Completing the MAAECF The Case of Chris

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Completing the MAAECFThe Case of Chris
Dont know Why by Jesse Harris
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Chris Wright
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About Chris

• 14 year-old 8th grade student.
• He is a student with Downs Syndrome and qualifies
  as being significantly cognitively disabled.

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This Is My Resource Room Classmates Busy at Work
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I Am Doing My Math Work
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Math.Yikes!!
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I Love Lunch Time!
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I Also Love To Sharpen Pencils
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I Like Girls Too, Sometimes!
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Art Is One of My Favorite Classes
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Whew!! I Need A Soda
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Completing the MAAECF for Chris

• First Chriss teachers and parents completed the
  MAAECF Participation Checklist. The IEP team
  decided if Chris should take the alternate
  assessment or the MCT with or without
  accommodations.

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Participation Checklist Criteria
Question 1

• The students curriculum and daily instruction
  focuses on knowledge and skills significantly
  below his/her chronological grade level and
  focuses on content typical of that in the states
  expanded content standards document.
• Yes, in Chris case.

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Participation Checklist Criteria
Question 2

• 2. The students present level of educational
  performance significantly impedes participation
  and completion of the general education
  curriculum even with significant program
  modifications.
• Yes, in Chris case.

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Participation Checklist Criteria
Question 3

• 3. The student requires extensive, individualized
  direct instruction to accomplish the acquisition,
  application, and transfer of knowledge and
  skills.
• Yes, in Chris case.

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Participation Checklist Criteria
Question 4

• 4. The students difficulty with the regular
  curriculum demands is primarily due to his/her
  disabilities, and not to excessive absences
  unrelated to the disability, or social, cultural
  or environmental factors.
• Yes, in Chris case.

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IEP Goals/ObjectivesWriting

• Chris will improve functional writing skills.
• Given a writing assignment, Chris will write
  about the assigned topic using complete simple
  sentences with the support of teachers, using
  correct punctuation, spelling usage, and grammar
  for 4 out of 5 trials.
• Given lessons and daily practice in written
  language class, Chris will print personal
  information including home address, birth date,
  age, names of family members, and phone numbers,
  using proper form in 4 out of 5 trials.
• Given computer or word processor, Chris will
  generate or type in previously written stories,
  using proper spelling, format, sentence
  structure, and grammar in 4 out of 5 trials.

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IEP Goals/ObjectivesReading

• Chris will improve reading comprehension skills.
• Given a list of high frequency words, including
  basic survival signs, and food and restaurant
  items, Chris will decode 350 words at a rate of
  90 accuracy.
• When presented with a reading selection
  containing a large percentage of high frequency
  words, Chris will read silently and answer
  comprehension questions maintaining a level of
  80 accuracy.

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IEP Goals/ObjectivesMath

• Chris will improve basic computation skills
  involving money, time, and whole numbers.
• When presented with computation problems
  requiring the addition, subtraction,
  multiplication, and division of whole numbers,
  Chris will use a calculator to compute correctly
  the answers to problems at an average rate of 80
  accuracy.
• When presented with problems requiring the
  recognition of time, Chris will report correctly
  the answer to the 5 minute increment at an
  average rate of 80 accuracy.

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IEP-Aligned Item for IEP Writing Objective 1

• Language Arts Item52
• Student uses words, pictures, signs, or objects
  to create a message.

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First piece of evidence for IEP-Aligned Item (LA
52) Student uses words, pictures, signs, or
objects to create a message.
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Second piece of evidence for IEP-Aligned Item
(LA 52)
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IEP-Aligned Item for IEP Writing Objective 2

• Language Arts Item 41
• Student provides personal information upon
  request.

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First piece of evidence for IEP-Aligned Item (LA
41) Student provides personal information
upon request.
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Second piece of evidence for IEP-Aligned Item
(LA 41)
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Third piece of evidence for IEP-Aligned Item (LA
41)
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IEP-Aligned Item for IEP Reading Objective 1

• Language Arts 7
• Student recognizes and reads basic sight words.

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First Piece of Evidence for IEP-Aligned Item (LA
7)
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Second Piece of Evidence for IEP-Aligned Item (LA
7)
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IEP-Aligned Item for IEP Math Objective 1

• Math 47 Student can tell time to the hour and ½
  hour.

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First Piece of Evidence for IEP-Aligned Item
(Math 47)
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Second Piece of Evidence for IEP-Aligned Item
(Math 47)
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Student Results FormProficiency Scores from
Rater 1
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Reliable Scores Proficiency Level Decisions

• Steps to reliable scores Proficiency Levels
• 1. Rate all items (68 LA 59 Math).
• 2. Total scores up for LA Math.
• 3. Transfer scores to Overall Proficiency Level
  
• Decision Summary page and then make judgment
  about best proficiency level description.
• 4. Reliability checker reviews evidence, rates
  IEP aligned items, double checks individual total
  scores, makes independent judgments about best
  proficiency level.
• 5. Follow Inter-rater reliability guides
  (p.10 16)
• 6. Report reliable proficiency levels for LA
  Math

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What did Chris Special Education Teacher think
about his MAAECF?
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What Did Chris Mother Think Of The Alternate
Assessment?
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What did Chris think about the MAAECF?
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More on Alternate Assessments

• Chris case has served to illustrate the approach
  the Mississippi DOE is taking to meet the
  requirements of IDEA and NCLB to include all
  students in statewide assessments.
• For more information on alternate assessments,
  please refer to the MAAECF Administration
  Guidebook or contact the MS DOE at
  www.mde.K12.ms/maaecf. Thank you!

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Acknowledgements Thank you!

• We wish to acknowledge that the MAAECF could not
  have been developed without the dedicated efforts
  of the 23 member MS Alternate Assessment
  Workgroup.
• The Workgroup wrote the extended curriculum
  frameworks (MECF) and the collaborated with
• E R Assessments to design the MAAECF.
• Thanks for your attention and continued interest
  in the inclusion of students with significant
  disabilities into the states accountability
  system!

From this Moment by Shania Twain