevant artifact
- Maintain attention for 30+ seconds while informational chart is shown
Entry Points (Modified Academic)
- Low: Match an informational photo to its topic label (e.g., frogs)
- Mid: Select 1 supporting fact explaining the topic from field of 3
- High: Identify the purpose of a text feature (caption, map, heading)
MCAS-Alt Portfolio Measurable Goal Sample:
"Given a modified informational article with visuals, [Student] will match 2 supporting facts to the correct topic heading with 75% accuracy and 80% independence across 2 assessment dates."
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Language, Writing & Portfolio Construction
MCAS-Alt Grade 3 ELA Requirements, Strands & Goal Syntax
State Guidelines Crosswalk
Strand 3: Language & Vocabulary (L.3.4, L.3.5)
Word Meaning & Categories
Access Skills
- Grasp and release object representing target vocabulary category
- Vocalize or use eye-gaze board to indicate "yes/no" when word is named
- Activate AAC switch to speak target academic core word
Entry Points
- Low: Sort vocabulary picture symbols into 2 categories
- Mid: Match common antonyms/synonyms using paired picture cards
- High: Determine meaning of unfamiliar word using visual context clue
Strand 4: Writing & Text Composition (W.3.1, W.3.2, W.3.3)
Opinion, Informative, Narrative
Access Skills
- Sustain grasp on writing implement/stylus for 15 seconds
- Trigger touch-screen or switch to select topic icon for writing piece
- Indicate preference between 2 writing paper textures or colors
Entry Points
- Low: Select 1 picture symbol representing an opinion ("I like ___")
- Mid: Compose a 3-sentence informational paragraph using word-bank/AAC
- High: Write personal narrative with opening, 2 event sentences & closure
Official MCAS-Alt Measurable Objective Formula
The Department of Elementary and Secondary Education (DESE) requires measurable objectives containing these 5 specific components:
1. Condition Given graphic organizer...
2. Student [Student Name]
3. Skill/Entry Pt will identify main idea...
4. % Accuracy with 80% correct...
5. % Independence and 100% independence
| Portfolio Component | DESE Requirement | Teacher Action Checklist |
|---|
| Baseline Evidence | 1 data point / work sample at start of school year | Must show student's prior performance level before instruction |
| Primary Evidence | At least 2 pieces of verified classroom work samples | Includes accurate % accuracy & % independence work descriptions |
| Independence Scoring | Prompts (verbal, gestural, physical) deduct from % Ind. | Accommodations (AAC, slant board) do NOT count as prompts |
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