Announcements

MCCPTA Special Education Committee Meetings and other helpful Special Education Resources

Upcoming Workshops & Seminars (Sept. 2008 - May 2009)

IMPORTANT INFORMATION ON HIGH SCHOOL ASSESSMENTS
[9/08] General Information, including testing calendar and access to MCPS Online HSA practice questions go to http://www.montgomeryschoolsmd.org/curriculum/hsa/

How can students meet the High School Assessment (HSA) testing requirement? http://mdk12.org/assessments/high_school/index.html
Beginning with the graduating class of 2009 (entered Grade 9 in 2005), a student must pass the Maryland High School Assessments for English (English 10), Algebra/Data Analysis (Algebra 1), Biology, and Government (NSL Government). These tests are generally taken in the 9th and 10th grade.

Options for meeting the HSA testing requirement are as follows:

1. Pass each of the four HSA tests or substitute test listed below:

2. Combined-Score Option - Earn a combined total of 1602 points across the four exams to meet the testing requirement. This option allows students to offset lower performance on one test with higher performance on another.

3. Complete an approved project under the Bridge Plan for Academic Validation - Students who have not passed an HSA (including a mod-HSA) after taking the test twice and meets eligibility criteria, including locally-administered or approved assistance, can complete one or more project modules in the content area. The projects modules will be submitted to a local review panel and the local superintendent for approval. For additional Information on the Bridge Plan for Academic Validation, got to
http://mdk12.org/assessments/high_school/index_b2.html

Test Accommodations – Students with a disability are entitled to the approved testing accommodations provided in their IEP or 504 plan when taking the Maryland HSA exams. See the Maryland Accommodations Manual for more information http://mdk12.org/share/pdf/AccommodationsManual.pdf

Grading & Reporting - Special Education
Frequently Asked Questions #4
November 22, 2005

1. For both report cards, if a student has an IEP, what is the process used for making adjustments?

the expectation in early grades continues to be that schools and teachers will target on- or above- grade-level curriculum while providing appropriate instructional support and required accommodations. In cases in which a special education student with an IEP is not yet ready for grade-level expectations, the teacher should use scaffolding and accommodations to address below grade-level objectives that are aligned with grade-level expectations. It will be rare for a Grade 2 student to have essential learnings assigned below the grade of
enrollment. It will be extremely rare for a Grade 1 student to be assigned K objectives. In either case, compelling evidence must exist before such a decision is made. In the rare cases when the student is being instructed and assessed on below-grade-level essential learnings or objectives, and it is documented on the IEP as determined through the IEP process, grades will be based on the adjustment. (NOTE: Schools using the old report card will use O, S, and N based on the adjustment, and the student will be marked below-grade-level.)

2. If we already know a student cannot meet his/her grade level expectations as documented on the Individualized Education Program (IEP), why are we grading them on these expectations?

The IEP team may convene for the purpose of determining if a grade level adjustment is needed in mathematics and/or reading. If the IEP team determines that a grade level adjustment is warranted, the student will be instructed, graded and assessed on his/her instructional level.

3. On the new report card, will the reading essential learnings for a second grade student adjusted to first grade reading essential learnings appear?

No, second grade special education students receiving reading instruction on the first grade level, as documented on the IEP, will be issued a second grade electronic report card. The student will receive the text level for the reading level and a "NE" indicating not enough evidence to inform the parent of the student's progress in relationship to grade-level expectations. The teacher will complete and attach a hard copy of the first grade essential learnings to the electronic report
card, to provide the parent with accurate information regarding the
student's performance on the adjusted essential learnings.

4. If you have a second grade student working on first grade math objectives documented by the IEP team, what assessment is given, first or second grade?

Special education students will be instructed, assessed, and graded on their instructional levels as documented on the IEP.

5. On the new report card, how can students with disabilities who are being instructed, assessed and graded on the kindergarten objectives be graded using the electronic system?

Special education students accessing the kindergarten objectives will
receive an electronic report card representing the grade level they are assigned. These students will receive a "NE" on their report card to reflect the students' performance in relationship to grade-level expectations. The kindergarten objectives for reading and mathematics will be attached to the electronic report card for the student.

6. Special education teachers already have diagnostic assessment data that is more valuable than the report card data, so why do we have to use it?

The diagnostic assessment data delineated on page 1 of the IEP is a valuable source of information that contributes to the development of
standards-referenced IEP goals and objectives. However, for the purpose of grading and reporting, grades must be based upon current measures of student progress and achievement within the marking period. The collection of data during this period will ensure that the grades earned are an accurate representation of what the student has learned and is able to do.

7. If you are using the Horizons reading program, how do you convert the data to get the student's reading level?

Teachers will maintain running records on a monthly basis to determine the student's reading level.

8. Can teachers get the essential learnings for Grades 3, 4, & 5 so that
they can get the IEPs written for the next year?

No, the essential learnings have not yet been developed for Grades 3, 4, & 5.

9. How are grades standardized if teachers can create their own T1 and T2?

The essential learnings, the rubric and checklists, and the T3 are
standardized. However, students with disabilities who require accommodations and modifications, may be assessed in a variety of ways to demonstrate their knowledge and understanding of the content. The information and data collected can serve as the T1 and T2. (POSTED 12/22/05)