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Title 1, 504’s and IEP’s

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Title 1, 504’s and IEP’s are unique academic programs and mandated by separate government offices. If you have a child who requires special education, it is absolutely essential that you comprehend the difference between Title 1, 504’s and IEP’s. Understanding them is important so that you can be an effective advocate for your child. Check back here over the next several days for specifics about each program.

For helpful advice and support throughout the entire Title 1, 504 and IEP process, contact Y3K Tutor In Your Home today! We have helped many families receive the educational support they need.

Title I

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Title I is part of the No Child Left Behind Act of 2001. It is a collection of federal laws that are designed to improve the achievement of public school students. Title 1 allows schools to receive additional funding for specific Title I programs and in turn are held accountable for showing marked improvement in those areas. The schools must then prove to the government that the extra money spent resulted in student advancement. The school’s general education department is in charge of Title I programs.

For helpful advice and support for Title 1 students , contact Y3K Tutor In Your Home today! We have helped many families receive the educational support they need.

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MCAS English Writing / Composition Scoring Rubric

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Scoring Guides for MCAS English Language Arts Composition

Below is the official MCAS English Language Arts Composition scoring rubric. For help passing this MCAS English writing test, contact Y3K Tutor In Your Home today! We have helped many students receive high scores on these writing prompts.

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Student compositions that do not address the writing prompt will be deemed non-scorable, earning them a 0 out of a possible 12 points for topic development and 0 out of a possible 8 points for standard English conventions.

Scoring Guide for Topic/Idea Development

Score Description

6

Rich topic/idea development

Careful and/or subtle organization

Effective/rich use of language

5

Full topic/idea development

Logical organization

Strong details

Appropriate use of language

4

Moderate topic/idea development and organization

Adequate, relevant details

Some variety in language

3

Rudimentary topic/idea development and/or organization

Basic supporting details

Simplistic language

2

Limited or weak topic/idea development, organization, and/or details

Limited awareness of audience and/or task

1

Little topic/idea development, organization, and/or details

Little or no awareness of audience and/or task

Scoring Guide for Standard English Conventions

Score Description

4

Control of sentence structure, grammar and usage, and mechanics (length and complexity of essay provide opportunity for student to show control of standard English conventions)

3

Errors do not interfere with communication and/or

Few errors relative to length of essay or complexity of sentence structure, grammar and usage, and mechanics

2

Errors interfere somewhat with communication and/or

Too many errors relative to the length of the essay or complexity of sentence structure, grammar and usage, and mechanics

1

Errors seriously interfere with communication AND

Little control of sentence structure, grammar and usage, and mechanics

Educational Rights

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You have many rights when advocating for the best possible education for your child. Under federal and state law you have the right to:

  • Request and receive a free evaluation by the public school if you think your child has a problem affecting progress in school. Assessment can be done in all areas of concern including vision, hearing, social/emotional/behavior, language, and motor skills.
  • Have your child evaluated for the potential to benefit from assistive technology.
  • Obtain an independent evaluation by an approved provider should you not agree with the school’s findings.
  • Approve or decline all evaluations that are proposed for your child.
  • Request and receive copies of all evaluations two school days before the Team meeting to develop the IEP (Individualized Education Plan).
  • Attend and participate in all meetings where the IEP is developed.
  • Participate in transition planning for your child beginning the year he/she turns 14.
  • Bring a friend, professional, advocate, or attorney to all meetings.
  • Receive a clear explanation of evaluation summaries.
  • Meet whenever necessary with any school staff working with your child and reconvene the team at any time.
  • Reject part or all of the IEP, including parts that are missing.
  • Review and inspect your child’s record.
  • Participate in the decision to remove your child’s IEP or 504 Plan.
  • Mediation to resolve differences with the school district regarding services for your child.

For helpful advice and support, contact Y3K Tutor In Your Home today! We have helped many families receive the educational support they need.

MCAS English Writing Prompt Scoring

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Grade 10 English MCAS writing prompts are scored based on two components.

Topic Development

For topic development, students are scored based on a six-score point scale, with students receiving from 2 to 12 points. Points are earned based on how complete the student answers all parts to the multiple part question. It also includes how well the writing uses supporting details and focus to answer the question.

Standard English Conventions

For Standard English conventions, students are scored based on a four-point scale, with students receiving from 2 to 8 points. Points are earned based on proper grammar and punctuation.

Both scores are added together. The maximum score a student can receive is 20 points. For help receiving the highest MCAS test scores possible, contact Y3K Tutor In Your Home today! We have helped many students receive high scores on these tests.

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MCAS Test Questions

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The MCAS tests have four types of questions.

Multiple-Choice Questions

The multiple-choice questions are included on all but the English Composition tests and have students choose one answer from four given answers. These types of questions are machine-scored.

Short-Answer Questions

MCAS short-answer questions are only on the math tests. They require the student to give a short numerical answer or a brief statement.

Open-Response Questions

Open-response questions are included on all MCAS tests but the English Composition and grade 3 math tests. They require students to generate their own responses. Students create a one-two paragraph response in writing or in the form of a narrative, chart, table, diagram, illustration, or graph, as appropriate. Students can receive up to four points for each open-response question.

Writing Prompts

Writing prompts are included only on English Composition tests and require students to respond by creating a written composition. Usually students answer a multiple part question in paragraph form.

For help passing the MCAS tests, contact Y3K Tutor In Your Home today! We have helped many students receive high scores on these tests.

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NHS Friends of Music – Needham, MA

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Budget cuts are felt throughout the Needham, MA school system, but they especially affect music programs. NHS Friends of Music strives to inspire students’ passion for music and to help maintain the excellence of the Needham High School music programs. Through Y3K Tutor In Your Home’s generous WinterFest Silent Auction donation and your support, Needham High School students can receive educational grants, travel assistance to music program opportunities and funds for uniforms. When attending the NHS Friends of Music’s WinterFest Silent Auction on December 2, 2011 located at Needham High School, remember to look for our donation.

MCAS Needs Improvement: Questions and Answers

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We are often asked questions about the MCAS Needs Improvement score. Below you will find the most common questions and answers pertaining to this score.

Question 1: “If a high school student gets a Needs Improvement score on an MCAS test, do they pass?”

Answer: “No they do not officially pass the test at that moment.”

Question 2: “If my student receives a Needs Improvement score on an MCAS test, will they fail and not be allowed to graduate?”

Answer: “They need to be tested again in 11th and 12 grade AND continue to take classes in that subject area. As long as they pass the English and/or math high school classes in 11th and 12th grade, they will be allowed to pass the MCAS test and graduate from high school.”

For help passing the MCAS tests, contact Y3K Tutor In Your Home today! We have helped many students receive high scores on these tests.

https://www.y3ktutorinyourhome.com/mcas-a-test-prep.html

MCAS Special Ed. Accommodations: Full List

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Students with learning disabilities can apply for accommodations when taking the MCAS tests. It is important to specifically ask for the special ed. MCAS accommodations necessary for your student in advance since they are not always given without a request. Below is the full list of special ed. accommodations allowed for the MCAS tests:

Changes in Timing or Scheduling of the Test

1. Frequent Breaks: The test is administered in short periods with frequent breaks.

2. Time of Day: The test is administered at a time of day that takes into account the student’s medical or learning needs (IEP or 504 plan must specify time of day).

Changes in Test Setting

3. Small Group: The test is administered in a small group setting (no more than 10 students). Note: If students will also receive the accommodation of having the test read aloud or signed, no more than 5 students may be in the small group.

4. Separate Setting: The test is administered in a room other than the one used by the rest of the class.

5. Individual: The test is administered to the student individually.

6. Specified Area: The test is administered with the student seated at the front or other specified area of the room, in a study carrel, or in another other enclosed area (IEP or 504 plan must specify location).

Changes in Test Presentation

7. Familiar Test Administrator: The test is administered by a test administrator familiar to the student.

8. Noise Buffers: The student wears noise buffers, after test administration instructions have been read (music may not be played on headphones worn during MCAS testing).

9. Magnification or Overlays: The student uses magnifying equipment, enlargement devices, colored visual overlays, or specially tinted lenses (IEP or 504 plan must specify which).

10. Test Directions: The test administrator clarifies general administration instructions. No portion of the test items or reading selections (including the introduction to reading selections) may be read or signed.

11. Large Print: The student uses a large-print (18-point font) edition of the test. All answers must be transcribed verbatim from the large-print answer booklet to the student’s standard answer booklet.

12. Braille: The student uses a Braille edition of the test. All answers must be either scribed or transcribed verbatim into the student’s answer booklet, unless the student also has accommodation 23 (typed response) in his or her IEP.

13. Place Marker: The student uses a place marker.

14. Track Test Items: The test administrator assists the student in tracking test items (e.g., moving from one test question to the next) or by redirecting the student’s attention to the test.

15. Amplification: The student uses sound amplification equipment.

16. Test Administrator Reads Test Aloud (except ELA Reading Comprehension test, which is nonstandard accommodation 26): The test administrator reads the ELA Composition, Mathematics, and/or Science and Technology/Engineering test(s) aloud to the student.

• Test session(s) must be read word-for-word, exactly as written. The test administrator may not provide assistance to the student regarding the meanings of words, intent of any test item, or responses to test items. The test administrator must read in a neutral tone, with no emphasis given to any terms, passages, or response options, and with no detectable changes in inflection. The test can be read aloud in one of the following ways, which must be specified in the IEP or 504 plan:

Test administrator reads entire test session word-for-word exactly as written. OR
Test administrator reads selected words, phrases, and/or sentences as directed by the student. The student points to the word, phrase, or sentence that he or she needs read aloud.

• Test must be administered in a separate setting (accommodation 4), either individually (accommodation 5) or to a small group (2–5 students) (accommodation 3). For reading aloud to a small group, follow the procedures outlined in Appendix A of this document.

• No portion of the ELA Reading Comprehension test may be read aloud unless accommodation 26 is listed in the student’s IEP.

17. Test Administrator Signs Test: The test administrator signs the ELA Composition, Mathematics, and/or Science and Technology/Engineering test(s) to the student who is deaf or hard of hearing.

• Test sessions(s) must be signed exactly as written, except in cases when doing so would reveal an answer to a test question. When use of a sign would visually define the concept being tested (e.g., using the sign for parallel lines that demonstrates this concept visually), the term or concept must be finger-spelled. Interpreters may not provide assistance to the student regarding the meanings of words, intent of any test question, or responses to test items.

• The test must be administered in a separate setting (accommodation 4), either individually (accommodation 5) or to a small group (2-5 students) (accommodation 3). For signing the test to a small group, follow the procedures outlined in the appendix. Notes: • Under secure conditions supervised by the principal, sign interpreters may review test materials up to four days prior to test administration. Test materials may not be removed from the school.

• American Sign Language DVDs of the grade 10 Mathematics test are available.

18. Electronic Text Reader: The student uses an electronic text reader for the ELA Composition, Mathematics, and/or Science and Technology/Engineering test(s). All MCAS tests are available on a CD in the Kurzweil 3000 format. Responses to all test questions must be submitted in the student’s standard answer booklet for students using this accommodation.

Changes in How the Student Responds to Test Questions

19. Scribe Test or Use Speech-to-Text Conversion Device: The student dictates or signs responses to a scribe or uses a speech-to-text conversion device to record responses.

• The test must be administered individually in a separate setting.

• The scribe must record the student’s words exactly as dictated into the student’s answer booklet and may not edit or alter the student’s responses in any way.

• The scribe must allow the student to review and edit what has been scribed.

• When a student uses an electronic speech-to-text conversion device, the test administrator must follow the instructions for submitting typed responses described in the Principal’s Administration Manual.

• Scribes must hand write student responses.

20. Organizer, Checklist, Reference Sheet, or Abacus: The student uses a graphic organizer or checklist to answer open-response items or to respond to a writing prompt; an individualized mathematics reference sheet; or an abacus on the Mathematics tests.

21. Student Signs or Reads Test Aloud: The student may

• read the test aloud to him- or herself;

• read the test and record answers on an audio recording device and then write responses to test items while playing back the recorded segment(s) (including the ELA Composition);

• type responses and then use text-to-speech software to play back and review the typed responses (student must also have accommodation 23 on his or her IEP or 504 plan); or

• sign test items/responses onto video and then write answers while playing back the video (for a student who is deaf or hard of hearing).

22. Monitor Placement of Responses: The test administrator monitors placement of student responses in the student’s answer booklet.

23. Typed Responses: The student uses a word processing program or an Alpha-Smart (or similar electronic keyboard) to type the ELA Composition, answers to open-response questions, or answers to short-answer questions on any MCAS test.

24. Answers Recorded in Test Booklet: The student records answers directly in the test booklet or uses special paper for drafts or computation (e.g., lined or graph paper).

25. Test Administrator Reads Aloud the ELA Reading Comprehension Test.

26. Test Administrator Signs ELA Reading Comprehension Test for a Student Who Is Deaf or Hard of Hearing.

27. Calculation Devices: The student uses a calculator, arithmetic table (including addition/subtraction and multiplication/division charts), or manipulatives on the non-calculator session of the Mathematics.

28. Spell or Grammar Checking Function on Word Processor, Spell-Checking Device, or Word Prediction Software for the ELA Composition.

For help passing the MCAS tests, contact Y3K Tutor In Your Home today! We have helped many students receive high scores on these tests.

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