11 th Grade Michigan Merit Examination 2010 compared to 2012

1. 11th Grade Michigan Merit Examination 2010 compared to 2012

3. 11th Grade Michigan Merit Examination 2010 compared to 2012 Number of Students Assessed

4. 11th Grade Michigan Merit Examination 2010 compared to 2012 Percentage at Levels 1&2

5. 11th Grade Michigan Merit Examination 2010 compared to 2012 Percentage at Level 1

6. 11th Grade Michigan Merit Examination 2010 compared to 2012 Percentage at Level 2

7. 11th Grade Michigan Merit Examination 2010 compared to 2012 Percentage at Level 3

8. 11th Grade Michigan Merit Examination 2010 compared to 2012 Percentage at Level 4

9. 11th Grade Michigan Merit Examination 2010 ,2011,2012 Percentage Not Proficient

10. Present Level of Academic Achievement and Functional Performance Special Education Departmental Meeting October 1, 2012

11. Video • http://www.youtube.com/watch?v=LWNYnVFL2Cc&playnext=1&list=PL20A54EE7EB7656E5&feature=results_main • `

12. What is the purpose of the PLAAFP?

13. The PLAAFP is a narrative summary that… • Documents current achievement level as it relates to the general curriculum • Identifies the gaps between a student’s actual performance and expected performance on grade level skills • Identifies how a student’s disability areas affect his/her educational needs • Describes what types of supports and/or services a student needs • Serves as the foundation for developing goals and objectives for a student

14. A well written PLAAFP will… • 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

15. Information in the Present Level Statement Should… • Be Simple and Concise (What are the most important barriers to performance on the standards?) • Be Objective (to the greatest extent possible) • Be Expressed in Measurable Terms • Be easily understood by all team members (parents too!!) • Use current information (less than a year old)

16. PLAAFP Statements: Areas of Concern • Language – acronyms and technical terminology is difficult to understand • The Amount of Information Included • Some include irrelevant information- Too much information • Some don’t include enough information- don’t have supporting data • Some include random information – Identify concerns that have no impact on progress in the curriculum • Statements of Opinion/Making Judgments • “Tommy is a good boy.” • No Data to support • Service Provider “suggests” impairment in other eligibility areas

17. A Sample PLAAFP Sample PLAAPF Criteria 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

18. Goals & Objectives

19. Bridging the Gap Grade Level Expectation

20. Process for Determining Goals & Objectives • Identify the Standards for student’s area of need. What the student needs to know and be able to do at their age/grade level • Unwrap the standard. Identify the concepts and skills for the standard that aligns with the student’s area of need • Decide what Concepts the student needs to know to reduce the gap. • Choose the Skills that will drive the goals and objectives.

21. The Student’s Goals • Should address skills the student needs in order to progress in the grade level content expectations. • Should be aligned to the Priority Expectations. • Should be sequential, measurable, attainable. • Should start at the grade level in which the student is enrolled and scaffold down if needed. Starting at performance level and moving up does not necessarily bridge the gap.

22. IEP Goal Requirements • Only write goals and objectives within the specified eligibility areas. • You must have an annual goal for each identified deficit area. • For each goal, you should identify enough objectives to direct your teaching for 1 year. You must have at least two objectives per goal. • Each goal must be measurable • Goals should be challenging and achievable in 1 year • Goals need to align with the PLAAFP, programs & services, and transition plan(if applicable)

23. Parts of a Goal • Content Area Strand • READING • The Goal Statement • The student will develop/increase reading comprehension skills. • At least 2 Objectives –(lead to achieving the goal) • R.CM.02.EG06 Begin to map story elements within a text… (by identifying the Title and main characters ). • R.CM.02.EG03 (Using a scribe)….Retell up to three events from familiar text using their own words or phrasing • Criteria for Measuring Progress (for each objective) • Evaluation Procedure- Completion • Criteria – 3/4 times /trials • Schedule – Quarterly

24. When Modifying Goals Make Sure…. • The goals are still related to the Curriculum Standards at the appropriate level • They are achievable in one year • Objectives are specific and measurable so students can show progress toward the goal • To indicate accommodations/conditions to access the goal • Using a picture response board… • When provided sentence stems…. • Using a scribe…

25. Keep in Mind You MUST… • Follow what is written on the goal page: • Evaluation procedure • Evaluation Criteria • Evaluation Schedule • Record and retain data for the duration of the current IEP in effect. • Retain data from previous IEP if you are carrying over the objectives. (May be purged if new goals and objectives are written). • Use the data to drive instruction!

26. We are Accountable for the Goals we Set.. Do Don’ts 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

27. Making Application Sample PLAAPF Questions 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? Reading Math Calculation Written expression Affective-Social Work? How many goals should you probably have? Four How many Objectives? At least 2 for each goal

28. Questions