ALT-MSA

Overview    The federal No Child Left Behind Act (NCLB) of 2001 requires that all students be assessed and that students receive an individual score in reading and mathematics in grades 3-8 and a high school grade. The Individuals with Disabilities Education Act (IDEA) 1997, also requires that states provide an “alternate assessment” when implementing statewide accountability systems. An alternate assessment is an assessment designed for students with significant cognitive disabilities who are unable to participate in a regular assessment, even when accommodations are provided.  In Focus 2013 ALT-MSA Handbook Students with disabilities in grades 3-8 and 10 must participate in either MSA or ALT-MSA. The decision for which assessment is appropriate for an individual student is made by each student’s IEP team. In Maryland, students with disabilities participate in either the Maryland School Assessment (MSA) in reading, mathematics and science (with or without accommodations, as appropriate) or in the Alternate Maryland School Assessment (ALT-MSA), as determined by the student's Individualized Education Program (IEP) Team. The MSA is administered to students in grades 3-8 and 10 and tests students' attainment of grade level objectives in reading and mathematics. In addition, the Alt-MSA measures a student's attainment of science Mastery Objecitves in grades 5, 8 and 10. Students with significant cognitive disabilities who cannot participate in the MSA and the MSA/Science, even with accommodations participate in ALT-MSA. ALT-MSA assesses student attainment of their instructional level reading, mathematics and science mastery objectives that are aligned with grade level Maryland Content Standards. ALT-MSA Participation Guidelines The Alt-MSA participation criteria are described below: Alt-MSA participation criteria. Students with disabilities in grades 3-8 and 10 must participate in either MSA or Alt-MSA. The decision for which assessment is appropriate for an individual student is made by each student's IEP Team. A student with a significant cognitive disability will participate in Alt-MSA if he or she meets each of the following criteria: The student is learning (at emerging, readiness, or functional literacy levels) extended Maryland reading and extended Maryland mathematics content standards objectives. AND The student requires explicit and ongoing instruction in functional skills. AND The student requires extensive and substantial modification (e.g., reduced complexity of objectives and learning materials, and more time to learn) of general education curriculum. The curriculum differs significantly from that of their non-disabled peers. They learn different objectives, may use different materials, and may participate in different learning activities. AND The student requires intensive instruction and may require extensive supports, including physical prompts, to learn, apply, and transfer or generalize knowledge and skills to multiple settings. AND The student requires extensive support to perform and participate meaningfully and productively in daily activities in school, home, community, and work environments. AND The student cannot participate in the MSA even with accommodations. Students not meeting the criteria above will participate in the MSA, with or without accommodations, as appropriate, based on their IEP.  http://marylandpublicschools.org/MSDE/testing/alt_msa/

Are Special ed students more importan????

I am posing this questions are special education students more important then regular students?

Early Detection with Autism

Early detection is hug in life whether it has to deal with learning disabilities, disease or illnesses.  The earlier you can catch it the better of the individual will be able to deal with it and be successful.  Science and technology have come such a long way to help these individuals to lead a normal life.

Now when it comes to dealing with early detection in Autism, as of right now there is no way to tell if a baby has Autism.  Usually, the earliest detection age is between 2 and 3.  Now obviously there are detections later in life and the student usually often struggles academically and socially.

Students with Autism often have a hard time socially and if the students parents are able to detect this learning disability early, this will go a long way in helping the student socially.

Why isnt my Autism teenager just a normal teenager?

Yesterday I talked about Autism and relationships, today I would like to talk about how many parents come into my office because of a concern over one of their child's behaviors.  For example a parent will come in and say "John told me that he hated me last night and he just wanted to be left alone in his room."  This is obviously just one of many things that parents give me.  The very first thing I tell them is that "Every teenage goes through these fazes whether they have a disability or not."  It is very important for us as parents, teachers and friends to remember that while some teenagers have Autism they are still teenagers.  They will go through puberty, having a lot of friends, not having a lot of friends, loving their parents, hating their parents, dress like a skater one day, be a jock the next.  It is important not to overreact and to always sit back and think this child with Autism is still a child and they are learning their way through life.  Each life will have its ups and downs.  It is important we do not overreact and to talk to other people, because your child might be doing the same thing your neighbor is doing.

Be positive and always share what you are going through with others.

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