Hey! This blog stuff works! Thanks to Cindy H., Scott M., & Kevin M. for your coaching & making this a reality.
Last Ed blog contained a request to help out an Elementary Principal (old hockey player) that essentially moved into the AYP penalty box. He was looking for other Principals that had worked on the AYP issue.
A number of you responded & we forwarded those contacts to him. He made contact w/ two Principals who really helped out.
Next challenge: That Principal has now moved to a more specific request for assistance as identified in an e-mail to me:
Hey Bruce,
Always great to chat with you. Our specific issue is special education students not making adequate progress.
Here are some areas we are considering in our process:
1. Classroom and special education teachers must own their IEP students.
2. Parent and family support of students not making progress is a must.
3. After school EXCEL program to support only students not making progress.
4. Is the curriculum used for students on IEP's effective?
5. Close progress monitoring of students.
6. Should some students not making progress take the alternate MTAS assessment?
7. Are students receiving enough eyeball to eyeball time (w/ teachers)?
Hope this helps..keep me in the loop with your progress.
Take care,
(Name)
Please respond to this blog & let us know if you have some ideas or proven strategies to address any of those opportunities for improvement. Let's get some best practice ideas up for other educational leaders to review.
Thanks in advance & take care!
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1 comment:
Regarding the question the principal posted about whether or not they should consider giving the MTAS to students not making progress. Not sure if this refers to not making progress on the MCA-II or other measures.
There is pretty specific criteria for which students should take the MTAS instead of the MCA. That determination is made by the IEP team and it should not be made as a result of how the student is doing on the MCA. See your spec. ed. coor/director for this criteria if you need the criteria.
The MTAS score is an AYP score for the students taking the MTAS. MTAS scores count for AYP. (lots of additional complicated info could go here). If a district over-identifies students for the MTAS, it may have an inadvertent negative affect on AYP results. But mostly, if you over-identified MTAS kids, it could likely raise a flag somewhere.
This may not be of any help, whatsoever - I just thought some MTAS clarification might help because I get a lot of MTAS questions.
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