1. Effective Progress Monitoring March 04, 2016 CASD Special Education

2. Learning Target Refine our goal writing and progress monitoring skills to better meet the needs of our students

3. Allergic to progress monitoring???

4. Starting point….  Consider the goal….  Is it based on a true skill deficit?  Is it specific?  Is it written in the terms that make sense for you to measure?

5. Choosing the right goal(s)  Where are the child’s true skill deficits?  Look at ER or RR  Curriculum Based Assessments  Progress on previous goals

6. Educational Benefit  EB Review is part of district compliance monitoring  Progress monitoring is the best evidence of how we are achieving educational benefit.  Include Educational Benefit in the present ed levels of the IEP NEW

7. Writing Measurable Goals…  Goals must contain… - Condition- “Given statements” - Student Name - Behavior – “Will calculate, will read, etc.” -Performance Criteria – “90% accuracy on 4/5 consecutive trials over a 9 week period”

8. Is this a good goal???  Given grade level instructional materials, Dylan will earn a B or better in reading class.  Given an assignment agenda, Jake will turn in all assignments with less than 2 reminders from the teacher over a 9 week period.  Given instruction across the curriculum, Maurice will read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently with 85% accuracy on 8/10 trials across a 9 week period.

9. https://weaverlst.wordpress.com/2013/02/05https://weaverlst.wordpress.com/2013/02/05iep-goal-bank- englishlanguage-arts/ Goal Bank Websites http://www.usd320.com/programs/specialed/documents/IEP%20Goal %20Bank.pdf

10. Measurable Annual Goals at a Glance ConditionName Clearly Defined Behavior Performance Criteria Describe the situation (materials, settings, accommodation s) in/with which the student will perform the behavior. Describe behavior (what will she/he actually DO) in measurable, observable terms using stems from standards. The level (how well?) the student must demonstrate for mastery: Number of times needed to demonstrate mastery. Evaluation Schedule (how often) and method, (measured how) Given…, he she will do this, this well, this many days/times, as measured this often using this. Student’s Name

11. What Are Performance Criteria How often does the student need to do to reach mastery???  words/digits/ per minute  % of time  # times/#times  with # or % of accuracy  with no more than # words  words/digits/ per minute  with “x” movement on a prompting hierarchy  with 3 or fewer prompts  independently  “x” or better on a rubric  with no more than “x” occurrences of…  with an “x” or better on “x” rating scale  with “x/x” points on an assessment checklist

12. Collecting the Data  Decide how often the data needs to be collected:  Daily  Weekly  Bi-weekly *Develop a data collection system that makes sense for you.

13. Reporting the data  It is an IEP team decision how often the data will be reported to the parent  While the general rule of thumb is “quarterly”, an IEP can reflect progress reporting more often.

14. Progress Reports…  Therese is earning a B in Reading.  Lisa needs to apply herself if she wants to reach this goal.  Julie met this goal last year.  Jill is making adequate progress toward this goal.

15. Strategy Sharing….