11 th Grade Michigan Merit Examination 2010 compared to 2012. 11 th Grade Michigan Merit Examination 2010 compared to 2012 Number of Students Assessed. 11 th Grade Michigan Merit Examination 2010 compared to 2012 Percentage at Levels 1&2.
11th Grade Michigan Merit Examination 2010 ,2011,2012 Percentage Not Proficient
Present Level of Academic Achievement and Functional Performance
Special Education Departmental Meeting
October 1, 2012
What is the purpose of the PLAAFP?
(What are the most important barriers to performance on the standards?)
(to the greatest extent possible)
(less than a year old)
Justin’s performance is below average in the areas of reading comprehension and spelling. Justin’s scores on the ________test are _________ . Poor word analysis and comprehension strategy skills continue to negatively impact performance on allgrade level tasks. Attention, concentration, focus and work habits also continue to negatively impact daily performance. Justin has a tendency to rush through his work and needs frequent reminders to slow down and work for quality and accuracy. This affects grades in all classes. Testing accommodations include _______
Identify specific areas of Educational Need
Include Baseline Data (for each area of need)
Describe the Starting Point for Instruction
Providea statement of how the disability affect’s progress in the general curriculum and on goals
Identify appropriate assessments and accommodations that correlate with student needs
Grade Level Expectation
What the student needs to know and be able to do at their age/grade level
Identify the concepts and skills for the standard that aligns with the student’s area of need
Select goals that are related to grade level content standards
Limit your goals to a number that is achievable (2-3 Goals )
Include at least two objectives for each goal
Select goals of high priority
Don’t include goals outside of eligibility areas
Don’t write entire content standards as objectives
Don’t write more goals & objectives than you are able to teach and assess
Don’t choose goals that are of low priority
Johnny exhibits low average cognitive ability. Deficits in reading, math calculation, and written expression impact his learning in the general curriculum. He is unable to complete the expected assignments, therefore grades are affected. Johnny also exhibits some anxiety and self-esteem issues that impact his functioning. On the ______ test, Johnny received the following scores: ______Testing accommodations include __________________
What are the deficit areas?
How many goals should you probably have?
How many Objectives?
At least 2 for each goal