1. Standards Aligned Individualized Education Programs
Monitoring of Progress
NOTE TO TRAINERS:
This PowerPoint and the accompanying handout packet are meant to provide IEP teams with guidance as they develop standards aligned IEPs.
You may want to poll your audience to find out their current level of understanding with the standards and the standards aligned system. This will help you choose the appropriate activities throughout the course of this training.
The links and tools referred to in this presentation were current as of June If you are using these training materials after June 2011, please check to see if the information is still current, especially regarding any changes in laws/policy and the Standards Aligned System.
Any examples in this PowerPoint or the related handout packet are only examples. They are meant to provide guidance but are NOT meant to be examples that should be emulated, especially without consideration of individual student need.
For questions related to the development of the IEP, please consult the annotated IEP on the PaTTAN website (
For more in-depth questions related to Special Education regulations, please consult your Bureau of Special Education Single Point of Contact (SPoC).
For a brief synopsis of the content contained in this PowerPoint, please locate the publication, “Writing Standards Aligned IEPs: At a Glance.” This publication is located at the PaTTAN website and should be viewed after having learned the content in this PowerPoint.
Some of the standard and anchor coding has changed since the development of the examples and materials in this training. However, these materials and activities are meant to illustrate the process of developing a standards aligned IEP and not to provide examples to be used for real students without regard to individual need. Any decisions about a student’s measurable annual goals or methods of monitoring progress must be made on an individual basis.

2. PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

3. PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

4. Standards Aligned System - Standards Aligned IEPs
Standards Aligned Assessment
Present Levels of Academic Achievement and Functional Performance
Standards Aligned MAGs
Specially Designed Instruction
Monitoring of Progress
Monitoring of student progress toward measurable annual goals in the general education curriculum includes the use of the four types of assessment.
Key Concepts in this Section:
Consider the 4 assessment types: Summative, Benchmark, Formative, Diagnostic
HOW the child’s progress toward meeting the standard goal will be measured
WHEN periodic reports on progress will be provided to parents
The criteria in special education is that the student make progress in the general education curriculum
Because the student’s MAG is standards aligned, the purpose of monitoring progress is to measure the student’s progress toward meeting the standard

5. Progress Monitoring in a Standards Aligned System
Purpose: determine progress in the general education curriculum
Progress in the general education curriculum is determined according to progress in mastery of subject matter content
It is important to monitor student progress at instructional level as well as grade level
Remind participants that we began the training by talking about PA Standards Aligned System and the six circles of:
Clear Standards Clear, high standards that establish what all students need to know and be able to accomplish.
Fair Assessments Fair assessments aligned to the standards.
Curriculum Framework A framework specifying Big Ideas, Concepts, and Competencies in each subject area/at each grade level.
Instruction Aligned instruction--aligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance.
Materials & Resources Materials that address the standards.
Interventions A safety net/intervention system that insures all students meet or exceed standards
In that section we stated that the purpose of progress monitoring in a standards aligned system is to determine progress in the general education curriculum. This means we are using mastery of subject content. This is probably very different then what most have been using for progress monitoring in previous IEP’s.
Just as it is important to list information on the student’s instructional and grade level in the Present Levels section, it is important to monitor student progress at instructional and grade levels. 5

6. Progress Monitoring in A Standards Aligned System
benchmark assessments across grades
portfolios, projects, tests, quizzes, homework
observation using a rubric
standards/anchors mastery checklists
performance based assessments
learning progression maps
It is very important to note…when deciding how to measure student progress (using various types of assessment), you must select a measure that is going to monitor the student’s progress of the skill that is written into the MAG.
UDL: this list has flexible ways to demonstrate knowledge and skill 6

7. Describe Progress on IEP
HOW the child’s progress toward meeting the standard goal will be measured
WHEN periodic reports on progress will be provided to parents
The criteria in special education is that the student makes progress in the general education curriculum.
When writing the description of how progress will be monitored in a standards aligned IEP, we need to be sure to describe how we will do it and when parents are to expect reports on their child’s progress.
Standards aligned progress monitoring is based on the goals that are aligned to grade level standards. When the IEP is aligned to standards/anchors, the monitoring of progress is direct and on purpose and-----to measure the progress of the skill (from the MAG) in the general education curriculum.
One item or type of measure will not always be able to measure the entire goal.
The IEP team should be looking at Summative, Formative, Diagnostic and Benchmark data as multiple ways to measure progress and report to parents.
The purpose of looking at the different types of assessments when monitoring progress is to get a holistic view of the progress being made. For example, a math computation probe has been found to be a reliable measure of progress. However, that child may become very proficient at answering computational questions in isolation but greatly lack the ability to generalize those computation skills into other areas of mathematics, including problem solving.
The purpose of learning to compute is to assist in problem solving. The general education curriculum expects students to be able to compute answers in order to solve problems. Therefore, monitoring a student’s progress on a computation-based MAG using only a probe that is given in isolation will not provide sufficient information to determine if the student is progressing in the general education curriculum. 7 7

8. Measuring Progress
There are many effective ways to measure progress on the goals and progress in the general education curriculum.
There is no specific procedure “in the rules.”
Taking instructional data often and modifying instruction based on data are key.
Teachers generally don’t have difficulty collecting formative measures for measuring progress. However collecting data for the purpose of analyzing and making instructional changes sometimes presents a challenge.
This is a crucial point for measuring progress for a student with an IEP. Just receiving a grade isn’t enough…what type of errors were made and how will the next lesson plan(s) reflect a change for this student.
The report that is provided to the student’s parents must contain actual data. For example, it would not be appropriate to write a “P” in the progress report that is provided to the parents because that does not provide enough information about how the child is progressing. 8 8

9. Seven Steps of Monitoring Progress
1. Collect Baseline Data Annual Goals
2. Make Data Collection Decisions
3. Determine Data Collection Tools & Schedule
4. Represent Progress Visually
5. Evaluate the Data
6. Make Instructional Adjustments
7. Communicate Progress and New Baseline Data to Parents

10. Applying Progress Monitoring - David
Read the following list. Write one example of what could be collected to monitor and measure David’s progress for reading, writing, or math.
Summative: ______________________________
Formative: _______________________________
Diagnostic: ______________________________
Benchmark: ______________________________
Here are the directions for this next activity. Give participants about 10 minutes to come up with at least 3 ways to measure progress for David. While groups are brainstorming, prepare for the next slide (reporting out) via one of two options:
Doc cam with SDI section of IEP form for one presenter to complete based on participants’ suggestions
Project MS Word document of SDI section to type in participants’ suggestions
See David’s Present Levels of Academic Achievement Handout

11. Sample of David’s Reading Progress Monitoring
Every 9 weeks parents will receive a report of Reading goals measured by
Weekly probes in specific skills graphed
Accuracy graphed on related classroom worksheets/quizzes and tests
4Sight Reading Benchmark in Nov. Jan. and April
PSSA Reading April (parent report over summer)
David had 3 reading goals written in his IEP. One based on inferences and collecting work samples, one of figurative language and collected work samples, and one with using the text to support answers.
These are all formative assessments. When looking at monitoring his progress in the curriculum, the IEP team felt that in addition to graphing these specific skills these items would be good indicators of his progress in reading:
4Sight Reading Benchmark in Nov. Jan and April
April Reading PSSA
Over the summer the parent will receive results of David’s PSSA.
NOTE: It would never be appropriate to use ONLY the PSSA or ONLY the 4Sight (or another benchmark assessment) to monitor a student’s progress toward his/her MAGs. Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed. 11 11

12. Reading IEP Format Nov. Jan, Apr June Nov. Jan, Apr June
Here is the information put into the PA IEP format. The teacher has reported on David’s progress in the first box on the right. It states on 11/3/08 David is successfully citing evidence to base his answers when the inference relationship is clearly stated (see the attached chart). We will now work on inferences when the common relationship is not stated. Show the next slide.
NOTE: It would never be appropriate to use ONLY the PSSA or ONLY the 4Sight (or another benchmark assessment) to monitor a student’s progress toward his/her MAGs. Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed.
Nov. Jan, Apr June 12

13. Graph on Inference Progress
This slide shows the parent the graph on how David did the first 9 weeks on inferences when the relationship is clearly stated. By graphing David’s weekly progress, the teacher is able to see if David is meeting weekly benchmarks, to see if the instruction is working for him.
In this way, data is collected and analyzed. If David was not showing appropriate growth in 3 to 4 weeks, when taking weekly probes, then the teacher need to make an intervention on the strategy being used. The key is to find what works for David in order for him to make the goal.
NOTE: It would never be appropriate to use ONLY the PSSA or ONLY the 4Sight (or another benchmark assessment) to monitor a student’s progress toward his/her MAGs. Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed. 13

14. Teacher Data Keeping
This shows the data keeping that the classroom teacher used to make the graph.
Remind participants that this specific skills excel document is available for their use. Download from PaTTAN website. (See the end of the ppt. in the resource section for Specific Skills Progress Monitoring Creating Graphs for Excel layout that is available for their use.) 14

15. Applying Progress Monitoring - Mary
Read the following list. Write one example of what could be collected to monitor and measure Mary’s progress for reading, writing, or math.
Summative: ______________________________
Formative: _______________________________
Diagnostic: ______________________________
Benchmark: ______________________________
Here are the directions for this next activity. Give participants about 10 minutes to come up with at least 3 ways to measure progress for Mary. While groups are brainstorming, prepare for the next slide (reporting out) via one of two options:
Doc cam with SDI section of IEP form for one presenter to complete based on participants’ suggestions
Project MS Word document of SDI section to type in participants’ suggestions
See Mary’s Present Levels of Academic Achievement Handout

16. Sample of Mary’s Reading Progress Monitoring
Every 9 weeks parents will receive a report of Reading goals measured by
Weekly probes in specific skills graphed
Accuracy graphed on related classroom worksheets/quizzes and tests
Aimsweb Benchmark in Sept. Jan. and May
PASA Reading In Spring
PASA Reading in Spring (parent report over summer)
Mary had 1 reading goals and 3 short term objectives written in her IEP. The goal focused on comprehension and sequencing events from text.
Weekly probes and worksheet, quizzes and tests are formative assessments. When looking at monitoring her progress in the curriculum, the IEP team felt that in addition to graphing these specific skills these items would be good indicators of her progress in reading:
Aimsweb benchmark in September, January and May
Spring Reading PASA
Over the summer the parent will receive results of Mary’s PASA.
NOTE: It would never be appropriate to use ONLY the PASA or ONLY the Aimsweb (or another benchmark assessment) to monitor a student’s progress toward his/her MAGs. Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed. 16 16

17. Graph of Mary’s Comprehension Progress
This slide shows the parent the graph on how Mary did the first 9 weeks on answering relevant comprehension questions after correctly identifying relevant details. By graphing Mary’s weekly progress, the teacher is able to see if Mary is meeting weekly benchmarks, to see if the instruction is working for her.
In this way, data is collected and analyzed. If Mary was not showing appropriate growth in 3 to 4 weeks, when taking weekly probes, then the teacher needs to make an intervention on the strategy being used. The key is to find what works for Mary in order for her to make the goal.
NOTE: Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed.

18. Teacher Data Keeping: Mary Comprehension
This shows the data keeping that the classroom teacher used to make the graph.
Remind participants that this specific skills excel document is available for their use. Download from PaTTAN website. (See the end of the ppt. in the resource section for Specific Skills Progress Monitoring Creating Graphs for Excel layout that is available for their use.)

19. Graph of Mary’s Sequencing Progress
This slide shows the parent the graph on how Mary did the first 9 weeks on sequencing 4-6 events in the text after correctly identifying relevant details. By graphing Mary’s weekly progress, the teacher is able to see if Mary is meeting weekly benchmarks, to see if the instruction is working for her.
In this way, data is collected and analyzed. If Mary was not showing appropriate growth in 3 to 4 weeks, when taking weekly probes, then the teacher needs to make an intervention on the strategy being used. The key is to find what works for Mary in order for her to make the goal.
NOTE: Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed.

20. Teacher Data Keeping: Mary Sequencing
Specific Skills Progress Monitoring
Name:
Mary 45
sequencing
Grade: 7 55
Room:
101
School:
Blue Middle School
Median
Goal:
When provided with relevant details, Mary will sequence 4-6 events in text and/or picture format with 80% accuracy on 5 consecutive weekly probes.
# of Weeks: 35 80
# of Prompts
label
# of Desired Prompts
Date
Probes
Goal
Baseline
1st Week
9/18/10
2nd Week
9/25/10 50
3rd Week
10/2/10 60
4th Week
10/9/10
5th Week
10/16/10 65
6th Week
10/23/10
7th Week
10/30/10
8th Week
11/6/10 70
9th Week
11/13/10
This shows the data keeping that the classroom teacher used to make the graph.
Remind participants that this specific skills excel document is available for their use. Download from PaTTAN website. (See the end of the ppt. in the resource section for Specific Skills Progress Monitoring Creating Graphs for Excel layout that is available for their use.)

21. Sample of David’s Math Progress Monitoring
Every 9 weeks parents will receive a report of math goals measured by
Biweekly probes in math specific skills graphed
4Sight Math Benchmark in Nov. Jan. and April
PSSA Reading April (parent report over summer)
David had 2 math goals written in his IEP, using mathematical language and describing patterns. Both of these involves formative assessment and collecting work samples. When looking a monitoring his progress in the curriculum the IEP team felt that in addition to graphing these specific skills these items would be good indicators of his progress in math;
4Sight Math Benchmark in Nov. Jan and April
Key Math 3 Diagnostic assessment in January
April Math PSSA . Over the summer the parent will receive results of David’s PSSA.
NOTE: It would never be appropriate to use ONLY the PSSA or ONLY the 4Sight (or another benchmark assessment) to monitor a student’s progress toward his/her MAGs. Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed.
UDL: probes may be oral or written or even demonstrated by web based problems. 21 21

22. David’s Year at a Glance in Math Language
Here is a look at David’s graphs for each 9 week term. This graph is a result of that data collected on the biweekly math probes. This is a specific skill and not a general outcome measure.
This format available on the Excel program mentioned previously 22

23. Sample of Mary’s Math Progress Monitoring
Every 9 weeks parents will receive a report of math goals measured by
Biweekly probes in math specific skills graphed
Key Math 3 diagnostic assessment in January
PASA Math Spring (parent report over summer)
Mary had math goals written in her IEP, using algebra and functions: recognizing and describing patterns and relationships. These involve formative assessment and collecting work samples. When looking at monitoring her progress in the curriculum the IEP team felt that in addition to graphing these specific skills it would also be good indicators of his progress in math;
Key Math 3 Diagnostic assessment in January
Spring Math PASA. Over the summer the parent will receive results of Mary’s PASA
NOTE: It would never be appropriate to use ONLY the PASA or ONLY a benchmark assessment to monitor a student’s progress toward his/her MAGs. Progress monitoring needs to occur frequently (e.g., weekly) so that educational decisions can be made in a timely manner to improve progress if needed.
UDL: probes may be oral or written or even demonstrated by web based problems. 23 23

24. Mary’s Math Progress

25. Mary’s Math Progress Monitoring

26. Sample of David’s Writing Progress Monitoring
Every 9 weeks parents will receive a report of Writing goals measured by
Bi-weekly writing prompts – Correct Word Sequence graphed – formative assessment
Self and/or teacher analysis of use of style on writing prompts every two weeks
PSSA Writing (parent report over summer) – summative assessment
Remind participants of David’s goals …
When writing, revising and editing, David needs to use appropriate conventions including correct grammar, capitalization, spelling, punctuation, and sentence formation, and score a minimum of 56 on the Correct Word Sequence Grade 8 assessment (1.5.5, 1.5.8) on a biweekly basis.
Using self-analysis revising strategies (i.e., Paragraph and Sentence Analysis Chart) on given essays, David will generate at least three different sentence structures in his paragraphs which include descriptive adjectives, 100% of the time, on 8 out of 10 writing samples.
UDL:Analysis of style may consist of work created on a classroom blog or other digital sample. Progress is not being measured by CWS only. 26 26

27. Summary of Progress Monitoring
Purpose: determine progress of the MAG within the general education curriculum
Summative
Formative
Diagnostic
Benchmark
A standards aligned IEP means that the IEP team needs to consider what measures will be able to reflect the student’s progress in general education in terms of the PA Standards.
It may require multiple means of data collection and requires constant analysis that reflects changes in lesson plans. 27 27

28. Your perspective…
Optional discussion…
Are teachers monitoring progress effectively? What can we do to assist?