“A well-designed IEP can change a child’s schooling experience from one of repeated failures,...
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Transcript of “A well-designed IEP can change a child’s schooling experience from one of repeated failures,...
“A well-designed IEP can change a
child’s schooling experience from one
of repeated failures, loss of self-
esteem, and limited options to one of
achievement, directions, and
productivity”. . . . Bateman & Linden
Students Opportunity to
achieve at higher academic levels
Access to same standards as peers
Increases student engagement
Teachers Teach to the standards Provides a scope and
sequence Presents a clear
picture of student’s current level based on data
Common language with gen ed
MDE training Developed PowerPoint to explain SB
IEPs Members of Due Process Committee
provided information to teachers to start writing SB IEPs
Standards-based IEP implemented because of MCA-modified
No consistency with implementation
Future of Standards-Based IEPs
By June 2013, the District-wide
goal is for every K-12 student
with reading needs, identified
through evaluation and
documented on their IEP, is to
have a standards-based IEP.
By June 2014, the District-wide goal
is for every K-12 student with
reading and/or math needs,
identified through evaluation and
documented on their IEP, is to have
a standards-based IEP.
Everything you wanted to know
and more. . . . . .
Isn’t this the same as Profile of
Learning?
Replaced with MN academic
standards (5 core areas) &
supplemented with benchmarks,
2003 (now referred as Common
Core State Standards 2010)
Graduation Rule
Basic Skills Test
10 learning areas
HS students had to
complete 24 out of
48 content
standards
Common Core academic standards
Grade-level benchmarks
MN Comprehensive Assessment (3-8)
Graduation Required Assessment for Diploma (GRAD)
Isn’t this only for students who
take the MCA-modified?
Yes. MDEs directive:
To be eligible for the MCA-Modified, you
must have a standards-based IEP,
demonstrate persistent low performance
on the MCA for two consecutive years,
and instruction on grade level standards.
This is Best Practice
The district-wide goal is for all K-12
students with a disability with
reading needs identified through an
evaluation and documented on their
IEP with goals and objectives.
How do you write a standards-
based goal for a student who is
13 and reading at a 2nd grade
level and is eligible for the MCA-
modified?
Attend training at your site during workshop week.
Ongoing support throughout the year.
If the student is taking the MCA-
modified, the student’s goal would be
the standard and the objectives would
be the benchmarks to bridge the gap
between where the student currently
is and how you move forward.
Student will increase ability to
determine main idea of a text from
not identifying the main idea to a
level of consistent responses 4 out of
5 opportunities.
This is a standard for all grade levels.
The benchmarks would be at the student’s instructional level.
Example: Given a reading passage at his instructional level, student will be able to identify the main idea four out of five attempts as recorded in observation log and student work samples by May 27, 2013.
My IEP’s are quite good. Why
do I need to change to a
standards-based IEP?
Research and experience demonstrates
that education of children with
disabilities can be made more effective
by having high expectations and
ensuring access to the general
curriculum (standards) to the
maximum extent possible.
Where can I find the time to
become familiar with reading
standards?
Great bedtime reading material
Attend the training during workshop week
Do I need to write standards-
based goals & objectives for
behavior, communication, or
social skills?
No. Standards-based goals and
objectives are only for reading
needs identified through
evaluation.
If I have a student that is
reading at grade level, do I need
to write a standards-based goal
for reading?
No. The student would need to
have an identified reading need
through evaluation.
What expectations do you have
for a Program
Facilitator/Reading
Specialist/Due Process
Facilitator to support staff?
Knowledge of standards & benchmarks and where to find them
Problem-solve prioritizing standards & benchmarks with staff
A point person to assist staff
Survey on google docs for all instructors, Program Facilitators, and Reading specialists
Based on survey results, training designed for individual needs of staff and site.
Training will occur during workshop week.
Monthly training for all staff
Weekly drop-in sessions
Standard-Based IEP resource materials purchased for each site