Progress Monitoring: Using Child Performance Data for Instructional Planning

1. Progress Monitoring: Using Child Performance Data for Instructional Planning The Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004. The central theme in reauthorization is to reinforce the concepts of the No Child Left Behind Act of 2001 by ensuring that children with disabilities have access to and make progress in the general education curriculum. The Kentucky Board of Education continues the theme of access to the general education curriculum through promulgation of new regulations. In this session we will focus on �Progress Monitoring: Using Child Performance Data for Instructional Planning�. Throughout this training, we will use the term �Student Performance Data� to refer to information that tells the ARC how the child is performing. In the past we have used terms such as ongoing progress, monitoring data, data collection, etc. The use of student performance data assists the ARC in decision-making and development of the IEP for each unique, individual student. Note: These terms may be posters on the wall.The Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004. The central theme in reauthorization is to reinforce the concepts of the No Child Left Behind Act of 2001 by ensuring that children with disabilities have access to and make progress in the general education curriculum. The Kentucky Board of Education continues the theme of access to the general education curriculum through promulgation of new regulations. In this session we will focus on �Progress Monitoring: Using Child Performance Data for Instructional Planning�. Throughout this training, we will use the term �Student Performance Data� to refer to information that tells the ARC how the child is performing. In the past we have used terms such as ongoing progress, monitoring data, data collection, etc. The use of student performance data assists the ARC in decision-making and development of the IEP for each unique, individual student. Note: These terms may be posters on the wall.

2. Purpose of this Session To provide a rationale of the progress monitoring process To review tools and assessments for progress monitoring To develop and practice the steps for progress monitoring To show progress toward goals, benchmarks, objectives on an IEP The purpose of today's session is: To provide a rationale of the progress monitoring process To review tools and assessments for progress monitoring To develop and practice the steps for progress monitoring To show progress toward goals, benchmarks, objectives on an IEP The purpose of today's session is: To provide a rationale of the progress monitoring process To review tools and assessments for progress monitoring To develop and practice the steps for progress monitoring To show progress toward goals, benchmarks, objectives on an IEP

3. Agenda Review Handout 1: �Special Education Cooperative Professional Development Agenda� Review the agenda with the participants, including objectives, follow-up activities, PD standards, teacher standards. Trainer Note: The agenda may be a poster, a flip chart, or compression cards in the room. The compression cards can be moved over to the �Done� column as the training process occurs. The cards can also be used as the Bob Pike �road map�. Optional Training Resources: Poster, flip chart, compression cards & easel. Handout 1: �Special Education Cooperative Professional Development Agenda� Review the agenda with the participants, including objectives, follow-up activities, PD standards, teacher standards. Trainer Note: The agenda may be a poster, a flip chart, or compression cards in the room. The compression cards can be moved over to the �Done� column as the training process occurs. The cards can also be used as the Bob Pike �road map�. Optional Training Resources: Poster, flip chart, compression cards & easel.

4. Progress Monitoring National term (being used with Response to Intervention [RtI]) Scientifically-based practice Implemented for ALL children to evaluate the effectiveness of instruction For individual students or entire class Helps teachers make informed instructional decisions Progress monitoring, a national term, is a scientifically based practice that teachers use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students� progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more appropriate instruction and more informed instructional decisions and higher expectations for students by teachers. Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which, together, help teachers make informed instructional decisions. Progress monitoring, a national term, is a scientifically based practice that teachers use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students� progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more appropriate instruction and more informed instructional decisions and higher expectations for students by teachers. Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which, together, help teachers make informed instructional decisions.

5. Write the IEP Plan instruction Evaluate and report progress Determine the effectiveness of instructional services Determine if the child continues to need SDI and/or related services Document implementation of the IEP Determine the need for Extended School Year (ESY) services Purpose of IEP ProgressMonitoring The ARC uses progress monitoring data to: Write the IEP Plan instruction Evaluate and report progress data Determine the effectiveness of instructional services Determine if the child continues to need SDI and/or related services Revise the IEP Document the implementation of the IEP Progress Monitoring for IEPs is not a new concept. We have called it data collection, on-going progress, etc. However, the concept is the same. Progress monitoring is a scientifically-based practice used to evaluate the effectiveness of instruction and/or a program.The ARC uses progress monitoring data to: Write the IEP Plan instruction Evaluate and report progress data Determine the effectiveness of instructional services Determine if the child continues to need SDI and/or related services Revise the IEP Document the implementation of the IEP Progress Monitoring for IEPs is not a new concept. We have called it data collection, on-going progress, etc. However, the concept is the same. Progress monitoring is a scientifically-based practice used to evaluate the effectiveness of instruction and/or a program.

6. Progress monitoring is essential to evaluating the appropriateness of a child�s program: yet there is less compliance with this required component of the IEP than any other. Read the slide. Have the participants discuss the meaning of the slide.Read the slide. Have the participants discuss the meaning of the slide.

7. The IEP includes a statement of: how the child�s progress toward the annual goals will be measured When periodic reports on the progress the child is making on annual goals will be provided (at least as often as the district informs parents of the progress of all children) 707 KAR 1:320 �5 (13) 34 CFR 300.320 Progress Monitoring: Legal Requirements The special education regulations for IEP include the requirement for monitoring and reporting student progress toward the annual goals.The special education regulations for IEP include the requirement for monitoring and reporting student progress toward the annual goals.

8. Legal Requirements 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 According to research conducted by Susan Etscheidt (2006) on case law around the county, hearing officers and judges are finding: 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 According to research conducted by Susan Etscheidt (2006) on case law around the county, hearing officers and judges are finding: 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

9. Legal Requirements IEP teams fail to develop or implement progress monitoring plans; Responsibilities for progress monitoring are improperly delegated; IEP teams do not plan or implement progress monitoring for behavior intervention plans (BIPs); IEP teams use inappropriate measures to determine student progress toward graduation; Progress monitoring is not frequent enough to meet the requirements of IDEA or to provide meaningful data to IEP teams. Legal decisions concerning progress monitoring have revealed five primary areas of concern: IEP teams fail to develop or implement progress monitoring plans; Responsibilities for progress monitoring are improperly delegated; IEP teams do not plan or implement progress monitoring for behavior intervention plans (BIPs); IEP teams use inappropriate measures to determine student progress toward graduation; Progress monitoring is not frequent enough to meet the requirements of IDEA or to provide meaningful data to IEP teams. Legal decisions concerning progress monitoring have revealed five primary areas of concern: IEP teams fail to develop or implement progress monitoring plans; Responsibilities for progress monitoring are improperly delegated; IEP teams do not plan or implement progress monitoring for behavior intervention plans (BIPs); IEP teams use inappropriate measures to determine student progress toward graduation; Progress monitoring is not frequent enough to meet the requirements of IDEA or to provide meaningful data to IEP teams.

10. Progress monitoring data drives the process for writing the IEP document. It provides the ARC with current information about the student, how the student learns, the student�s past performance in the curriculum documents and on state and district tests. From this diagram, you can see that student performance data is the heart of the IEP Development process. What components come from the heart (i.e., Student Performance Data)? Special Considerations Transition Present Levels including Affect Statements Goals, Benchmarks/objectives SDI and Related Services Participation in General Education Instructional Planning Daily Lesson Plans What components report back into Student Performance Data? Progress Monitoring Progress reporting At each Annual Review meeting, the ARC begins the cycle again. As the IEP is updated, you should see the information in the Present Levels change based on the student progress monitoring data. Developing an IEP is a PROCESS, not an event. And Student Performance Data is the HEART of the process. Progress monitoring data drives the process for writing the IEP document. It provides the ARC with current information about the student, how the student learns, the student�s past performance in the curriculum documents and on state and district tests. From this diagram, you can see that student performance data is the heart of the IEP Development process. What components come from the heart (i.e., Student Performance Data)? Special Considerations Transition Present Levels including Affect Statements Goals, Benchmarks/objectives SDI and Related Services Participation in General Education Instructional Planning Daily Lesson Plans What components report back into Student Performance Data? Progress Monitoring Progress reporting At each Annual Review meeting, the ARC begins the cycle again. As the IEP is updated, you should see the information in the Present Levels change based on the student progress monitoring data. Developing an IEP is a PROCESS, not an event. And Student Performance Data is the HEART of the process.

11. Progress Monitoring Assessment Types Summative Student performance data comes from a variety of sources. These sources are typically categorized into two types of assessment: Summative and Formative assessmentsStudent performance data comes from a variety of sources. These sources are typically categorized into two types of assessment: Summative and Formative assessments

12. Summative Assessment Accountability measure Determines what a student knows about the content standards at a particular point in time Provides information to evaluate program effectiveness, school improvement, curriculum alignment Summative Assessments are given periodically to determine what students know and do not know at a particular point in time. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this. Taken from: National Middle School Association at http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx Summative Assessments are given periodically to determine what students know and do not know at a particular point in time. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards. Although the information that is gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process. Because they are spread out and occur after instruction every few weeks, months, or once a year, summative assessments are tools to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific programs. Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this. Taken from: National Middle School Association at http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

13. Examples of Summative Assessment State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability for schools (AYP) and students (report card grades) Trainer Note: Show the title only. (Once the slide title enters, you must click to get the individual components to appear one line at a time.) What are examples of Summative Assessment that you use?Trainer Note: Show the title only. (Once the slide title enters, you must click to get the individual components to appear one line at a time.) What are examples of Summative Assessment that you use?

14. Formative Assessment Integral part of the instructional process Informs teacher instruction and allows for adjustment Provides descriptive feedback to students Allows students to practice skills and be involved in the process Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Taken from: National Middle School Association at http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Taken from: National Middle School Association at http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

15. Examples of Formative Assessment Curriculum based measurement Questioning strategies Rubrics and scoring guides Authentic Assessment Annotations Observations Self and peer assessment Student record keeping Trainer Note: Show the title only. (Once the slide title enters, you must click to get the individual components to appear one line at a time.) What are some examples of formative assessment?Trainer Note: Show the title only. (Once the slide title enters, you must click to get the individual components to appear one line at a time.) What are some examples of formative assessment?

16. Curriculum Based Measurement Samples child performance on the year-long curriculum Provides brief, standardized samples Assesses the same skills at the same level of difficulty at regular and frequent intervals Quantifies long and short term goals Assists in monitoring the effectiveness of student interventions Reliability, validity, and instructional utility If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25 for Jigsaw). Curriculum based measurement is a scientifically validated form of student progress monitoring that incorporates standard methods for test development and administration and for data utilization. CBM provides: Samples child performance on the year-long curriculum Provides brief, standardized samples Assesses the same skills at the same level of difficulty at regular and frequent intervals Quantifies long and short term goals Assists in monitoring the effectiveness of student interventions Reliability, validity, and instructional utility If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25 for Jigsaw). Curriculum based measurement is a scientifically validated form of student progress monitoring that incorporates standard methods for test development and administration and for data utilization. CBM provides: Samples child performance on the year-long curriculum Provides brief, standardized samples Assesses the same skills at the same level of difficulty at regular and frequent intervals Quantifies long and short term goals Assists in monitoring the effectiveness of student interventions Reliability, validity, and instructional utility

17. Questioning Strategies Embedded in the unit or lesson Allows for depth of understanding Engages students and expands learning Teaches students to ask better/deeper questions Examples: Exit Slip Red/Green Cards If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Questioning strategies should be embedded in lesson/unit planning. Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. Questions of this nature engage students in classroom dialogue that both uncovers and expands learning. An "exit slip" at the end of a class period to determine students' understanding of the day's lesson or quick checks during instruction such as "thumbs up/down" or "red/green" (stop/go) cards are also examples of questioning strategies that elicit immediate information about student learning. Helping students ask better questions is another aspect of this formative assessment strategy. Taken from: National Middle School Association at http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Questioning strategies should be embedded in lesson/unit planning. Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. Questions of this nature engage students in classroom dialogue that both uncovers and expands learning. An "exit slip" at the end of a class period to determine students' understanding of the day's lesson or quick checks during instruction such as "thumbs up/down" or "red/green" (stop/go) cards are also examples of questioning strategies that elicit immediate information about student learning. Helping students ask better questions is another aspect of this formative assessment strategy. Taken from: National Middle School Association at http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

18. Scoring Guides Used to evaluate performance tasks, events, and open-ended responses Provide indication of student�s growth toward outcomes Ensure high expectations for all students and establishes criteria for judging the quality of student performance Predefines qualities for evaluating performance and describes the degrees of success through the standards If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Scoring guides and rubrics provide another method of progress monitoring where students are engaged in instruction and the learning process by creating clear expectations. To be successful, students need to understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together, asking students to participate in establishing norm behaviors for classroom culture, and determining what should be included in criteria for success are all examples of this strategy. Using student work, classroom tests, or exemplars of what is expected helps students understand where they are, where they need to be, and an effective process for getting there. If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Scoring guides and rubrics provide another method of progress monitoring where students are engaged in instruction and the learning process by creating clear expectations. To be successful, students need to understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together, asking students to participate in establishing norm behaviors for classroom culture, and determining what should be included in criteria for success are all examples of this strategy. Using student work, classroom tests, or exemplars of what is expected helps students understand where they are, where they need to be, and an effective process for getting there.

19. DevelopingScoring Guides What do we want students to know and be able to do? How well do we want them to know and be able to do it? How will we know when they know and can do it well? These are the questions to ask when developing a scoring guide (or rubric). The first question defines the criteria. The second question defines the quality of the work. The third question defines the descriptors of student knowledge and use. In Kentucky, we have access to many different types of scoring guides, such as: Holistic- Used to measure the overall effect of a collection of student work with a set of guidelines, such as KY Holistic Writing Scoring Guide Conventional- Used to measure one piece of student work or one project Contains specific categories which define increasing or decreasing degrees of acceptability (second question on the slide) Checklist- Lists a series of steps and aspects of what is expected in great detail in a simple and clear way An example of this is a task analysis of �Tooth brushing� which breaks down the behaviors in discrete, small steps. Combination � can be a compilation of any form of each or some of these There are many Websites that exist for teachers to create rubrics and scoring guides. These are the questions to ask when developing a scoring guide (or rubric). The first question defines the criteria. The second question defines the quality of the work. The third question defines the descriptors of student knowledge and use. In Kentucky, we have access to many different types of scoring guides, such as: Holistic- Used to measure the overall effect of a collection of student work with a set of guidelines, such as KY Holistic Writing Scoring Guide Conventional- Used to measure one piece of student work or one project Contains specific categories which define increasing or decreasing degrees of acceptability (second question on the slide) Checklist- Lists a series of steps and aspects of what is expected in great detail in a simple and clear way An example of this is a task analysis of �Tooth brushing� which breaks down the behaviors in discrete, small steps. Combination � can be a compilation of any form of each or some of these There are many Websites that exist for teachers to create rubrics and scoring guides.

20. Authentic Assessment Performance assessments using real-world or authentic tasks or contexts Student-performed task, scored by evaluation criteria Example: Portfolios If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Authentic Assessments are a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.� Student performance on a task is typically scored on a rubric to determine how successfully the student has met specific standards. Taken from: Authentic Assessment Toolbox at: http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htmIf this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Authentic Assessments are a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.� Student performance on a task is typically scored on a rubric to determine how successfully the student has met specific standards. Taken from: Authentic Assessment Toolbox at: http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm

21. Annotations Analyzing student work samples Making notes on the actual work sample The notes are based on expected criteria Examples: Error Analysis Running Record Kentucky Marker Papers If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Error Analysis and running record are ways of gauging student performance on specific skills (e.g., watch the student work a math problem; have the student read a 100 word passage while listening and marking errors). Kentucky Marker Papers are examples of proficient student work at each grade level with annotations for specific skills demonstrated and next steps needed. There are a number of ways that teachers might use annotated work samples: as a reference for refining judgments about pieces of student work; as a reference to develop their own assessment tasks and collections of student work samples to communicate with students and enable them to monitor their own progress � ability to compare to proficient level in conversation with parents to show what is expected of their child at each level and the actual work to show how the child is doing, including the next steps for instruction To determine the level of the student and guide next steps for instruction During the Marker Paper training, teachers are provided information on how to use the document: Study the Marker Papers for a specific type of writing for all grade levels. Locate the marker paper or papers which demonstrate the level of writing at which students at their grade level should be performing. Read student�s piece of writing to determine skills which are evidenced in his/her own writing piece. Find the marker paper or papers which demonstrate a skill level of skills similar to the student�s. Determine the next lessons to teach in order to enable the student to move toward the goal for his/her grade level. Large group activity: Discuss how these could be used to monitor progress toward an IEP goal. Optional Small Group Activity: Provide a copy of a primary rubric for memoir, 4- 8, and 9-12 skills list. Participants are to view an un-annotated work (only pass these out), since we do not have their students� work, use the rubric or skills list for their grade level to determine where the student is and what would be the next steps (make annotations on the paper). Participants compare their findings to the annotated papers (pass the annotated papers out at this time).If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Error Analysis and running record are ways of gauging student performance on specific skills (e.g., watch the student work a math problem; have the student read a 100 word passage while listening and marking errors). Kentucky Marker Papers are examples of proficient student work at each grade level with annotations for specific skills demonstrated and next steps needed. There are a number of ways that teachers might use annotated work samples: as a reference for refining judgments about pieces of student work; as a reference to develop their own assessment tasks and collections of student work samples to communicate with students and enable them to monitor their own progress � ability to compare to proficient level in conversation with parents to show what is expected of their child at each level and the actual work to show how the child is doing, including the next steps for instruction To determine the level of the student and guide next steps for instruction During the Marker Paper training, teachers are provided information on how to use the document: Study the Marker Papers for a specific type of writing for all grade levels. Locate the marker paper or papers which demonstrate the level of writing at which students at their grade level should be performing. Read student�s piece of writing to determine skills which are evidenced in his/her own writing piece. Find the marker paper or papers which demonstrate a skill level of skills similar to the student�s. Determine the next lessons to teach in order to enable the student to move toward the goal for his/her grade level. Large group activity: Discuss how these could be used to monitor progress toward an IEP goal. Optional Small Group Activity: Provide a copy of a primary rubric for memoir, 4- 8, and 9-12 skills list. Participants are to view an un-annotated work (only pass these out), since we do not have their students� work, use the rubric or skills list for their grade level to determine where the student is and what would be the next steps (make annotations on the paper). Participants compare their findings to the annotated papers (pass the annotated papers out at this time).

22. Observations Anecdotal Written account of child performance Milestones in the child�s social, emotional, physical, aesthetic, & cognitive development Objective and factual observation of child and his/her work Intentional Specific behavior related to area of concern Setting in which observation occurred Time, date, and length of observation Criteria against which the behavior is judged (i.e., comparison group) Data over time (i.e., frequency, duration, intensity If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Observations are another form of progress monitoring and may be conducted by teachers, administrators, and other school personnel who have been specifically trained in observation techniques and methods. Observations go beyond walking around the room to see if students are on task or need clarification. Observations assist teachers in gathering evidence of student learning to inform instructional planning. This evidence can be recorded and used as feedback for students about their learning or as anecdotal data shared with them during conferences. There are two types of observations: Anecdotal and Intentional Behavior Observation can be documented in many different ways; Observation Narratives ABC Chart Data Charts Frequency Recording Duration Recording Interval Recording Time Sampling If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Observations are another form of progress monitoring and may be conducted by teachers, administrators, and other school personnel who have been specifically trained in observation techniques and methods. Observations go beyond walking around the room to see if students are on task or need clarification. Observations assist teachers in gathering evidence of student learning to inform instructional planning. This evidence can be recorded and used as feedback for students about their learning or as anecdotal data shared with them during conferences. There are two types of observations: Anecdotal and Intentional Behavior Observation can be documented in many different ways; Observation Narratives ABC Chart Data Charts Frequency Recording Duration Recording Interval Recording Time Sampling

23. Self and Peer Assessment Self-reflection encourages attention to performance Students internalize performance standards Students own their learning and growth If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Self and peer assessment helps to create a learning community within a classroom. Students who can reflect while engaged in meta-cognitive thinking are involved in their learning. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria. If this is used as a jigsaw activity, do a quick review. Trainer Note: You may choose to hide this slide and only use the jigsaw activity (see slide 25). Self and peer assessment helps to create a learning community within a classroom. Students who can reflect while engaged in meta-cognitive thinking are involved in their learning. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria.

24. Jigsaw Optional Jigsaw Activity to do rather than go through each piece individually- Jigsaw Activity- Each entry has own color of paper, draw shapes on the entries � this will depend on the experience level of the teachers. Large Group Activity: (Post the shapes on a flip chart) Each group has been given an envelope with a variety of shapes. Each shape represents a method of measurement: Star � Observations Moon � Scoring Guides Rectangle- Curriculum Based Measurement Square � Authentic Assessment Hexagon � Questioning Strategies Circle � Self & Peer Assessment Triangle � Record Keeping Heart � Annotations The like-shapes will group and meet to discuss the answers to these questions about the method of measurement. You have 5 minutes to answer these questions regarding your shape. What are the purpose of the tools? How do they appear to be used; What steps would you take to use them? What type of goals it would measure? After 5 minutes Return to your original group and report the information regarding your method of measurement using the three questions to explain/demonstrate the measurement tool. Do general educators use these methods? The implementers may use what general educators use whenever possible. This is especially helpful when general educators are acting as an implementer. What natural structures for measurement exist in your classroom? It is crucial that the implementer have documentation to support the evidence of progress or lack of progress. What evidence do you have to present to the ARC to show progress or lack of progress? It is important this data be continuous measurement. It cannot be solely outcome data (i.e., grades). It must be process data that is collected, analyzed, and used to change instruction if necessary. Preparation for Activity: For each shape/method prepare an envelope with samples in each: Divide the shapes: Star � Observations Moon � Scoring Guides Rectangle- Curriculum Based Measurement Square � Authentic Assessment Hexagon � Questioning Strategies Circle � Self & Peer Assessment Triangle � Record Keeping Heart - Annotations While the �shapes� are working on their tasks, write on a flip chart: What is the purpose of the tool? How does it appear to be used; what steps would you take to use it? What type of goals it would measure? After approximately 5 minutes, the shapes return to the group with the same color. Optional Jigsaw Activity to do rather than go through each piece individually- Jigsaw Activity- Each entry has own color of paper, draw shapes on the entries � this will depend on the experience level of the teachers. Large Group Activity: (Post the shapes on a flip chart) Each group has been given an envelope with a variety of shapes. Each shape represents a method of measurement: Star � Observations Moon � Scoring Guides Rectangle- Curriculum Based Measurement Square � Authentic Assessment Hexagon � Questioning Strategies Circle � Self & Peer Assessment Triangle � Record Keeping Heart � Annotations The like-shapes will group and meet to discuss the answers to these questions about the method of measurement. You have 5 minutes to answer these questions regarding your shape. What are the purpose of the tools? How do they appear to be used; What steps would you take to use them? What type of goals it would measure? After 5 minutes Return to your original group and report the information regarding your method of measurement using the three questions to explain/demonstrate the measurement tool. Do general educators use these methods? The implementers may use what general educators use whenever possible. This is especially helpful when general educators are acting as an implementer. What natural structures for measurement exist in your classroom? It is crucial that the implementer have documentation to support the evidence of progress or lack of progress. What evidence do you have to present to the ARC to show progress or lack of progress? It is important this data be continuous measurement. It cannot be solely outcome data (i.e., grades). It must be process data that is collected, analyzed, and used to change instruction if necessary. Preparation for Activity: For each shape/method prepare an envelope with samples in each: Divide the shapes: Star � Observations Moon � Scoring Guides Rectangle- Curriculum Based Measurement Square � Authentic Assessment Hexagon � Questioning Strategies Circle � Self & Peer Assessment Triangle � Record Keeping Heart - Annotations While the �shapes� are working on their tasks, write on a flip chart: What is the purpose of the tool? How does it appear to be used; what steps would you take to use it? What type of goals it would measure? After approximately 5 minutes, the shapes return to the group with the same color.

25. Progress Monitoring Decisions That Must Be Made Who will collect the data? Where (setting) will data be collected? How often will data be collected? How will data be recorded? Where will progress data be kept? What actions should the teacher take if a student is not progressing as expected? Once the IEP is written, the ARC must discuss and identify the answers to these questions. If the goal is well-written, most of the answers to these questions will be documented on the IEP: Who will collect the data? This is determined when implementers are assigned. Where (in what setting) will data be collected? In accordance with where the goals and objectives on the IEP are implemented. How often will data be collected? Implementer decides in accordance with IEP and district procedures. How will data be recorded? Implementer decides in accordance with the IEP. The ARC has identified the target behavior and selected the method of measurement. Where will progress data be kept? District procedures may dictate this. What actions should the teacher take if a student is not progressing as expected? The implementer should make instructional changes allowable and aligned with the current IEP. If changes are not working, the Implementer should notify the ARC and request an IEP review meeting. Once the IEP is written, the ARC must discuss and identify the answers to these questions. If the goal is well-written, most of the answers to these questions will be documented on the IEP: Who will collect the data? This is determined when implementers are assigned. Where (in what setting) will data be collected? In accordance with where the goals and objectives on the IEP are implemented. How often will data be collected? Implementer decides in accordance with IEP and district procedures. How will data be recorded? Implementer decides in accordance with the IEP. The ARC has identified the target behavior and selected the method of measurement. Where will progress data be kept? District procedures may dictate this. What actions should the teacher take if a student is not progressing as expected? The implementer should make instructional changes allowable and aligned with the current IEP. If changes are not working, the Implementer should notify the ARC and request an IEP review meeting.

26. Setting IEP Goals Step A: Determine the Skills Needed Step B: Determine �How Far By When� Step C: Determine Short-term instructional objectives/Benchmarks Annual goals are statements that identify what knowledge, skills and/or behaviors a student is expected to demonstrate beginning with the time the IEP is implemented until the next scheduled review. To set IEP Goals use the following steps: Step A: Determine the Skills Needed Annual goals focus on the knowledge, skills, behaviors, and strategies to address the student�s needs as identified in the Present Levels. A student�s needs generally relate to domains such as, but not limited to, reading, writing, listening, organization, study skills, communication, physical development, motor skills, problem-solving, social skills, play skills, memory, visual perception, auditory perception, attention, behavior, and career and community living skills. The goals on a student�s IEP should relate to the student�s need for specially designed instruction to address the student�s disability needs, and those needs that interfere with the student�s ability to participate and progress in the general curriculum. Handout 2: Information to Assist with the Development of Present Levels of Academic Achievement and Functional Performance Step B: �How Far By When�? When determining �how far by when�, the ARC specifies the anticipated change in performance from a baseline. Review the student's current achievement in the Present Levels. Use that student performance level when estimating what can be expected in a year's time or the duration of the IEP. Using baseline and current performance data, ask the following questions: One year from now, what do we expect the student to do? What is the student's rate of progress and amount of time spent learning this skill? Does the goal specify a level of performance and expectation that is reasonable for this student? Does the goal reflect appropriate growth or rate of learning within the instructional area? Step C: Determine Short-term instructional objectives/Benchmarks The short-term objectives or benchmarks derive from the annual goals but represent smaller, more manageable learning tasks or skills a student must master on the way to achieving the goals. Once the ARC determines what the child is expected to do one year from now, determine the smaller tasks to get the student to that goal. Annual goals are statements that identify what knowledge, skills and/or behaviors a student is expected to demonstrate beginning with the time the IEP is implemented until the next scheduled review. To set IEP Goals use the following steps: Step A: Determine the Skills Needed Annual goals focus on the knowledge, skills, behaviors, and strategies to address the student�s needs as identified in the Present Levels. A student�s needs generally relate to domains such as, but not limited to, reading, writing, listening, organization, study skills, communication, physical development, motor skills, problem-solving, social skills, play skills, memory, visual perception, auditory perception, attention, behavior, and career and community living skills. The goals on a student�s IEP should relate to the student�s need for specially designed instruction to address the student�s disability needs, and those needs that interfere with the student�s ability to participate and progress in the general curriculum. Handout 2: Information to Assist with the Development of Present Levels of Academic Achievement and Functional Performance Step B: �How Far By When�? When determining �how far by when�, the ARC specifies the anticipated change in performance from a baseline. Review the student's current achievement in the Present Levels. Use that student performance level when estimating what can be expected in a year's time or the duration of the IEP. Using baseline and current performance data, ask the following questions: One year from now, what do we expect the student to do? What is the student's rate of progress and amount of time spent learning this skill? Does the goal specify a level of performance and expectation that is reasonable for this student? Does the goal reflect appropriate growth or rate of learning within the instructional area? Step C: Determine Short-term instructional objectives/Benchmarks The short-term objectives or benchmarks derive from the annual goals but represent smaller, more manageable learning tasks or skills a student must master on the way to achieving the goals. Once the ARC determines what the child is expected to do one year from now, determine the smaller tasks to get the student to that goal.

27. Reporting to Parents Parents must be informed of: How progress toward annual goals is measured When periodic progress reports will be provided The regulations continue to require ARCs to include methods of measurement and reports of progress in the IEP. �Measurable� does not mean �mastery�. The thinking has been changed from �Mastery� to �Progress toward the goal�. The ARC explains and documents on the IEP the method of reporting progress to the parent. The ARC reports if the student is making progress toward the goals. Notice that the progress reported pertains to the annual goal. This is where progress monitoring data is the most important; if done well, the implementer can demonstrate to the ARC that the child either is, or is not, progressing toward the goal. It is the implementer�s responsibility to ensure that progress monitoring data is documented. This documentation is now more important than ever to prove progress toward the annual goals. In Kentucky, goals, benchmarks/short term objectives are viewed as a unit. Therefore, if progress on benchmarks/STO�s is documented, then we are able to say that the student is making progress toward achieving the annual goal. ? This may not be prompted on your district�s form, so the ARC must ensure this component is addressed. Trainer Note: May want to add this statement to the IEP: �Parents will receive a written statement of Progress toward Annual Goal at the end of each grading period.� 2. The ARC documents on the IEP when progress reports will be provided. IDEA requires that parents of students with disabilities receive regular progress reports on IEP goals. This must be reported to parents as often as students in general education are informed of their progress (i.e., 6/9 week grading period, mid-term progress reports, etc.) The method of reporting progress to parents is determined by local policies and procedures. ? This may not be prompted on your district�s form, so the ARC must ensure this component is addressed. Large Group Activity: Review your district�s IEP form and locate where the ARC will put these pieces of information. Discuss the slide. Regular reporting of progress on IEP goals to parents is mandated by federal and state regulations. The regulations continue to require ARCs to include methods of measurement and reports of progress in the IEP. �Measurable� does not mean �mastery�. The thinking has been changed from �Mastery� to �Progress toward the goal�. The ARC explains and documents on the IEP the method of reporting progress to the parent. The ARC reports if the student is making progress toward the goals. Notice that the progress reported pertains to the annual goal. This is where progress monitoring data is the most important; if done well, the implementer can demonstrate to the ARC that the child either is, or is not, progressing toward the goal. It is the implementer�s responsibility to ensure that progress monitoring data is documented. This documentation is now more important than ever to prove progress toward the annual goals. In Kentucky, goals, benchmarks/short term objectives are viewed as a unit. Therefore, if progress on benchmarks/STO�s is documented, then we are able to say that the student is making progress toward achieving the annual goal. ? This may not be prompted on your district�s form, so the ARC must ensure this component is addressed. Trainer Note: May want to add this statement to the IEP: �Parents will receive a written statement of Progress toward Annual Goal at the end of each grading period.� 2. The ARC documents on the IEP when progress reports will be provided. IDEA requires that parents of students with disabilities receive regular progress reports on IEP goals. This must be reported to parents as often as students in general education are informed of their progress (i.e., 6/9 week grading period, mid-term progress reports, etc.) The method of reporting progress to parents is determined by local policies and procedures. ? This may not be prompted on your district�s form, so the ARC must ensure this component is addressed. Large Group Activity: Review your district�s IEP form and locate where the ARC will put these pieces of information. Discuss the slide. Regular reporting of progress on IEP goals to parents is mandated by federal and state regulations.

28. Developing a Progress Monitoring System Identify the target behavior and the method of measurement from the annual goal, benchmark/short term objective. Collect baseline data before implementation. Implement the IEP and collect the data. Analyze the data. Report the data. The �big picture� to developing a Progress Monitoring system: Identify the target behavior and the method of measurement from the annual goal, benchmark/short term objective. Collect baseline data before implementation. Implement the IEP and collect the data. Analyze the data. Report the data. The �big picture� to developing a Progress Monitoring system: Identify the target behavior and the method of measurement from the annual goal, benchmark/short term objective. Collect baseline data before implementation. Implement the IEP and collect the data. Analyze the data. Report the data.

29. Edward will improve his word recognition skills by correctly reading 40 high frequency words within one minute. Step 1 � Identify theTarget Behaviorand Method of Measurement Review the Present Level, goals, and benchmarks for Edward. What is the behavior we are targeting to teach him? (word recognition skills) The ARC reviews the goal to determine the method for measuring the progress. This means the particular tools the teacher will use to measure the progress made by the student. The ARC determines this at the onset of developing the annual goals. What is the method of measurement the ARC selected? (correct reading of 40 high frequency words within one minute) Review the Present Level, goals, and benchmarks for Edward. What is the behavior we are targeting to teach him? (word recognition skills) The ARC reviews the goal to determine the method for measuring the progress. This means the particular tools the teacher will use to measure the progress made by the student. The ARC determines this at the onset of developing the annual goals. What is the method of measurement the ARC selected? (correct reading of 40 high frequency words within one minute)

30. Step 2 - Setting Baseline Before the delivery of Specially Designed Instruction: Administer multiple probes on the targeted behavior Score the probes Plot the scores Determine frequency of data collection Set a goal line Prior to implementing the specially designed instruction in the IEP, the implementer(s) determines the student�s baseline for the behavior that is targeted in the goal and benchmark/objective in the IEP. This is an integral part of instructional planning and progress monitoring process. To determine the baseline, implementers use the information in the Present Levels and, if needed, by administering multiple probes to judge the student�s current performance level of the targeted behavior. The probes are scored and recorded. REMEMBER � the baseline is determined BEFORE delivering the specially designed instruction.Prior to implementing the specially designed instruction in the IEP, the implementer(s) determines the student�s baseline for the behavior that is targeted in the goal and benchmark/objective in the IEP. This is an integral part of instructional planning and progress monitoring process. To determine the baseline, implementers use the information in the Present Levels and, if needed, by administering multiple probes to judge the student�s current performance level of the targeted behavior. The probes are scored and recorded. REMEMBER � the baseline is determined BEFORE delivering the specially designed instruction.

31. The implementer determines the baseline which will help guide instruction. After working with Edward on three separate days, the following data was recorded for Edward�s word identification fluency. To obtain the median score, the implementer finds the score which lies between the high/low score. In this case it would be 8. The implementer determines the baseline which will help guide instruction. After working with Edward on three separate days, the following data was recorded for Edward�s word identification fluency. To obtain the median score, the implementer finds the score which lies between the high/low score. In this case it would be 8.

32. The implementer designs a graph for the targeted behavior and according to the method of evaluation for the goal. The implementer designs a graph for the targeted behavior and according to the method of evaluation for the goal.

33. The baseline median number for Edward�s current performance is 8 correct words. His Annual Goal is 40 words. To get the average of words to be taught to the student, the implementer subtracts the baseline from the goal. 40-8=32. Divide that difference by the number of days, weeks, or months. 32 words/8 months = 4 words per month. Seeing this makes the progress monitoring a manageable task. In order for Edward to meet the IEP objective of 40 words identified in a one-minute period, he will need to increase his fluency by at least 4 words each month. It tells the implementer that Edward needs to improve 4 words per month, not 40! The student will be taught to read 4 words each month, and will increase the words per month to: Month 1 � 4 words Month 2 � 8 words Month 3 � 16 words, etc.The baseline median number for Edward�s current performance is 8 correct words. His Annual Goal is 40 words. To get the average of words to be taught to the student, the implementer subtracts the baseline from the goal. 40-8=32. Divide that difference by the number of days, weeks, or months. 32 words/8 months = 4 words per month. Seeing this makes the progress monitoring a manageable task. In order for Edward to meet the IEP objective of 40 words identified in a one-minute period, he will need to increase his fluency by at least 4 words each month. It tells the implementer that Edward needs to improve 4 words per month, not 40! The student will be taught to read 4 words each month, and will increase the words per month to: Month 1 � 4 words Month 2 � 8 words Month 3 � 16 words, etc.

34. Setting the Goal Line Consider baseline data Consider the growth rate performance of the student on previous goals Predict what the student will perform by the next Annual Review Plot the long range goal Connect the baseline data to the long range goal = goal line

35. On the graph, begin at the baseline of 8 and the goal line is drawn to the 40. This represents Edward�s annual goal. On the graph, begin at the baseline of 8 and the goal line is drawn to the 40. This represents Edward�s annual goal.

36. Step 3 � Implement the IEP and Collect Data Progress Monitoring Data is collected: In an on-going manner At least as often as indicated in local procedures According to the frequency of the services/instruction With indicators of date and criteria of work completed Step 3 � Implement the IEP and collect data: In an on-going manner At least as often as indicated in local procedures According to the frequency of the services/instruction With indicators of date and criteria of work completed Step 3 � Implement the IEP and collect data: In an on-going manner At least as often as indicated in local procedures According to the frequency of the services/instruction With indicators of date and criteria of work completed

37. After a baseline is developed, the specially designed instruction is implemented. Progress is monitored, documented, and analyzed in an ongoing manner. The data must be analyzed to determine whether or not the instruction is working and the student is making progress toward the expected goal. Analyzing progress data in a timely manner allows for a quick response when a student is not progressing as expected. After a baseline is developed, the specially designed instruction is implemented. Progress is monitored, documented, and analyzed in an ongoing manner. The data must be analyzed to determine whether or not the instruction is working and the student is making progress toward the expected goal. Analyzing progress data in a timely manner allows for a quick response when a student is not progressing as expected.

38. IEP Implementation and Data Collection Schedule Frequent measures of progress assist educators in determining the effectiveness of instruction and services. The IEP implementation and data collection schedule depends on how it�s written in the IEP and how services are delivered: Times for data collection should be worked into daily and weekly plans for instruction Data collection should not be separate from instructional time Use this chart to determine if your data collection schedule is effective. The IEP implementation and data collection schedule depends on how it�s written in the IEP and how services are delivered: Times for data collection should be worked into daily and weekly plans for instruction Data collection should not be separate from instructional time Use this chart to determine if your data collection schedule is effective.

39. Data Collection Compilation The tools used 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 Compiling data is a critical component in progress monitoring and reporting. The data should: Include periodic collection and summarization throughout the duration of an IEP implementation; Provide the team with useful reference points in time regarding the performance of the student; Save time and confusion during meetings. When compiling data, remember the following: The tools used 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. Compiling data is a critical component in progress monitoring and reporting. The data should: Include periodic collection and summarization throughout the duration of an IEP implementation; Provide the team with useful reference points in time regarding the performance of the student; Save time and confusion during meetings. When compiling data, remember the following: The tools used 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.

40. Step 4 � Analyze the Data The ARC compares and contrasts the data with the baseline and goals in the IEP to� -Determine progress toward the goals -Assist in determining if the instruction is effective -Drive instructional decisions and modifications in the classroom The ARC compares and contrasts the data with the baseline and goals in the IEP to� Determine progress toward the goals Assist in determining if the instruction is effective Drive instructional decisions and modifications in the classroom The ARC compares and contrasts the data with the baseline and goals in the IEP to� Determine progress toward the goals Assist in determining if the instruction is effective Drive instructional decisions and modifications in the classroom

41. Not making Progress � Change Instructional Program This is a generic example that represents a student who is not making progress. On this graph, the trend-line is flatter than the goal line. The implementer needs to make instructional changes. A trend-line below the goal-line for the student shows that progress is inadequate to reach the annual goal. The instructional program should be tailored to assist the student in matching or surpassing the expected goal by the end of the year. If student progress monitoring data shows the trend-line flatter than the expected goal after instructional adjustments are made, the implementer should request an ARC to review the IEP. When a student is making progress more slowly than expected, the ARC should convene to analyze the reasons for the lack of progress, even though instructional adjustments were made, and determine the appropriate changes needed to goals, benchmarks/objectives, and services. This is a generic example that represents a student who is not making progress. On this graph, the trend-line is flatter than the goal line. The implementer needs to make instructional changes. A trend-line below the goal-line for the student shows that progress is inadequate to reach the annual goal. The instructional program should be tailored to assist the student in matching or surpassing the expected goal by the end of the year. If student progress monitoring data shows the trend-line flatter than the expected goal after instructional adjustments are made, the implementer should request an ARC to review the IEP. When a student is making progress more slowly than expected, the ARC should convene to analyze the reasons for the lack of progress, even though instructional adjustments were made, and determine the appropriate changes needed to goals, benchmarks/objectives, and services.

42. Progress is Greater than the Goal � Increase the Goal Target This is another generic graph, but this shows a student making progress that will exceed their goal. On this graph the trend-line is steeper than the goal-line. Therefore, the student�s end-of-year performance goal needs to be adjusted. The teacher increases the desired rate (or goal) to boost the actual rate of student progress. The new goal-line can be an extension of the trend-line. If student progress monitoring data shows the trend-line far steeper than the goal line, the implementer should request an ARC. If a student will achieve the objectives/benchmarks and goals on the IEP well before the annual review date, the Implementer has a responsibility to request an ARC to review the IEP. The ARC should convene to determine the appropriate changes needed to goals, benchmarks/objectives, services, and the continued need for special education. This is another generic graph, but this shows a student making progress that will exceed their goal. On this graph the trend-line is steeper than the goal-line. Therefore, the student�s end-of-year performance goal needs to be adjusted. The teacher increases the desired rate (or goal) to boost the actual rate of student progress. The new goal-line can be an extension of the trend-line. If student progress monitoring data shows the trend-line far steeper than the goal line, the implementer should request an ARC. If a student will achieve the objectives/benchmarks and goals on the IEP well before the annual review date, the Implementer has a responsibility to request an ARC to review the IEP. The ARC should convene to determine the appropriate changes needed to goals, benchmarks/objectives, services, and the continued need for special education.

43. Edward�s implementer saw his progress trend was lower than expected in September and October. Instructional changes were made in November, as noted by the vertical line. Once that occurred, Edward�s progress trend increased.Edward�s implementer saw his progress trend was lower than expected in September and October. Instructional changes were made in November, as noted by the vertical line. Once that occurred, Edward�s progress trend increased.

44. Factors to Consider in Making Instruction and Service Decisions Progress Did the student make the progress expected by the IEP team? (criteria) Comparison to Peers or Standards How does the student�s performance compare with the performance of general education students? Independence Is the student more independent in the goal area? Goal Status Will work on the goal be continued? Will student be dismissed from this goal area?

45. Step 5: Report the Data Review the IEP Make decisions about the IEP Plan for reevaluation, if necessary Determine the need for ESY At least once every 12 months, or as requested by any ARC member, the ARC reviews the IEP to determine whether the annual goals are being achieved. During the meeting, the ARC should have a thorough discussion about the progress, performance status, and anticipated needs of the student. The members use the collected progress monitoring data, progress reports, and any evaluation data to make decisions. The committee first determines how the student performed on the implementation of goals/benchmark/objectives and progress toward the goals. Was the progress adequate? Were the targeted behaviors performed? Did the student meet or exceed the goal criteria at the rate and level specified in the IEP? At least once every 12 months, or as requested by any ARC member, the ARC reviews the IEP to determine whether the annual goals are being achieved. During the meeting, the ARC should have a thorough discussion about the progress, performance status, and anticipated needs of the student. The members use the collected progress monitoring data, progress reports, and any evaluation data to make decisions. The committee first determines how the student performed on the implementation of goals/benchmark/objectives and progress toward the goals. Was the progress adequate? Were the targeted behaviors performed? Did the student meet or exceed the goal criteria at the rate and level specified in the IEP?

46. Annual Review Decisions Did not make progress as expected & still needs SDI � develop new IEP Made progress as expected and no longer needs SDI -Release child from SDI Did not make progress as expected or may no longer need but reevaluation information is needed � develop new IEP Decision points during Annual Review meeting The ARC determined a student continues to need specially designed instruction and related services based on IEP progress data For Annual Review choose one of the following: Develop new IEP because the student did not meet the degree of progress expected or the student may no longer need specially designed instruction and reevaluation information is needed. OR Release child or youth from specially designed instructional services (reevaluation has been conducted or no additional information is needed) because the student did meet the degree of progress expected and is currently functioning within the range of peers. For Other Review Meeting choose one of the following: Continue IEP without revision until review date because progress is being made as expected. Decision points during Annual Review meeting The ARC determined a student continues to need specially designed instruction and related services based on IEP progress data For Annual Review choose one of the following: Develop new IEP because the student did not meet the degree of progress expected or the student may no longer need specially designed instruction and reevaluation information is needed. OR Release child or youth from specially designed instructional services (reevaluation has been conducted or no additional information is needed) because the student did meet the degree of progress expected and is currently functioning within the range of peers. For Other Review Meeting choose one of the following: Continue IEP without revision until review date because progress is being made as expected.

47. Extended School Year ESY services are provided: Beyond the district�s normal school year At no cost to parents In accordance with the IEP Determination of need and level of service: An ARC decision Based on individual need Not based on disability category Not �one size fits all� Progress data is used to determine the need for Extended School Year services. Remember that ESY is not to teach new skills but to maintain those skills that were achieved. 97% of students naturally regress. If recoupment is achieved, ESY not recommended. Extended school year services must be considered each year during the Annual Review meeting. ESY services are provided: Beyond the district�s normal school year At no cost to parents In accordance with the IEP Determination of need and level of service: An ARC decision Based on individual need Not based on disability category Not �one size fits all� Progress data is used to determine the need for Extended School Year services. Remember that ESY is not to teach new skills but to maintain those skills that were achieved. 97% of students naturally regress. If recoupment is achieved, ESY not recommended. Extended school year services must be considered each year during the Annual Review meeting. ESY services are provided: Beyond the district�s normal school year At no cost to parents In accordance with the IEP Determination of need and level of service: An ARC decision Based on individual need Not based on disability category Not �one size fits all�

48. Review the slide and the ESY process. Handout 3- ESY Steps for the Teacher and ARCReview the slide and the ESY process. Handout 3- ESY Steps for the Teacher and ARC

49. This is a snapshot of the Progress Monitoring Process as it occurs in a student�s year.This is a snapshot of the Progress Monitoring Process as it occurs in a student�s year.

50. Tips for Teachers Keep data collection forms and IEPs in a convenient place Organize the data for ease of collection and reporting Use �natural� products and opportunities for data collection Goals, Benchmarks & Objectives determine the frequency and type of the data collection Natural products are authentic worksheets, portfolios, etc. This may be a poster in the room. Natural products are authentic worksheets, portfolios, etc. This may be a poster in the room.

52. Final Thoughts Progress monitoring remains a requirement of the IEP in IDEA 2004 A progress monitoring process that is focused, clearly defined, and implemented will ensure meaningful educational programs and benefits for students with disabilities