1. Presented by Sarah Johnston, Secondary Program/Inclusion Specialist April 21-22, 2010 BICALS/RES/CO-TEACH/INC Teacher Training 1

2. PROGRESS MONITORING  What is Progress Monitoring?  Why use Progress Monitoring?  Legal Concerns  How to Use Progress Monitoring  Seven Steps to Progress Monitoring  Write Measurable Goals/Objectives-PLAAFP  Making Data Collection Decisions  Determine Data Collection Tools/Schedules  Hands-On Data Collection (Elem/Sec)  Represent the Data Visually  Evaluate the Data  Making Instructional Decisions  Communicating Progress Final Thoughts 2

3. Progress monitoring is the on-going process of collecting and analyzing data to determine student progress. 3

4.  A statement of present levels of academic and functional performance;  A statement of measurable annual goals;  A statement of special education, related and supplemental services;  An explanation of the extent, if any, of non- participation in the regular classroom;  A statement of any appropriate and necessary accommodations on state and district-wide assessments;  A statement of dates and duration of services;  Appropriate, measurable post-secondary goals and transition services;  A statement of how the child’s progress toward the annual goal will be measured. 4

5.  The IEP team fails to develop or implement progress monitoring plans;  Responsibilities for progress monitoring are improperly delegated;  The IEP team does not plan or implement progress monitoring for behavior intervention plans;  The team uses inappropriate measures to determine the student progress towards graduation;  Progress monitoring is not frequent enough to meet the requirements of IDEA or to provide meaningful data to IEP teams. 5

6. The law says:  The IEP Team MUST develop and implement progress monitoring plans  Responsibilities for progress monitoring MUST be properly delegated  The IEP Team MUST implement progress monitoring for behavior intervention plans  The IEP Team MUST use appropriate measures to determine student progress toward graduation  Progress monitoring MUST provide meaningful data and be completed frequently in accordance with IDEA 6

7.  To make instructional and service decisions based on student performance  Determine progress on IEPs (annual goals and short-term objectives) for students in special education 7

8. (1)Writing Measurable Goals and Objectives (2)Making Data Collection Decisions (3)Determining Data Collection Tools and Schedules (4)Representing the Data Visually (5)Evaluating the Data (6)Making Instructional Adjustments (7)Communicating Progress 8

9. 2009-2010 SEAS FORM LEWISVILLE ISD 9

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12. The PLAAFP sets the baseline for the annual goals.  Determines approaches for ensuring involvement in, or adaptations/modifications to the general education curriculum.  Should accurately describe the student’s performance in all areas of education that are affected by the student’s disability.  Each area of educational need identified in the PLAAFP must be addressed in at least one other section of the form: annual goals, supplementary aids/services, programming/services, and/or secondary transition services. 12

13.  Work samples  School records  Checklists  Career, transition, vocational assessments  Student work samples, portfolios  Teacher observations and records  Parent input  Student interviews  Behavioral data  Systematic data collection  Report Cards  Statewide assessment  Teacher-made tests  Norm-referenced tests  Criterion Referenced Tests  (CLASS) 13

14. The most critical aspect of the goal is to define the skill or behavior in terms that are:  Measurable  Observable  Countable 14

15. OBSERVABLENOT OBSERVABLE  Matching author to book title  Dressing one’s self  Reading orally  Pointing  Drawing  Identifying  Write essay  Answer chapter questions  Appreciating Art  Enjoying literature  Understanding history  Becoming independent  Respecting authority  Improving  Feeling  Read silently  Stay on task 15

16.  Should be precise, measurable, and provide a clear basis for student progress monitoring.  Focus on essential skills, based on the student’s documented need from the PLAAFP to access and make progress in enrolled grade level TEKS. The PLAAFP sets the baseline for the annual goals.  Describe the amount of progress the child is expected to make within a specific segmented time.  Focus on IEP goals for one year, however, the goals should be building toward helping the student achieve post-school or long-term outcomes. 16

17. Annual goals and short-term objectives must have the following components: Student Student: Use student’s name Behavior Behavior: State what the student will do. Use verbs that are observable and measurable. Conditions Conditions: State the specific circumstances under which the student will perform the expected behavior. Criterion Criterion: Set a standard which indicates reasonable level of performance that the student will achieve after instruction or intervention. 17

18. John will demonstrate progress towards enrolled grade level TEKS in the areas of Reading, Science, and Social Studies by mastering 7 out of 8 of the following objectives: 18

19.  The measurable, intermediate steps between the present levels of educational performance of the child and the annual goals established.  Guide the development of strategies that will be most effective in realizing the goals.  Can serve as milestones for measuring progress toward meeting the goals. 19

20. 1. Condition (Given…) 2. Learner (the student) name 3. Skill of Behavior (will…) must be observable 4. Criteria for success (for…with…) 5. Time reference Given…John…will…for…with…by 20

21. Given a list of words, John will decode multi-syllable words using context and syntax cues to determine meaning of unfamiliar words in 7 out of 10 attempts for 4 consecutive probes. 21

22. Objectives sometimes require a statement of a given and sometimes don’t.  Given access to the Internet  Given access to the Internet, student will locate ten sources of information on topic X  The student will  The student will bounce to a height of one foot, five consecutive times without falling off the trampoline. 22

23. criterion is simply how well the learner must do…  The criterion is simply how well the learner must do…the level of performance required to meet the objective  Frequently used criteria include… 4 of 5 trials in 6 consecutive probes 7 out of 10 opportunities for 4 consecutive trials  The common use of percentages needs to be considered carefully. MUST  The common use of percentages needs to be considered carefully. You MUST be able to take meaningful data to determine performance. 23

24.  Defines the period of time that the objective must be completed within.  May be omitted depending on the objective. Examples:In 6 consecutive probes Over 3 consecutive weeks During the first 6 weeks By the end of the semester By “given date” (09/01/11) 24

25. Data decisions guide the selection of a meaningful data collection tool Type of data needed Type of data needed (i.e., event recording, ABC charts, anecdotal observations) Where Where (i.e., classroom, playground, cafeteria, hallways, community) By Whom By Whom (i.e., gen.ed/sp.ed. teachers, para, job coach, other) How often How often (daily, weekly, monthly) Remember: Data must be gathered as frequently as necessary ~ and no more! 25

26.  Decide who is responsible for data collection and the setting where data will be collected.  Regular education teachers and other service providers play a key role in data collection and input.  Determine a method of collecting data and create or find an appropriate form and/or chart for on-going data collection.  Develop a notebook or file system for keeping documentation. (see notebook sample)  Develop/implement an intervention or teaching strategy that has a reasonable chance of accomplishing the goals  Record a student’s progress at least weekly.  Use the same criteria as set in goals and objectives.  If a student is NOT making meaningful progress, keep and analyze data that will allow adjustments and modifications to the student’s IEP. 26

27.  The tools used to collect data and measure progress provide evidence of student performance specific to IEP goals and objectives.  Data collection tools should represent different types of measurement in order to provide a clear picture of student progress. 27

28. Commonly used tools/methods:  Teacher-made tests  Surveys  Rating scales  Curriculum-based assessment  Observations  CBMs  Work Samples  Assessment checklists  Anecdotal records  Portfolio assessment 28

29. The data collection schedule depends on how service is delivered:  Times for data collection should be worked into daily and weekly plans for instruction.  Data collection does not necessarily have to be separate from instructional time.  Regular education teachers and other services providers play a key role in data collection and input.  Times for data collection should be scheduled when concerns have been brought up. 29

30.  Visual representation of data provides a picture of student progress  Ways to show data visually include:  Graphs  Charts  Checklists 30

31. View sample elementary data collection process View sample secondary data collection process Thoughts: What do the data sheets look like? How often would you take data? Who can take data? How do you use these results when writing IEP’s? Ideas: Keep one notebook of IEP’s by subject for students Use IEP pages to keep data collection/averages 31

32. Compiling data is a critical component.  Periodically review and graph or chart the collected data.  Attempting to compile all data collected during the year right before the ARD would be an overwhelming task. If data is collected:Then data should be compiled: DailyWeekly Two or three times per week Bi-weekly or monthly Once a weekMonthly 32

33. Data collection provides information used to drive instruction  Data must be reviewed regularly and on a predetermined basis.  Data must be evaluated to determine if the student is making progress towards the goals and objectives.  Data should determine how well the student is responding to the intervention being implemented. 33

34.  When the data patterns indicate the need to intervene, simple instructional interventions should be used first and then more intensive interventions.  When instructional interventions do not result in the expected progress being made the ARD Committee may need to meet to reevaluate the goal and objectives. 34

35. If the data patterns show progress is:  Adequate or better--the program is working, and should continue  Stalled, but the student can do some of the task-– provide direct instruction or intensive instruction on difficult steps.  Stalled close to the goal--provide increased repetitions and frequent opportunities for practice  At or near zero--the task is too difficult, teach prerequisite skills  Accomplished—move on to a new goal! 35

36.  Communication about student progress should actively involve the parent and the student.  Communication is a motivational tool for students and strengthens home-school bonds with parents.  The ARD Committee determines how progress will be communicated and the method and schedule is noted on the IEP.  Progress on IEP goals must be reported at least as frequently as progress is reported for students who do not have disabilities.  Update must match objective(s) criteria (i.e., 4 out of 5 times in 6 consecutive probes) 36

37.  Progress monitoring processes that are focused, clearly defined, and completed will ensure meaningful educational programs for students with disabilities.  Progress monitoring remains a required part of the IEP with IDEA 2004. 37

38. 1. Alexandrin, J. R. (2003). Using continuous, constructive classroom evaluations. TEACHING Exceptional Children, 52-57. 2. An Administrator’s Guide to Measuring Achievement for Students with IEPs. http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm 3. Etscheidt, Susan K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children, 56- 60. 4. Jones, C. J. (2004). Teacher-friendly curriculum-based assessment in spelling. TEACHING Exceptional Children, 32-38. 5. Operating Standards for Ohio’s Schools Serving Students with Disabilities (OS), 61-74. http://www.ode.state.oh.us/exceptional_children/children_with_dis abilities/Operating_Standards/default.asp 6. Show Me the DATA! University of Washington, Experimental Educational Unit. 2004. 7. Pemberton, J. B. (2003). Communicating academic progress as an integral part of assessment. TEACHING Exceptional Children, 16-20. 8. Region 20 – Access to the General Curriculum Statewide Network- Statewide Decentralized Function and Projects 38