Standards-Based IEP PowerPoint

Standard Based IEP’s/MCA-M
Why Standards Based IEPs?
 Eligibility for MCA-M
 MCA-M Decision Making
 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
MCA-M Eligibility
Students who were non-proficient in
reading and/or math in two previous
 Students who met or exceeded MTAS
 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
Accessing Student Test Data with Campus
Accessing Student Test Data with Viewpoint
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
Present Level
-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
-To identify student’s needs
Present Level
- Standards based - addresses the general education
- 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
“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
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
*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
When objectives are written, they must
contain the following:
– Content to be learned or skills to be
– 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?
Adding MCA-M to Easy IEP
MCA-M testing statement
Resources for Standards
•Versions will also be sent via email as a .pdf
•Hard copies of the Standards are available from your SERC

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