Presentation on theme: "The IEP: Progress Monitoring Process"— Presentation transcript:
1 The IEP: Progress Monitoring Process Southwest Ohio Special EducationRegional Resource CenterBy: Liz Neal, Clermont County Educational Service Center
2 Session ObjectivesTo provide an overview of the steps of progress monitoring.To provide resources and tools for gathering and compiling data.To provide time for practical application and feedback.
3 Session Agenda Definition Rationale Prerequisites The Steps of Progress MonitoringData CollectionUnpack Existing IEPFill in the Missing PiecesDetermine Measurement Types and ToolsData Collection ScheduleData CompilationData Compilation ToolsData Compilation ScheduleData ReportingData Reporting ScheduleData Presentation… To Graph or Not to GraphUsing Data to Make Instructional and Service Decisions
4 Session FormatThese slides indicate time for questions, group discussion, review of the IEPs you brought, and application of monitoring suggestions.
5 What is Progress Monitoring? Progress monitoring is the ongoing process of collecting and analyzing data to determine student progress.Progress monitoring should be used to make instructional and service decisions based on student performance.
6 RationaleIndividuals With Disabilities Education Improvement Act (IDEIA) 2004Requires a student’s individualized education plan (IEP) to include: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;Etscheidt, Susan K. (2006)
7 RationaleAn 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; andA statement of how the child’s progress toward the annual goals will be measured.Etscheidt, Susan K. (2006)
8 Rationale Legal Decisions The absence of adequate progress monitoring has been the focus of several administrative and judicial decisions.Courts are unwilling to accept the claims of school districts regarding the appropriateness of a student’s program without proof in the form of data.Etscheidt, Susan K. (2006)
9 Rationale Legal Decisions Recent decisions concerning progress monitoring have revealed five primary areas of concern:The IEP team fails to develop or implement progress monitoring plans;Responsibilities for progress monitoring are improperly delegated;Etscheidt, Susan K. (2006)
10 RationaleThe IEP team does not plan or implement progress monitoring for behavior intervention plans (BIPs);The team uses inappropriate measures to determine student progress toward graduation;Progress monitoring is not frequent enough to meet the requirements of IDEIA or to provide meaningful data to IEP teams.(after reviewing slide)… so where do we start?... The current IEP…Etscheidt, Susan K. (2006)
11 PrerequisitesA statement of measurable annual goals, including benchmarks or short-term objectives related to meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum and to meet the child’s other educational needs that result from the child’s disability. (OS page 66)
12 how well… under what conditions? PrerequisitesIn order to collect data that provides evidence of student progress, the IEP must include measurable annual goals and benchmarks or short-term objectives.Annual goals and benchmarks or short-term objectives must include:clearly defined, observable behaviors/actions;the condition under which the behavior is performed;the performance criterion.Who… will do… what…how well… under what conditions?
13 PrerequisitesA statement of how the child’s progress towards the annual goals will be measured and how the child’s parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their non-disabled children’s progress… (OS page 66)
14 Prerequisites …in regard to Their child’s progress towards the annual goals, andThe extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.(OS page 66-67)
15 PrerequisitesIn order to collect data that provides evidence of student progress, the IEP must also include a specific statement of how and when progress will be measured and reported.What data will be collected?Where will the data be collected?Who will collect and compile data; who will report progress?
16 Step 1: Data Collection Unpack the Existing IEP Existing IEP containsmeasurable goalsand short-term objectivesas well as a clearand specific statementof student progress.NOYESDetermine and definemissing pieces of the goal,benchmark, or objective.missing pieces in thestatement ofstudent progress.Measure the behaviors under theconditions using the criteriaset forth in the goal,benchmark, or short-term objectivedefined in the IEP.Follow data type, schedule, andperson responsible defined in the IEP.
17 Step 1: Data Collection Fill in the Missing Pieces Make the existing IEP’s goals, benchmarks, and/or short-term objectives measurable.Determine purpose and outcome of goal. (What do we need to observe of this student?)Fill in the blanks. (Conditions? Criteria?)Check with the team. (What are parent and other team member perceptions of purpose and outcome?)
18 Step 1: Data Collection Fill in the Missing Pieces Make the existing IEP’s statement of student progress specific.Determine the best way to provide evidence of student progress. (What type of data will be collected?)Determine who will collect, compile and report data and progress.Determine where evidence will be collected. (Where will the data be easily collected as well as provide documentation of skill?)
19 Step 1: Data Collection Fill in the Missing Pieces Make the existing IEP’s statement of student progress specific. (continued)Determine how often evidence will be collected. (How often is enough to truly show progress, or lack of?)Check with the team. (What are parent and other team member perceptions about data collection and reporting?)Any written changes on an IEP must be approved by the IEP team (parents, service providers, district personnel).
20 Step 1: Data Collection Fill in the Missing Pieces Questions and Suggestions.Review the IEP at your table andwork through the flow chartfor unpacking the existing IEP.Changes?Questions?Feedback?Roadblocks?
21 Step 1: Data Collection Determine Measurement Types and Tools The tools used to collect data and ultimately measure progress provide evidence of student performance specific to IEP goals, objectives, and/or short-term benchmarks.Data collection tools should represent different types of measurement in order to provide a clear picture of student progress.Bullet one: let the behavior to be observed dictate the tool…EVIDENCE means you can tangibly show the team how the student performedExample: You wouldn’t use clothing size alone to measure progress in weight loss… you would use multiple measures like weight, inches, clothing size, BMI, etc…
22 Step 1: Data Collection Determine Measurement Types and Tools DIRECT MEASUREMENT provides valid and reliable indications of student progress.Behavior Observation can be documented in many different ways; behavior observation provides first hand evidence of student performance as it occurs.Observation NarrativesData ChartsFrequency RecordingDuration RecordingInterval RecordingTime SamplingMore…
23 Step 1: Data Collection Determine Measurement Types and Tools DIRECT MEASUREMENT (continued)Curriculum Based Assessment (CBA) is thedirect observation and recording of student’s performance in the school curriculum.Criterion Referenced Test (CRT)Teacher constructedFocuses on hierarchies of skills in the general education curriculumCurriculum Based Measure (CBM)Brief, standardized samplesFluency based (accuracy and time)
24 Step 1: Data Collection Determine Measurement Types and Tools DIRECT MEASUREMENTQuestions and Suggestions.Review the data collection tools fordirect measurement.Which of these tools could be used tomonitor the IEP you just unpacked?Questions?Feedback?Roadblocks?
25 Step 1: Data Collection Determine Measurement Types and Tools INDIRECT MEASUREMENT can supplement direct measures.RubricsDescribes performance on a scale from desired performance to undesired performance using both qualitative and quantitative descriptions.Goal Attainment Scaling (GAS)Rates student performance changes on a five-point scale of from least to most favorable.Rubrics typically in writing (OAT, OGT)… we’ve all seen these… can be used for behaviors and other things too… should be used more often as long as the team is clear the scale of the rubricGAS is an excellent way of monitoring performance… very simplified and clear… again team should be involved in and understand the scale…GAS can be modified (example… joan)
26 Step 1: Data Collection Determine Measurement Types and Tools INDIRECT MEASUREMENT (continued)InterviewsProvides a summary of student performance on a given behavior in a structured format; regular education teachers or other school personnel can informally conference with the teacher in charge of data collection; conferences are then summarized and added to the progress monitoring file.Student Self-MonitoringDocuments student behaviors and performance through self recording given specific cues.Structure student self monitoring… have some kind of accountability tagged to it… IE student rates him/herself on a scale of 0-2, then the teacher does to… discuss any differences… etc…
27 Step 1: Data Collection Determine Measurement Types and Tools INDIRECT MEASUREMENTQuestions and Suggestions.Review the data collection tools fordirect measurement.Which of these tools could be used tomonitor the IEP you just unpacked?Questions?Feedback?Roadblocks?
28 Step 1: Data Collection Determine Measurement Types and Tools AUTHENTIC MEASUREMENT provides evidence of student performance through genuine student input.Work SamplesProvides evidence of student performance through “hard copies” of actual student work.WritingMathProjects (cutting, drawing)Pictures of student workAudio recordings of student performance (reading, responding to questions)PortfoliosDocuments student performance through a collection of work samples demonstrating specific outcomes.Work samples should be accompanied with some sort of explanation of what the sample is showing (see cover sheet from AA)IE: portfolios should be sectioned… should not just be a random sampling of math, writing, behavior, spelling, etc…. Should be placed in the collection to show progress (or lack of) according to specific IEP goal, benchmark, or objectiveStudents should be involved in the construction and evaluation of their portfolios (ownership)
29 Step 1: Data Collection Determine Measurement Types and Tools AUTHENTIC MEASUREMENT (continued)Student InterviewsAssesses student performance through informal conferences between the teacher and student; conversations are then summarized and included in the progress monitoring file.
30 Step 1: Data Collection Determine Measurement Types and Tools AUTHENTIC MEASUREMENTQuestions and Suggestions.Review the data collection tools fordirect measurement.Which of these tools could be used tomonitor the IEP you just unpacked?Questions?Feedback?Roadblocks?
31 Step 1: Data Collection Schedule The data collection schedule depends on how service is delivered.Direct InstructionTimes for data collection should be worked into daily and weekly plans for instruction.Data collection does not necessarily have to be separate from this instructional time; this situation can provide a real picture of student performance during a typical day.
32 Step 1: Data Collection Schedule Indirect Instruction or SupportTimes for data collection should be worked into the time when service is being delivered, if possible.Data can also be collected remotely by regular education teachers or other service providers.ConsultationRegular education teachers and other service providers play a key role in data collection and input.Times for data collection should also be scheduled when concerns have been brought up; this is a perfect opportunity for using direct measures (observations, data charts, etc.)
33 Step 1: Data Collection Schedule The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently.If progress is monitoredThen effectiveness mayDaily, as part of instructionBe determined within 2 weeksTwice a weekBe determined within a monthWeeklyBe determined within a quarterQuarterlyNOT be determined, even after a yearAn Administrator’s Guide to Measuring Achievement for Students with IEPs.
34 Step 1: Data Collection Schedule Questions and SuggestionsDevelop a data collection schedule for two or three of the tools you chose.Use your daily routine.Consider how services are delivered.Consider measurement type andfrequency.Questions?Feedback?Roadblocks?
35 Step 2: Data Compilation Compiling data is a critical component in progress monitoring.Summarizes data collected periodically during the duration of an IEP.Ultimately saves time; attempting to compile all data collected during the duration of a year long IEP would be an overwhelming task.Provides the team with useful reference points in time.Saves time and confusion during meetings.
36 Step 2: Data Compilation Tools The tools used to compile data should include:Student name;IEP effective dates;The goal, benchmark, or short-term objective directly from the IEP;A restatement of the criteria in the goal, benchmark, or short-term objective;An organized format that makes clear the data compilation schedule.EXAMPLE form after this slide
37 Step 2: Data Compilation Schedule The data compilation schedule depends upon the data collection frequency.Suggested compilation schedules:If data is collectedThen data should be compiledDailyWeeklyTwo or three times per weekBi-weekly or monthlyOnce a weekMonthlyEXAMPLE form after this slide
38 Step 2: Data Compilation Tools and Schedule Questions and Suggestions?Discuss data compilation:If you already practice compiling data, how do you make it work along with all other responsibilities?If you don’t usually compile data, how might it be worked in with everything else you do during school?
39 Step 3: Data Reporting Schedule Progress on IEP goals, benchmarks, and short-term objectives is reported to parents as often as non-disabled student receive academic progress reports.TimelineMid-Quarter (Interim Reports)QuarterlyFormatCompilation FormsGraphsNarrativesAccompanies hard dataExplains any instructional changes or specific circumstances
40 Step 3: Data Reporting Data Presentation… To Graph or Not To Graph Review the two sets of collected data provided at your table.Review the graphs used to compile the data collected.Discuss the impact of the graphs.How might the IEP meetings for these students gone had only the collected data (not compiled) been shared.Questions?
41 Using Data to Make Instructional and Service Decisions Student progress is considered in relationship to each goal, benchmark, or short-term objective.Four aspects should be considered:ProgressDid the student make the progress expected by the IEP team? (criteria)
42 Using Data to Make Instructional and Service Decisions Comparison to Peers or StandardsHow does the student’s performance compare with the performance of general education students?IndependenceIs the student more independent in the goal area?Goal StatusWill work in the goal be continued?Will student be dismissed from this goal area?
43 Using Data to Make Instructional and Service Decisions Questions and SuggestionsUsing the graphs of compiled data, consider instruction or service options.Consider progress, comparison to peers or standards, independence, and goal status (with the limited information you have).
44 Final ThoughtsProgress monitoring remains a required part of the IEP with IDEIA 2004.Other provisions in IDEIA 2004 mandate greater accountability for student progress.Results-oriented shiftOutcomesEtscheidt, Susan K. (2006)
45 Final ThoughtsProgress monitoring processes that are focused, clearly defined, and completed will ensure meaningful educational programs for students with disabilities.
46 Works Cited/Consulted Alexandrin, J. R. (2003). Using continuous, constructive classroom evaluations. TEACHING Exceptional Children,An Administrator’s Guide to Measuring Achievement for Students with IEPs.Etscheidt, Susan K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children,Jones, C. J. (2004). Teacher-friendly curriculum-based assessment in spelling. TEACHING Exceptional Children,Operating Standards for Ohio’s Schools Serving Students with Disabilities (OS),Show Me the DATA! University of Washington, Experimental Educational UnitPemberton, J. B. (2003). Communicating academic progress as an integral part of assessment. TEACHING Exceptional Children,
47 InformationContact InformationElisabeth NealClermont County Educational Service Center(office)The IEP: Progress Monitoring SystemsSeptember 12, 20064:30 p.m. – 7:00 p.m.