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… 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
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
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
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
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
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
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?”
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.
Present Level Remember…… The present level of academic achievement and functional performance sets the stage for developing IEP goals.
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.
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
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
Adding Accommodations What strategies, accommodations, and/or assistive technology can be successfully implemented in this student’s educational programming?
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