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Standard Based IEP’s/MCA-M
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Overview
Why Standards Based IEPs? Eligibility for MCA-M MCA-M Decision Making PLAAFP Standards Goals Objectives
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Why Standards Based IEP’s
Required for students taking MCA-M beginning 2010-2011
Best Practice for all IEPs
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MCA-M is…
An alternate assessment based on modified achievement standards.
Designed to provide increased access to grade-level assessment tasks
Intended for students for whom the MCA-2 or MTAS is inappropriate
Has fewer response options than the MCA and structure is simplified but still meet the benchmarks
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MCA-M Eligibility
Students who were non-proficient in reading and/or math in two previous tests
Students who met or exceeded MTAS standards
State will provide list of eligible students Requires a Standards Based IEP before
Spring 2012 testing
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What if my student took the MCA-M?
Once a student is eligible for the MCA-M, they remain eligible for the MCA-M
IEP team makes decision whether to continue with the MCA-M or move to the MCA or the MTAS
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Accessing Student Test Data with Campus
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Accessing Student Test Data with Viewpoint
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ELA and MATH Standards
Use Current 2007 Minnesota Math 2003 ELA Standards (phased out after
this year) …or Common State ELA Standards phased
in for 2012-2013 Secondary may refer to Power
Standards
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PLAAFP
Present Level
Purposes:
-To provide a summary of baseline information that indicates the student’s academic achievement
-To identify strengths and weaknesses and to provide an explanation of how the disability affects the student’s involvement/progress in the general curriculum and their ability to meet grade level standards
-To identify student’s needs
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Present Level
Characteristics - Standards based - addresses the general education
curriculum
- Data driven- includes formal and informal data (MCA strand data, MAP, etc.)
- Understandable - uses clear, easily understood language that provides a snapshot of the student’s needs and strengths
- Measurable- written in terms that are observable, specific, and based on evidence
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Present Level
Student based needs Prioritize in relation to how they affect
involvement and progress in the general education curriculum
Ask…. “What prerequisite skills/knowledge does the student
need to close the gap between his/her present level and the grade-level content standards?”
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Present Level
DO NOT use the student’s exceptionality to explain how the disability affects involvement/progress in the general curriculum.
-Example of what NOT to write: Marcus’ learning disability affects his progress in the general curriculum. -Example of what to write:
Marcus’s weakness in applying strategies, such as making inferences and making complex predictions, affect his progress in comprehending sixth-grade literary materials.
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Present Level
Remember……
The present level of academic achievement and functional performance sets the stage for developing IEP goals.
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Annual Goals
Annual goals are related to needs summarized in the PLAAFP that directly affect involvement and progress in the grade level general education curriculum *For transition age student, annual goals should link up
with post-secondary goals (dream goals) and, in high school, the student’s four year course of study.
*Need to teach a specific skill.
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Developing Annual Goals
If a large number of needs are identified in the present level, the IEP team must consider how each need impacts the student’s progress in the general education curriculum.
Select the need that has the greatest impact on progress, and develop a goal to address that need.
May write goals based on state standards or benchmarks
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Objectives
When objectives are written, they must contain the following:– Content to be learned or skills to be
performed – Intermediate steps or targeted sub-skills
related to accomplishing the Measurable Annual Goal
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Adding Accommodations
What strategies, accommodations, and/or assistive technology can be successfully implemented in this student’s educational programming?
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Adding MCA-M to Easy IEP
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MCA-M testing statement
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Resources for Standards
•http://education.state.mn.us/MDE/Academic_Excellence/Academic_Standards/index.html
•http://thecenter.spps.org/
•Versions will also be sent via email as a .pdf •Hard copies of the Standards are available from your SERC