Announcements

MCCPTA SPECIAL EDUCATION COMMITTEE MEETINGS FOR 2007-2008
Please Note: All meetings will be held in the Cafeteria at the Carver Educational Services Center (850 Hungerford Drive, Rockville, Maryland 20850) from 7:30 p.m. to 9:00 p.m.

Wed, October 10, 2007 – Annual Kick Off Meeting and Orientation Session.

* PTA Special Education Chairs will have an opportunity to meet MCPS Special Education staff and learn about their role as a PTA Special Education Chair for their respective school(s).

Wed, Nov 14, 2007 – Panel Discussion of Home School Partnership & Communication.

* This session will focus on improving the home-school partnership. Effective communication among teachers, school administration, students and parents is critical for student success. Come listen to what the "experts" have to say on this topic.

Wed, Jan 9, 2008 - Transitioning from School to Employment.

* This meeting will focus on preparing young adults with disabilities for careers.

Wed, Feb 6, 2008 - Reserved for Secondary Learning Center Update.

Wed, Mar 12, 2008 – Rick Lavoie Video Showing and Discussion, "It's So Much Work to be Your Friend: Helping the Learning Disabled Child Find Social Success".

* Join us as we learn practical strategies to help children navigate the social situations they face in school, home, and community.

* Look for a more detailed schedule, including contact information, around mid-August.

Jennifer Zaranis <mailto:jennifer.zaranis@verizon.net> , MCCPTA Special Education Committee Co-chair email: jennifer.zaranis@ <mailto:jennifer.zaranis@verizon.net> verizon.net

FREE SEMINAR WITH LARRY SILVER
Larry Silver is a well known local expert on children with learning disabilities.

From another Listserv: Please join us for an evening with...
Dr. Larry B. Silver, MD
Clinical Professor of Psychiatry at Georgetown University and Author of "The Misunderstood Child:A Guide for Parents of Children with Learning Disabilities" will speak on the …

"Social and Emotional Problems Often Seen With Individuals with Learning Disabilities "

Dr. Silver will review the literature of what is called "a continuum of neurologically-based disorders" often found with individuals who have learning disabilities. These disorders include Attention Deficit/ Hyperactivity disorder, anxiety disorders, anger-control problems, obsessive –compulsive disorder, tic disorders, and Bipolar disorder. He will describe each, discussing how they are recognized and diagnosed as well as how they are treated.

DATE: Monday, October 1, 2007
TIME: 7:30 – 9:00 PM
LOCATION: Reservoir High School
RT. 216, Fulton, Maryland

Admission is FREE
Co-sponsored by:

Howard County Public School System: www.hcpss.org <http://www.hcpss.org/>
Learning Disabilities Association of America – HC Chapter:
www.ldaamerica <http://www.ldaamerica/> .org
IDL -- Individual Differences in Learning Association:

IMPORTANT INFORMATION ON HIGH SCHOOL ASSESSMENTS
http://www.montgomeryschoolsmd.org/curriculum/hsa/

High School Assessment Information (HSA)

Beginning with the graduating class of 2009 (entered Grade 9 in 2005), a
student must pass the Maryland High School Assessments for English 10,
Algebra 1, Biology, and National, State, and Local Government.

Graduating classes of 2007 and 2008 must take the tests, but are not
required to pass.

* Basic Information:
* What are the four Maryland High School Assessments?
<http://www.montgomeryschoolsmd.org/curriculum/hsa/faq.shtm#fourassessments>

* When do students take the HSA?
<http://www.montgomeryschoolsmd.org/curriculum/hsa/faq.shtm#takehsa>

* Can students take the test again if they do not pass the first time?
<http://www.montgomeryschoolsmd.org/curriculum/hsa/faq.shtm#takeagain>

* What are needed to pass the HSA?
<http://www.montgomeryschoolsmd.org/curriculum/hsa/faq.shtm#passhsa> scores

* Testing Calendar (PDF)
<http://www.montgomeryschoolsmd.org/curriculum/hsa/pdf/Testing_Calendar_2005
-06_through_2009-10.pdf>

* January '07 Testing Window
1/08/2007 - 1/11/2007

More information at URL

http://www.montgomeryschoolsmd.org/curriculum/hsa/

(POSTED 11/6/06)

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MARYLAND DEPARTMENT OF DISABILITIES
ANNUAL STATE PROGRESS ANALYSIS
EXECUTIVE SUMMARY
SEPTEMBER 2006
CLICK HERE

(POSTED 11/1/06)

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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)

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