1. Measuring and Reporting Progress
Data Collection Templates
Data Collection/Templates for Tracking Student Progress

2. Reporting Progress
We need to know if strategies are working and if student is ready to move to a more advanced skill
The first step is to look at the student’s
present level of performance

3. Present Level of Performance
Purpose:
To describe the student’s unique needs that will be addressed by special education and related services, and to establish a baseline of measurable information that serves as a starting point for developing goals and objectives

4. The Present Level of Performance Specifies:
Statement of Strengths
Statement of Needs

5. Statement of Strengths
These are statements of the student’s gifts, strengths and abilities as a learner. For example:
Responds to familiar routine directions
Communicates when motivated and understands the activity
Understands cause and effect
Lets his wants be known
Loves to swim, listen to music, eat

6. Statement of Needs
This section identifies those areas that are important for the student to learn in order to facilitate the development of functional skills and inclusion. For example:
To improve mealtime skills
To develop a yes/no
To develop independent sitting, balance, and standing ability
To improve functional hand use

7. Key Characteristics of the Present Level of Performance
Measurable
Objective
Functional
Current
Identifies any special considerations
Includes most recent assessment information
Establishes the baseline of information used in writing Goals and Educational Objectives

8. Measurable IEP Objectives
Purpose:
To describe what the student can reasonably be expected to accomplish within 12 months with specially designed instruction and related services

9. IEP Objective
Is directly related to the present level of performance which provides baseline information
Provides a way of determining whether anticipated outcomes are being met
Has three parts
The student … does what … to what level
Appropriate annual goals answer the question
“What should the student be doing?”

10. We Can Measure Student Progress as Follows:
Through increasing levels of partial participation in activities
Through less prompting or facilitation over time
Through generalization of the same skill to new people, activities or environments
Through fewer false hits in activities involving switch work
The amount of time it takes for the student might decrease
The amount of time a student engages in an activity might increase

11. Levels of Prompts: 1. Independent 2. Non-verbal (eye contact)
3. Verbal only
4. Physical only (helping hand)
Degree of Active Participation Measurement Form
5. Verbal and physical
6. Verbal & hand over hand (full support)

12. Degree of Active Participation
How much assistance or prompting (physical and/or verbal) does the student require to perform the skill?

13. Degree of Active Participation
The Objective is to:
Increase the student’s level of independence with the skill
Decrease the amount of prompting required
Measure degree of success at a certain
prompt level

15. Examples of Measurable Active Participation Skills
The student will activate a single switch to play music with a verbal prompt only
The student will make a choice
between two objects by touching the
object, with no more than a physical
prompt, five times per session

16. Frequency of the Behaviour
How often does the student perform the desired activity?
How many times does the student sign “more” for an interrupted favourite activity?

17. Examples of Frequency of Behaviour or Skill Measurement
The student will make a choice for an activity using pictures 5 times per session, by the end of the term
The student will push the wheelchair door button on their own twice a day
The student moves from sitting to standing on their own 3 times a day

19. Accuracy of the Behaviour
How precisely does the student perform the behaviour?
During switch work,
how many “false hits”
occurred? Did the
student point or gaze
accurately at an
object choice?

20. Examples of Accuracy
The student will ‘announce’ the next activity by pointing to picture symbols on the classroom picture schedule - with 80% accuracy by the end of the term
The student will hold a cup with one hand
and pour juice into it, without spilling
The student will lean forward to help get
jacket off

22. Appropriateness of the Behaviour
Does the student demonstrate the desired behaviour in appropriate situations?
The student vocalizes when requesting attention, but is appropriately quiet in the classroom

23. Examples of Appropriate Behaviour
The student will respond to greetings by smiling and/or quiet vocalization The student walks safely and independently in the hallway
The student uses a bingo dauber on paper (rather than putting it in his mouth)

25. Duration of the Behaviour
How long does the student engage in the
desired
behaviour?
Spending an increasing
amount of time in their
walker

26. Examples of Duration of Performance
How long does the student hold onto a spoon during lunch?
How long can the student keep his head
up during buddy reading?
How long can the student brush her
hair independently?

28. Generalization of the Behaviour
Does the student have the ability to use the developing skill with different people or in different settings?
Greets a peer in the classroom and also greets the school secretary in the office?

29. Examples of Assessing Skill Generalization
The student will communicate with five new people, expressing a total of five different communicative intents (including responding to questions, greetings, making choices, requesting “more”, and making comments) by the end of the term
Final Activity:
Ask participants to design a system of measurement for the skill that you’ve previously identified.

31. In Summary,
Measuring and reporting progress allows us to document a student’s skill development and to modify instruction as necessary.
Accountability is demonstrated by tracking student progress over time.