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Standard Based IEP’s/MCA-M

Standard Based IEP’s/MCA-M. Overview. Why Standards Based IEPs? Eligibility for MCA-M MCA-M Decision Making PLAAFP Standards Goals Objectives. Why Standards Based IEP’s. Required for students taking MCA-M beginning 2010-2011 Best Practice for all IEPs. MCA-M is….

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Standard Based IEP’s/MCA-M

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  1. Standard Based IEP’s/MCA-M

  2. Overview • Why Standards Based IEPs? • Eligibility for MCA-M • MCA-M Decision Making • PLAAFP • Standards • Goals • Objectives

  3. Why Standards Based IEP’s • Required for students taking MCA-M beginning 2010-2011 • Best Practice for all IEPs

  4. 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

  5. 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

  6. 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

  7. Accessing Student Test Data with Campus

  8. Accessing Student Test Data with Viewpoint

  9. 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

  10. 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

  11. 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

  12. 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?”

  13. 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.

  14. Present Level • Remember…… The present level of academic achievement and functional performance sets the stage for developing IEP goals.

  15. 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.

  16. 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

  17. 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

  18. Adding Accommodations • What strategies, accommodations, and/or assistive technology can be successfully implemented in this student’s educational programming?

  19. Adding MCA-M to Easy IEP

  20. MCA-M testing statement

  21. 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

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