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Kristen Fonda and Sarah Cyprowski
August 25, 2008
McGuffey School District In-Service Inclusion Fair
Progress Monitoring in the Inclusion Classroom
AGENDAWhat is Progress Monitoring?How does Progress Monitoring work?What is the importance of Progress
Monitoring?Examples of IEP Goals and how to measure
themHow can Progress Monitoring happen in the
regular education classroom?How will we monitor progress at McGuffey?How progress is reportedQuestions
What is Progress Monitoring?
A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction
Progress monitoring can be implemented with individual students or an entire class
How does Progress Monitoring Work?
The student’s current levels of performance are determined and goals are identified for learning that will take place over time (IEP goals created by IEP team)
The student’s academic performance is measured on a regular basis (daily, weekly, monthly depending on need and/or goal)
Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning
The student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs
What is the importance of Progress Monitoring?
Monitoring student progress through data collection and analysis is an effective way to determine if the classroom instruction is meeting the needs of the student and benefits all those involved in the education process. Teachers can evaluate their instruction based on data
not hunchesParents are kept well informed about their child's
progress, supported by specific information about how their child is responding to instruction. Parents can review the data and make suggestions for instructional adjustments when necessary.
Students know what is expected of them. They receive specific feedback about their performance along the way, and not just at the end of the marking period.
What is the importance of Progress Monitoring?
The IEP team has the data-based information needed to:
Determine current instructional levels (aids in IEP development)
Write measurable annual goals and objectives
Determine if the student still meets eligibility for special education and needs specially designed instruction
What is the importance of Progress Monitoring?
TO KEEP US LEGAL!For example: In the event of a Due Process
hearing we must be able to prove two things:(1) What evidence do we have that what
we're doing is working (2) How will we respond when we find out
what we're doing is not working?
WE MUST BE ABLE TO PROVE THAT WE ARE DOING EVERYTHING POSSIBLE FOR THE STUDENT!
Example IEP Goals and how to measure them
How can Progress Monitoring happen in the regular education
classroom?PM can happen in the regular education
classroom if the IEP goal(s) coincide with the subject’s curriculum and is not a remediation skill.Example:
Subject: Algebra AGoal: Susie will correctly solve 8/10 two
step equations in 3 out of 5 trials.
Can PM take place in the regular education classroom
based on this goal?
How can Progress Monitoring happen in the regular education
classroom?
Example:Subject: Algebra AGoal: Joe will correctly solve 10 one-digit
division problems without the use of a calculator in 3 out of 5 trials.
Can PM take place in the regular education classroom
based on this goal?
How can Progress Monitoring happen in the regular education
classroom?Depending on your school, you may collect
student work/data differently.Example: At the high school level, the special
education case managers provide a copy of the student’s goal which pertains to a particular subject to that classroom teacher. When the student completes an assignment that relates to the goal, it is filed and given to the case manager to use in the Progress Monitoring process.
Example: At the middle school level, the special education case manager collects all student work from academic classes and pulls out work that pertains to each goal.
How will we monitor progress at McGuffey?
Bi-weekly reportsIEP/ Reevaluation input formsBehavioral checklistsOrganizational checklistsStudent agendasHomework tracking by teacherEdline/ Missing work/ Makeup testsDaily co-teaching tracking formsContact LogStudent Observations
Bi-weekly reports McGuffey School District Special Services Biweekly Progress Report Name of Student_______________________________________ Date______________________________ Course____________________________ Period___________ Teacher___________________________ Grade 6 7 8 9 10 11 12 Marking Period 1 2 3 4 Current Grade_________ Has parent contact been made if grade is a D or F? YES
NO Does this student complete homework? Yes No If no, what homework assignments are incomplete? _________________________________________________ _____________________________________________________________________________________________ Class Behavior Assigned Work ___ Uncooperative ___ Cooperative ___ Unprepared ___ Well prepared ___ Inattentive ___ Attentive ___ Unsatisfactory ___
Satisfactory ___ Creates disturbances ___ Overdue
___ On time ___ Other____________________ ___ Careless ___ Neat ___ Incomplete ___
Complete ___ Does not follow ___ Follows
directions directions
___ Other_______________________________
Work Habits Other Areas of Concern ___ Wastes time ___ Uses time well ___ Tardiness ___ Absence ___ Avoids extra help ___ Seeks extra help ___ Materials ___ Peer problems ___ Apathetic ___ Works hard ___ Other_______________________________ ___ Shows improvement ___ Other_____________________________
Comments regarding student performance: ________________________________________________________________________________________________________________________________________________________________________________________________
Bi-weekly reports If any of the following specially designed instruction is being used, please indicate with a yes or
no if it has been successful. (See the case manager if you need assistance with this.) _____ Resource Room _____ Clear/concise directions _____ Homework
assignment sheet _____ Extended time _____ Use of calculator _____ Structured study guides _____ Preferential seating _____ Adapted tests _____ Repetition/drill _____ Task analysis _____ Redirect inappropriate behavior _____ Behavior contract
_____ Read tests orally _____ Reduce assignment _____ Frequent
monitoring of comprehension of skill _____ Test only what is taught _____ Classroom rules clearly defined _____ Prompting/cues _____ Parent communication _____ Work completion checklist _____ Orally presented notes paired with visual study guide
Additional Specially Designed Instruction which has been successful and needs to be added to the IEP:
Additional Specially Designed Instruction which has not been successful:
Check yes or no if a meeting is needed with the case manager to discuss reopening the IEP to add specially designed instruction: YES NO
Thank you for taking the time to complete this progress report. Please return to:___________________________________ by_____________________ --------------------------------------------------------------------------------------------------------------------------------------------------------- Case Manager Feedback to Regular Education Teacher: _____________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________
Bi-weekly reportsSubmit on time to case managersAttach missing workCheck SDI’s that are needed for SPECIFIC
student; do not generalize or check allFeedback will be returned to regular
education teachers within a week after receipt
Regular education teacher input is valuable and utilized to make decisions regarding student needs
IEP/ Reevaluation Input FormsLink
Behavioral checklists/ plans Behavior Report Card
Student: _______________________ Date: __________________________
Teacher: _______________________ Classroom: _____________________
Directions: Review each of the Behavior Report Card items below. For each item, rate the degree to which the student showed the behavior or met the behavior goal.
The student wrote down homework assignments correctly and completely.
The student turned in his or her completed homework on time.
The student focused his or her attention on teacher instructions, classroom lessons and assigned work.
The student remembered academic instructions and directions without needing extra reminders.
The student was motivated to work on class assignments/projects.
The student took care in completing his or her assignments and avoided careless errors.
The student completed and turned in his or her assigned class work on time.
The student was prepared for class, with all necessary school materials (e.g., books, pencils, papers).
The student arrived on time to school or to class.
Organizational checklists
Organizational ChecklistsDoes student have required materials?Did student write down homework?
Student AgendasAgendas should be maintained by all
studentsAgendas should list homework assignments
dailyAgendas should be checked weekly to
ensure students are maintaining them
Homework TrackingTeachers should keep track of homework
dailyIf homework is not complete on a regular
basis, the case manager and parent will need to be notified
EdlineEdline should be updated weeklyParents often contact case managers
regarding their child’s grades in all classesCase managers have access to students’
grades that are on their caseload onlyMissing work should be discussed with case
managerStudents must be re-tested in a timely mannerStudents will need to work with regular
education teacher in homeroom to make up assignments/ tests
Daily co-teaching trackingClass: Teacher: Period: Date:
Student Name Monday Tuesday Wednesday Thursday Friday
Contact Log Contact Log Student Name: ______________________________________ Attempts Made:
_______ Meeting with student _______ Meeting/ phone conference/ e-mail with parent/ guardian _______ Meeting/ phone conference/ e-mail with teacher Who initiated contact: _____________________________________________________ Reason for contact: _______________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Issues discussed: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Action to be taken: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Date: Time: Method:
Student ObservationsStudent Observation Form
Student Name: _____________________ Observer: _________________________
Teacher(s): ________________________ Class: ____________________________
Date: ___________ Beginning Time: ___________ Ending Time: ___________
Observed behaviors: Yes: No, please explain:
1. Student was on time for class.
2. Student had required materials.
3. Student participated in class.
4. Student completed class work.
5. Student was respectful to peers.
6. Student was respectful to school personnel.
7. Student asked for assistance.
8. Student completed homework (if applicable)
9. Student followed class rules.
10.
Data Collection using frequency: Time Interval ____ minutes
Behaviors: Out of Seat 0 1 2 3 4 5 6 7 8 9 10 Off- task 0 1 2 3 4 5 6 7 8 9 10 Refusal of teacher directives 0 1 2 3 4 5 6 7 8 9 10 Talk outs 0 1 2 3 4 5 6 7 8 9 10
Accommodations used during observation: ____seating ____adapted materials/ tests ____peer buddies ____verbal cues ____organizational aids ____other Notes: _________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How progress is reportedExample Goal: Joey will increase from 67 to
80 correct words per minute (CWMP) during the second marking period.
How progress is reportedExample goal: After reading a passage at
his instructional level, John will correctly answer 8/10 comprehension question in 3 out of 5 trials.
C:\Users\sarah\Documents\Example goal sheet-presentation.doc
Questions?
Take a deep breath, count to ten, and
tackle each task one step at a time.
Linda Shalaway
