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Parent Advisory Council Seven Hills Classical Academy May 10, 2012.

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Presentation on theme: "Parent Advisory Council Seven Hills Classical Academy May 10, 2012."— Presentation transcript:

1 Parent Advisory Council Seven Hills Classical Academy May 10, 2012

2 The Council of Chief State School Officers (CCSS) and the National Governors Association Center for Best Practices (NGA Center) June 2, 2012 Developed Kindergarten to grade 12 common core state standards on behalf of 48 states, two territories, and the District of Columbia English Language Arts and Mathematics standards represent expectations for student knowledge and skills that high school graduates need to master and succeed in college and careers Feedback from the general public, teachers, parents, business leaders, states, and content area experts

3 Align with college and work expectations Include rigorous content and application of knowledge through high- order skills Build upon strengths and lessons of current state standards Informed by top performing countries, so that all students are prepared to succeed in our global economy and society Evidence and/or research-based Please See Minnesota Academic Standards Grades K-12, Reading and Mathematics

4 In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening(English language arts), their instruction must incorporate supports and accommodations, including: supports and related services designed to meet the unique needs of these students and to enable their access to the general education curriculum (IDEA 34 CFR §300.34, 2004). An Individualized Education Program (IEP) which includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards. Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.

5 Required only if child is taking modified Minnesota Comprehensive Assessment (MCA-Modified) Best Practice to implement Standard Based IEP MCA-Modified Schools are responsible for meeting the educational needs of all students. Some students are unable to achieve grade-level proficiency due to their disability, and the MCA-Modified helps ensure that schools provide mathematics and reading instruction that will help these students learn grade-level content. Alternate assessment based on modified achievement standards for a limited group of students whose disability has prohibited them from attaining grade-level proficiency.

6 Measures mathematics and reading skills based on grade-level content standards. The assessment is less difficult than the Minnesota Comprehensive Assessments (MCA) taken by the general student population, and the expectations for achievement are less rigorous. Elementary and Secondary Education Act/No Child Left Behind requires that all students in public schools participate in the statewide assessment program. The MCA-Modified is provided for specific grades in reading (5-8 and 10) and mathematics (5-8 and 11). The MCA-Modified may be appropriate for certain students with Individualized Education Programs (IEP). Students may take the MCA- Modified in reading and/or mathematics instead of the MCA. The IEP team is responsible for determining how the student participates in statewide testing.

7 The grades 5–8 Mathematics MCA-Modified are aligned to the 2007 academic standards for mathematics. The grade 11 Mathematics MCA-Modified continues to be aligned to the 2003 academic standards. Reading The Reading MCA-Modified measures student understanding of fiction and nonfiction passages. The passages are generally shorter than in the MCA, and more of the passages are at the lower end of the readability range for each grade. Some items are embedded within the passage, and items referring to the entire passage appear at the end. Mathematics The Mathematics MCA-Modified items are accompanied by graphic support when appropriate. The reading load is reduced, and for grades 5-8, read-aloud support is available via the computer. Formulas are provided in the items or on a separate formula sheet.

8 Step 1: Consider the grade-level content standards in which the student is enrolled or would be enrolled based on age. What grade-level content standard(s) does the student need specialized instruction in (based on disability need)? What is the intent of the content standard? What is the content standard saying that the student must know and be able to do?

9 Step 2: Examine classroom and student data to determine where the student is functioning in relation to the grade-level standards (present levels of academic and functional performance). Interim assessments, Measures of Academic Progress, Minnesota Comprehensive Assessments (MCAs), informal reading assessments How does the student’s disability affect participation and progress in the general curriculum? What supports does the student need to learn the knowledge and attain the skills to progress in the general curriculum?

10 Step 3: Develop measurable annual goals aligned with grade-level content standards. Step 4: Identify specially designed instruction including accommodations and/or modifications needed to access and progress in the general curriculum.

11 See examples.

12 Minnesota Department of Education Search: Academic Standards National Association of State Directors of Special Education

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