 “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 2 nd 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