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The IEP: Progress Monitoring Process

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Unpack Existing IEP. Fill in the Missing Pieces. Determine Measurement Types and Tools ... Unpack the Existing IEP. Existing IEP contains. measurable goals. and ... – PowerPoint PPT presentation

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Title: The IEP: Progress Monitoring Process


1
The IEP Progress Monitoring Process
  • Southwest Ohio Special Education
  • Regional Resource Center
  • By Liz Neal, Clermont County Educational Service
    Center

2
Session Objectives
  • To 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 Monitoring
  • Data Collection
  • Unpack Existing IEP
  • Fill in the Missing Pieces
  • Determine Measurement Types and Tools
  • Data Collection Schedule
  • Data Compilation
  • Data Compilation Tools
  • Data Compilation Schedule
  • Data Reporting
  • Data Reporting Schedule
  • Data Presentation To Graph or Not to Graph
  • Using Data to Make Instructional and Service
    Decisions

4
Session Format
  • These 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
Rationale
  • Individuals With Disabilities Education
    Improvement Act (IDEIA) 2004
  • Requires a students 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
Rationale
  • 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 and
  • A statement of how the childs 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 students 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
Rationale
  • The 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.

Etscheidt, Susan K. (2006)
11
Prerequisites
  • A statement of measurable annual goals, including
    benchmarks or short-term objectives related to
    meeting the childs needs that result from the
    childs disability to enable the child to be
    involved in and progress in the general
    curriculum and to meet the childs other
    educational needs that result from the childs
    disability. (OS page 66)

12
Prerequisites
  • In 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
Prerequisites
  • A statement of how the childs progress towards
    the annual goals will be measured and how the
    childs parents will be regularly informed
    (through such means as periodic report cards), at
    least as often as parents are informed of their
    non-disabled childrens progress (OS page 66)

14
Prerequisites
  • in regard to
  • Their childs progress towards the annual goals,
    and
  • The 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
Prerequisites
  • In 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 CollectionUnpack the Existing IEP
Existing IEP contains measurable goals and
short-term objectives as well as a clear and
specific statement of student progress.
NO
YES
Determine and define missing pieces of the
goal, benchmark, or objective. Determine and
define missing pieces in the statement of student
progress.
Measure the behaviors under the conditions using
the criteria set forth in the goal, benchmark,
or short-term objective defined in the
IEP. Follow data type, schedule, and person
responsible defined in the IEP.
17
Step 1 Data CollectionFill in the Missing
Pieces
  • Make the existing IEPs 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 CollectionFill in the Missing
Pieces
  • Make the existing IEPs 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 CollectionFill in the Missing
Pieces
  • Make the existing IEPs 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 CollectionFill in the Missing
Pieces
  • Questions and Suggestions.
  • Review the IEP at your table and
  • work through the flow chart
  • for unpacking the existing IEP.
  • Changes?
  • Questions?
  • Feedback?
  • Roadblocks?

21
Step 1 Data CollectionDetermine 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.

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 Narratives
  • Data Charts
  • Frequency Recording
  • Duration Recording
  • Interval Recording
  • Time Sampling
  • More

23
Step 1 Data Collection Determine Measurement
Types and Tools
  • DIRECT MEASUREMENT (continued)
  • Curriculum Based Assessment (CBA) is the
  • direct observation and recording of students
    performance in the school curriculum.
  • Criterion Referenced Test (CRT)
  • Teacher constructed
  • Focuses on hierarchies of skills in the general
    education curriculum
  • Curriculum Based Measure (CBM)
  • Brief, standardized samples
  • Fluency based (accuracy and time)

24
Step 1 Data Collection Determine Measurement
Types and Tools
  • DIRECT MEASUREMENT
  • Questions and Suggestions.
  • Review the data collection tools for
  • direct measurement.
  • Which of these tools could be used to
  • monitor the IEP you just unpacked?
  • Questions?
  • Feedback?
  • Roadblocks?

25
Step 1 Data Collection Determine Measurement
Types and Tools
  • INDIRECT MEASUREMENT can supplement direct
    measures.
  • Rubrics
  • Describes 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.

26
Step 1 Data Collection Determine Measurement
Types and Tools
  • INDIRECT MEASUREMENT (continued)
  • Interviews
  • Provides 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-Monitoring
  • Documents student behaviors and performance
    through self recording given specific cues.

27
Step 1 Data Collection Determine Measurement
Types and Tools
  • INDIRECT MEASUREMENT
  • Questions and Suggestions.
  • Review the data collection tools for
  • direct measurement.
  • Which of these tools could be used to
  • monitor 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 Samples
  • Provides evidence of student performance through
    hard copies of actual student work.
  • Writing
  • Math
  • Projects (cutting, drawing)
  • Pictures of student work
  • Audio recordings of student performance (reading,
    responding to questions)
  • Portfolios
  • Documents student performance through a
    collection of work samples demonstrating specific
    outcomes.

29
Step 1 Data Collection Determine Measurement
Types and Tools
  • AUTHENTIC MEASUREMENT (continued)
  • Student Interviews
  • Assesses 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 MEASUREMENT
  • Questions and Suggestions.
  • Review the data collection tools for
  • direct measurement.
  • Which of these tools could be used to
  • monitor the IEP you just unpacked?
  • Questions?
  • Feedback?
  • Roadblocks?

31
Step 1 Data CollectionSchedule
  • The data collection schedule depends on how
    service is delivered.
  • Direct Instruction
  • Times 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 CollectionSchedule
  • Indirect Instruction or Support
  • Times 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.
  • Consultation
  • Regular 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 CollectionSchedule
  • The effectiveness of services and instructional
    method is determined most efficiently when
    progress is measured frequently.

An Administrators Guide to Measuring Achievement
for Students with IEPs. http//www.awa11.k12.ia.u
s/iep/iepresults/AdministratorsGuide.htm
34
Step 1 Data CollectionSchedule
  • Questions and Suggestions
  • Develop 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 and
  • frequency.
  • 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 CompilationTools
  • 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.

37
Step 2 Data CompilationSchedule
  • The data compilation schedule depends upon the
    data collection frequency.
  • Suggested compilation schedules

38
Step 2 Data CompilationTools 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 dont usually compile data, how might it
    be worked in with everything else you do during
    school?

39
Step 3 Data ReportingSchedule
  • Progress on IEP goals, benchmarks, and short-term
    objectives is reported to parents as often as
    non-disabled student receive academic progress
    reports.
  • Timeline
  • Mid-Quarter (Interim Reports)
  • Quarterly
  • Format
  • Compilation Forms
  • Graphs
  • Narratives
  • Accompanies hard data
  • Explains any instructional changes or specific
    circumstances

40
Step 3 Data ReportingData 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
  • Progress
  • Did the student make the progress expected by the
    IEP team? (criteria)

42
Using Data to Make Instructional and Service
Decisions
  • Comparison to Peers or Standards
  • How does the students performance compare with
    the performance of general education students?
  • Independence
  • Is the student more independent in the goal area?
  • Goal Status
  • Will 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 Suggestions
  • Using 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 Thoughts
  • Progress monitoring remains a required part of
    the IEP with IDEIA 2004.
  • Other provisions in IDEIA 2004 mandate greater
    accountability for student progress.
  • Results-oriented shift
  • Outcomes

Etscheidt, Susan K. (2006)
45
Final Thoughts
  • Progress 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, 52-57.
  • An Administrators Guide to Measuring Achievement
    for Students with IEPs. http//www.awa11.k12.ia.u
    s/iep/iepresults/AdministratorsGuide.htm
  • Etscheidt, Susan K. (2006). Progress monitoring
    Legal issues and recommendations for IEP teams.
    TEACHING Exceptional Children, 56-60.
  • Jones, C. J. (2004). Teacher-friendly
    curriculum-based assessment in spelling.
    TEACHING Exceptional Children, 32-38.
  • Operating Standards for Ohios Schools Serving
    Students with Disabilities (OS), 61-74.
  • http//www.ode.state.oh.us/exceptional_children/c
    hildren_with_disabilities/Operating_Standards/defa
    ult.asp
  • Show Me the DATA! University of Washington,
    Experimental Educational Unit. 2004.
  • Pemberton, J. B. (2003). Communicating academic
    progress as an integral part of assessment.
    TEACHING Exceptional Children, 16-20.

47
Information
  • Contact Information
  • Elisabeth Neal
  • Clermont County Educational Service Center
  • 735-8332 (office)
  • neal_l_at_ccesc.org
  • The IEP Progress Monitoring Systems
  • September 12, 2006
  • 430 p.m. 700 p.m.
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