1. Student Tracking of Progress With Special Education Students
Lauren Bauer, Cormac Lynn,
And Maureen Schabel
Student Tracking of Progress With Special Education Students

2. Rationale

3. Rationale…
Study conducted in the upper elementary Learning Resource Center (LRC)
Goals are set based on the students’ performance
From these sources, data are gathered, weaknesses identified, and goals are set by teacher
Teacher monitors progress and reports to parents at each card marking
Process has led to questions
Real world application of goal setting
Thus, we feel this study is important

4. Marzano (2003) :
We know student involvement in data collection and goal setting has been studied and identified as a powerful strategy for improving student achievement
“When success in a classroom is defined in terms of competitive status with others, only a few students can be successful. However, when individual growth is the criterion for success, then all students can experience success regardless of their comparative status.”(p. 127)

5. OBJECTIVES

6. Objectives…
To understand the impact of student tracking of progress influence achievement for special education students?
Sub questions:
To what extent does student tracking of IEP goal progress improve their feelings towards their achievement of said goals?
To what extent are results influenced by gender?
To what extent does a special education student’s area of certification influence results?
How do results differ by subject area and/ or specific goals?

7. Methods

8. Methods This study was conducted over 2011-2013.
During the first year, the student’s progress on their goals was monitored every two weeks, with the LRC teacher conducting the assessments and completing the data points on a graph found on the IEP goal page.
The students had little awareness of their goals
Baseline data points were collected for the first three months of the school year, under this method.
Lauren
This study was conducted over the course of two subsequent school years,
During the first year, the student’s goals were progress monitored every two weeks, with the LRC teacher conducting the assessments and completing the data points on a graph found on the IEP goal page.
The students had little awareness of their goals, and never saw the graph of their progress, except for at the end of each term, when a copy of the graph was sent home to parents along with the student’s general education report card if the students looked at it, or if their parents discussed it with them. Data points were collected for the first three months of the school year, under this method.

9. Methods cont…
For the school year, the same students were involved in the tracking of their goals within the same time frame.
students were made aware of the exact wording of their individual goals
students were to read their goals prior to each progress monitoring session
The following school year , the students were made aware of the exact wording of their individual goals.
The students were to read their goals prior to each progress monitoring session.
The goals were found on the student-friendly self- tracking graph:
The goals were found on the student-friendly self- tracking graph:

10. Students colored in their progress for each data point
The student’s goals were marked on the graph with a red star, as the point to strive towards.
A brief discussion was held before and after each assessment
Maureen
Students colored in their progress for each data point
The student’s goals were marked on the graph with a red star, as the point to strive towards.
A brief discussion was held before and after each assessment regarding the progress, or lack thereof, for each goal, with the students giving their own commentary and possible explanation for the progress monitoring results.

11. These graphs were made into a “folder” which was hung on a bulletin board.
Data was compared between the progress towards goals prior to student tracking, and after the students were involved in the tracking.

12. Sample Teacher Survey Items…
Surveys were given to students, parents and general education teachers, to investigate the effect of increased awareness of goals on student achievement in other arenas.
Sample Teacher Survey Items…
This student has the necessary skills and knowledge base to be successful at this grade level.
This student has a positive outlook in respect to school/learning.
This student has a positive academic self-image.
This student’s academic self-image has improved through the course of the year.
This student is interested in school/learning.
This student’s interest in school/learning has improved through the course of the year.
In respect to school and learning, this student has developed a more positive outlook through the course of the school year.
This student has demonstrated a willingness to continue to work through difficult material.
This student has become more willing to work through difficult maternal through the course of the year.
Cormac

13. Numerous types of data were used
Methods cont.
Numerous types of data were used
The instruments used gave us descriptive analysis through the goal tracking sheets, parent surveys and student surveys.
We are not able to determine whether or not these data are transferable to other populations, making it a descriptive rather than inferential study.
Numerous types of data were used to complete this research.
The instruments used gave us descriptive analysis through the goal tracking sheets, parent surveys and student surveys.
We are not able to determine whether or not these data are transferable to other populations, making it a descriptive rather than inferential study.
To evaluate the impact of student tracking and its effect on student achievement, data points were compared for the first three months of last of last school year, with the first three months of this school year.
The percentage of increase in both cases was noted, and can be found in Appendix: D2.

14. RESULTS

15. Overall average goal achievement was 78.5%.
Results
Slight increase in special education students’ progress in achieving their goals through personal tracking
students, on average achieved 74% of their goals when not engaged in tracking
Overall average goal achievement was 78.5%.
When broken down into various subgroups, larger gains were achieved.
What we learned from this study, was that there was a slight increase in special education students’ progress in achieving their goals from the act of personally tracking their progress.
Within our subject group, students, on average achieved 74% of their goals when not engaged in tracking.
Subsequently, when engaged in personally tracking their goals, the overall average goal achievement was 78.5%.
Although when broken down into various subgroups, larger gains were achieved.
The expediency of achieving their goals was not greatly impacted by the act of the students tracking their progress themselves.

16. Student Overall Data Tracking vs. Not Tracking

17. Student Growth Tracking v. Not Tracking by Gender
To what extent are results influenced by gender?

18. Student Growth Tracking v. Not Tracking by Certification
To what extent does a special education student’s area of certification influence results?

19. Student Tracking v. Not Tracking Results by Subject
How do results differ by subject area and/ or specific goals?

20. Student Survey Results

21. Student Survey Results, con’t.
To what extent does student tracking of IEP goal progress improve their feelings towards their achievement of goals?

22. Student Survey Comments
I like it. I am getting better.
My goals make me smart. I like my goals. My goals help me work hard.
I really think you should keep doing this because I like tracking my goals.
I really think it is a good idea on tracking your goal because it helps you be better at what you’re bad at. And I think it makes you stronger.
I think that it is a great thing to keep doing and it you don’t do it you will not improve your goals. But if you do you will get great at it.
I like it when I beat my goal.
Tracking my goals is fun from seeing the beginning all the way down going all the way up. This helps me a lot!

23. Teacher Survey Results

24. Teacher Survey Results

25. Parent Survey

26. Parent Survey

27. Discussion of Results…
All data points suggested that involving special education students in the tracking of their goals produced a slight increase
Within this group, this strategy of involving students in tracking their progress was beneficial
All parties, including students, parents, general education and special education teachers, report this activity was an effective teaching and learning strategy that proved beneficial and worthwhile.
In summary, all data points suggest that involving special education students in the tracking of their goals produced a slight increase in the achievement of those goals.
Overall, as a group, this strategy of involving students in tracking their progress was beneficial, both in terms of goal achievement and student self-efficacy although the actual growth did not match the perceived growth.
All parties, including students, parents, general education and special education teachers, report this activity was an effective teaching and learning strategy that proved beneficial and worthwhile.

28. FUTURE ACTIONS…

29. More Student Ownership =
Recommendations…
The results of this study indicate that special education students make more progress towards their individual IEP goals when they are involved in the tracking of those goals.
The implications of this information are positive and easily incorporated into most classrooms.
Engaged Students +
More Student Ownership =
Faster Learning Rate.
The results of this study indicate that special education students make more progress towards their individual IEP goals when they are involved in the tracking of those goals, with the average increase being 8%.
The implications of this information are positive and easily incorporated into most classrooms.
Students who take more ownership of their work are more engaged in their learning, and improve on their goals at a faster rate than if they use a more passive role in monitoring their progress.

30. Student efficacy is vital to student learning.
Actions…
We recommend that all teachers, general education and special education alike, attempt to incorporate some level of student involvement to assist themselves in reaching their goals.
Student efficacy is vital to student learning.
Further tests should also include a larger sample.
As a result of this study, we recommend that all teachers, general education and special education alike, attempt to incorporate some level of student involvement to assist themselves in reaching their goals, whatever they may be.
. We propose that others take this method, and incorporate more instruction on positive self-talk and affirmations to solidify the belief within the students that these goals can be achieved. Further tests should also include a larger sample,
expanding beyond the realm of special education, as well as involving multiple levels of students, where they may no longer be “teacher pleasers.”

31. Questions?