Putting the Pieces Together: IEP, Data Collection, Progress Monitoring and Reporting Presented by: Kathleen Eich Training and Consultation Staff Capital Area Intermediate Unit

Agenda Measurement Connecting Parts of the IEP Measurable Goals & Objectives Data Collection Visual Representation Writing Present Levels Academic Achievement Functional Performance Practice – Throughout the Day

Steps leading to effective monitoring of student progress With a partner, look at the steps outlined in your handout. Discuss your implementation of each step. Exchange tips, ideas, and experiences. Check those steps that are already part of your routine.

It all begins with Measurement

Measuring = Counting Key Areas to Measure –Academic Skills –Behavior –Social Interaction –Communication –Vocational –Daily Living

What Can You Count? Look over the list in your handout. With a partner, discuss the skills listed. Add to, or delete skills to make the list match those of the students in your class.

Practice Think about your students. List five critical skills that your students are learning. Identify the observable part(s) of each skill (those you can observe and count). List the steps to learning the skill (objectives).

Types of Measures Add information about each of the following types of measures to your graphic organizer. Type of DataExamplesSkillsNotes Frequency Accuracy Fluency

Types of Data Definition: Skills: Examples: Non-Examples: Frequency Number of occurrences in a given time period. 6 times per day 4 times in a 20 minute lesson 10 occurrences per week Often Frequently Consistently Raising hand Asking a question Hanging up jacket

Types of Data Definition: Skills: Examples: Non-Examples: Accuracy Number of responses correct compared to incorrect 90 percent 4 out of 5 trials 8 out of 10 attempts Appropriately Accurately Correctly Answering Questions Reading words Counting money

Types of Data Definition: Skills: Examples: Non-Examples: Fluency or Rate Ease of performance of a skill measured by correct responses in a given time 20 words read per minute 5 tasks per 45 minutes 40 units assembled per hour Quickly Fluently Automatically Reading words Sorting shapes Folding towels

Types of Data Definition: Skills: Examples: Non-Examples: Duration Continuation of a skill or behavior over a given time 5 continuous minutes 25 seconds 6 consecutive days A long time Cannot sustain Consistently Eye contact Conversation Time on task

Types of Data Definition: Skills: Examples: Non-Examples: Quality How well or how poorly a task or product is completed 16 total points on a rubric Average of 3 on a 4-point scale 6 out of 8 points on a checklist Very well Poorly Sloppy Telling a story Making a bed Participating in a group

Types of Data Definition: Skills: Examples: Non-Examples: Latency The time between being given a directive and initiating the task Within 5 minutes 30 seconds after… 2 minutes with a visual prompt Immediately Promptly Quickly or Slowly Initiating a task Stopping a behavior Responding to a question

Types of Data Definition: Skills: Examples: Non-Examples: Level of Independence The amount of assistance required to complete a given task With no adult assistance With a visual prompt With a model Independently With help With prompts Dressing Locating items in a store Brushing teeth

Practice - Measurement Look at the five skills you identified. Match a type of measurement to each skill.

Data Collection Tools Match to type of data Sensitive to growth Easier, Simpler is best Tables and charts work well Data easily transfers to graph

Charting Your Way to Progress With a partner… Look at the examples of data collection tools. Discuss how each his used – what type of data is being collected?

Your Turn! Look at your 5 skills. Select, revise, or design a tool to collect data measuring progress for each skill.

Writing Measurable Goals Describe C ondition – when and where the skill will be assessed what supports will be provided what materials will be used Use the student’s N ame Describe the specific B ehavior or skill in observable terms Determine the C riteria for success Remember, CNBC

Consider Some Goals With a partner, look at the goals in your handout. Put a star  beside any goals you agree are clear, measurable and functional. Put an arrow  beside any you think could be improved. Revise any that you think could be better.

Put the Pieces Together! Combine the pieces you have created today… 1.The description of 5 specific skills. 2.The type of measurement data. 3.The tool you have designed. Add the final parts… 1.The condition(s) for assessment 2.The student’s name 3.The criteria – using your tool. To create a clear, measurable goal!

Add Objectives… Follow the same steps to create clear and measurable objectives –Sequential/Hierarchical –Skills that build upon each other –Must be taught/mastered in order –Component Skills –Can be taught simultaneously –Do not need to be accomplished in sequence –Related, but not dependent upon each other

Frequency of Monitoring high AcquisitionNew skill – intensive instruction Mastery/Fluency Established skill – building automaticity/fluency Generalization/Maintenance Consistent use of skill across settings low Adaptation Adjusting the skill to meet demands of the situation

Graphing – 1 Establish baseline by assessing 3 to 5 times and taking the median score. Determine criteria for success (accomplished in one year) Determine frequency of data collection to calculate the number of trials Plot baseline data point and goal data point. Connect the points to create an aimline.

Graphing – 1 Aimline

Graphing – 2 Establish baseline by assessing 3 to 5 times and taking the median score. Determine criteria for success and the number of times student must achieve the goal to consider it mastered Determine frequency of data collection to calculate the number of trials Draw a horizontal goal line

Graphing – 2 Goal Line

Connecting Parts of the IEP 1.Describe desired outcomes for students age (or younger if appropriate). 2.Describe baseline skills in academic areas (emphasizing related transition outcomes). 3.Describe baseline skills in functional performance. 4.Connect performance to disability. 5.List strengths and needs. Present Levels: Start with baseline information

Present Levels of Academic Achievement Reading – Icons? Pictures? Letters? Words? Connected text? Math – Counting? One-to-one correspondence? Patterns? Basic facts? Application? Writing – Letters? Words? Name? Sentences? Paragraphs? Copying? Composing?

Present Levels of Functional Performance Behavior – antecedent(s), perceived function, frequency Social Skills – verbal: initiate, maintain, terminate conversation non-verbal: participating, cooperating, sharing Self-Regulation – decision-making, compliance, control of impulses, pacing of work, organization Self-Advocacy – identifying needs, requesting help Daily Living Skills – self-care, mobility, food preparation, meal planning, money skills

Impact of Disability Name the disabilities Describe impact on involvement and progress in general education Report strategies that have been successful Describe proven motivators Outline specific skills that the student demonstrates (strengths) Outline accommodations, instruction, supports, etc. that the school needs to provide (needs)

Thumbs Up or Down? Jennifer initiates tasks in response to adult directions within 10 seconds, 45% of the time. George’s responses to verbal instructions have improved significantly over the past few months. Allison’s memory for verbally- presented information is limited in all areas.

Thumbs Up or Down? Mark is easily distracted by other students. Jane greets others and answers routine questions consistently. Eddie dons his jacket by putting his arms in the sleeves and pulling it up over his shoulders 6 out of 10 times. Lauren reads first grade passages at a rate of 23 words correct per minute.

Clear or Unclear? Terri can write words in manuscript to form 4 to 5 word sentences. Her cursive handwriting is slow and often illegible. She averages 10 letters copied per minute with 2 to 4 illegible letters.

Your turn! Read over a section of the IEP you brought with you today. Highlight or underline specific skills described in each section. Revise or rewrite the information to include measurable data which could be used as baseline for a goal.

Linking Key Parts of the IEP Present Levels – Baseline for goals, Justification for Supplemental Aids and Services & Related Services –Academic Achievement –General Education Curriculum –Reading, Writing, Math –Functional Performance –Behavior, Social Skills, Self-Regulation, Self-Advocacy, Daily living skills, Community Based Instruction, –Effect of Disability –Strengths and Needs

Key Parts of the IEP Transition – Framework for prioritizing needs, provides focus for present levels, points to specific goals Post-Secondary Education and Training Outcomes Employment Outcomes Independent Living Outcomes Goals and Objectives – Based on Present Levels Attach progress monitoring tools Specially Designed Instruction – described and justified in present levels Related Services - Justified in present levels, support goals

It’s ALL Connected! Present Levels Transition Services Goals & Objectives Supplemental Aids & Services Related Services Placement