“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