9/30/2014
Monitoring Student Progress
on IEP Goals
Region 1 & 2 Related Services Meeting
Kinston, NC
AUGUST 1, 2014
SUPPORTING TEACHING AND RELATED SERVICES SECTION
Trajectory for Student Success
Measureable
Annual Goal
Data-rich
PLAAFP
Sensitive
Progress
Monitoring
Effective
SDI
This is data-driven
individualization
Baseline Data – The PLAAFP
(PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND
FUCNTIONAL PERFORMANCE)
Current/relevant information about
student performance in one domain
 Objective
 Measurable
 Understandable
 Related to participation and progress in
general education

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9/30/2014
Read Nancy’s PLAAFP:
Behavior & Social Skills
Typical IEP Measurement
Mastery of series of
short-term-objectives
that:
◦ Don’t have equivalent
units
◦ Have different
measurement
requirements
◦ Lack reliability and
validity
◦ Don’t
indicate/acknowledge
KSA maintenance
Measurement
feels
unmanageable
and/or
pointless
People stop
measuring
Measurable Goals
Derive from PLAAFP data
 Include givens and
conditions
 Describe anticipated
observable learner
performance at the end of
the IEP and over time
 Contain criteria for
mastery

• Time - In 18 weeks,
• Condition – given 30
vocabulary words from
the 7th grade science
curriculum
• Learner - Lynn
• Action – will compose
on her iPad
• Criterion – at least 18
correct sentences using
at least 18 vocab words
within 10 minutes.
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9/30/2014
In Search of Measurability
 Use specific action verbs
◦ Sally will raise her hand to gain attention.
 Be specific about a time frame or
location/context
◦ during group instruction
 Decide what determines success for the
goal
◦ in 4 of 5 attempts to gain attention; with visual
cues; 75% of the time
Nancy’s Behavior Goals

In 36 weeks, given a structured small group
learning activity, Nancy will engage in the
activity with minimal verbal cues for at least 10
minutes without aggressive/disruptive behaviors
on four consecutive data collection dates.

In 36 weeks, given a routine classroom task
within her ability level (lining up to go outside,
washing hands before snack, etc.), Nancy will
initiate and complete the task with <3 prompts
to start/persist and no tantrums on four
consecutive data collection dates.
Progress Monitoring Tools
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9/30/2014
How Progress Will be Measured
 Describe
how progress toward the annual
goal will be measured:
◦ What performance data will be collected?
◦ In what form?
◦ With what tools/methods?
◦ How often? How much?
◦ Where?
◦ By whom?
Intentional Data Collection Tools






Permanent Products
Event Recording
Interval Recording
Time Sampling
Duration
Latency
Direct Assessment Tools – Event Recording
Behavior Counting
Name ____Nancy
____
Week of __July 28, 2014______
Behavior to be counted _Negative comments to peers
Mon.
Tue.
Wed.
Thurs.
Fri.
Total
Arrival
IIII
IIIII II
II
IIIII
IIIII
I
40
Math
I
I
Science
II
I
III
Art
IIII
IIIII
IIIII
I
II
Reading
IIIII
I
I
3
IIII
III
IIIII
III
IIII
I
11
I
24
6
4
9/30/2014
Direct Assessment – Duration Recording
Record the elapsed time, usually in minutes, from onset to conclusion
of target behavior. Be sure to indicate the date, and the activity in which
the student was engaged when the target behavior began to escalate.
Student Name: ___Nancy
__
Week of / Day : __Aug 4, 2014____
Target Behavior: Tantrums (cries/rants, slams doors/materials, throws items)
Specific
Subject
Specials
Library
In Crowds
Read Silently
Read Aloud
Individual
Work
Small Group
Large Group
#1
Transition
Behavior Incident
Briefly describe, making sure to note date,
time, and any circumstances you think
noteworthy.
9:45-10:15, Mon, Aug 4
Group was doing read aloud
#2
12:35-1:15, Tue, Aug 5
In hallway after lunch
#3
1:28-2:05, Fri, Aug 8
Playing on playground
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9/30/2014
PM Tools for Nancy’s Behavior
Stopwatch/clock for duration and interval
observation
 Verbal/physical aggression event count
forms
 Student-monitored behavior interval
chart
 Tantrum duration data sheets
 Time-out event records
 Daily sleep duration record

TIME SPENT DEVELOPING IEPs
PLAAFP
PLAAFP
GOALS
GOALS
PM PLAN
Progress Monitoring Plans
1.
2.
3.
4.
5.
Identify and operationally define academic,
behavioral, or functional KSA to be
measured
Determine who, where, and how often data
will be collected
Conduct intervention and collect multiple
data points across time/settings/occasions
under standardized procedures
Score and summarize data graphically
Evaluate SDI effectiveness
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9/30/2014
NANCY’S PM PLAN - 1
Identify and operationally define the behavioral or functional
knowledge, action/skill, or ability that will be measured :
ROUTINE TASK PERSISTENCE – continues and completes a classroom routine in
a timeframe and with level of assistance commensurate with peers
PARTICIPATION IN SMALL GROUP LEARNING – stays in physical proximity of
adult-led learning activity, orients self/attention to activity, follows directions given
to group, makes on-topic verbal and/or physical contributions to activity
TANTRUMS – intense, inconsolable/non-redirect-able verbal and/or physical
outbursts lasting more than 1 minute that inhibit engagement in classroom activity
DISRUPTIVE BEHAVIOR – patterns of actions that impede the ability of
instructors to teach and students to learn (e.g., interrupting, creating excessive
noise, fidgeting, sleeping, untimely leaving/entering instructional activity)
SLEEP PATTERN – number of consecutive hours student slept previous night
NANCY’S PM PLAN - 11
Describe how often, what time of day, and where student
progress will be assessed:
 ROUTINE TASK PERSISTENCE - Recorded 2x/week, once from
arrival to 11am and once from 11am to dismissal, data collection
days will vary to ensure broad view of occurrence
 PARTICIPATION IN SMALL GROUP LEARNING – Recorded
during 3 small group learning sessions per week
 TANTRUMS – Recorded when/where ever they occur at school,
within 30 minutes of tantrum cessation
 DISRUPTIVE BEHAVIOR - Recorded 2x/week, once from arrival
to 11am and once from 11am to dismissal, data collection days
will vary to ensure broad view of performance
 SLEEP PATTERN – daily record sent from home
NANCY’S PM PLAN - 111
Identify team members responsible for:
• Data collection – teacher,TA, SLP, OT, parents, Nancy
• Data collection fidelity checks – teacher, principal, and
behavior support specialist
• Interpreting data to determine progress – teacher, SLP, OT,
and behavior support specialist
• Writing progress report to parents - teacher, SLP, and OT
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9/30/2014
Select one student from among the
three options.
2. Find 3-5 other people interested in
same student.
3. Work together to develop a progress
monitoring plan for the student.
ACTIVITY 1
1.
How Progress Will Be
Displayed & Interpreted

Comparing expected and actual rates of
progress

Graphic displays:
◦ Provide clear visual representation of progress
over time
◦ Increase productive communication at IEP
meetings
◦ Enable students to keep track of their own
progress
◦ Result in motivating students to work more
diligently toward their goals
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9/30/2014
Graphing Performance Data
• Goal (10 min.) – Baseline (2 min.) = Amount of
change required (8 min.)
• Amount of change required (8 min.) ÷ Weeks to
work on goal (36 weeks or 4 reporting periods) =
Amount of change needed per week (GOAL LINE
SLOPE) (.25 min./week or 2 min./reporting period)
• To meet goal #1, Nancy will need to engage in small
group instruction an additional 2 minutes per
reporting period.
25
NANCY’S SMALL GROUP ENGAGEMENT DATA
Rating scale score
MULTIPLE GOALS DISPLAYED
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Class on Time
Completed
Work
Positive
Participation
27
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9/30/2014
Calculate the goal line for one of the
student’s goals.
2. Create some fake data from the PM plan
you designed.
3. Plot the data on the graph.
ACTIVITY 11
1.
Responding to Progress Monitoring Data
Is SDI facilitating learning at a rate necessary for
goal acquisition?
 If YES – IEP team rocks—keep it up!!!
 If NO – ask why:
◦ Is the student reliably participating in SDI?
◦ Has the student had a change in status, such that
baseline performance has changed?
◦ Is the SDI being delivered with fidelity?
◦ Do frequency, duration, and/or intensity of SDI need
to increase?
◦ Are accommodations or modifications needed?
◦ Do you need to stop doing lame SDI and try
l1
something
else?
l2
Structured Questioning
Data and
assessment
Dosage
and fidelity
Content
and
intensity
Data Rich, Information Poor webinar
www.intensiveintervention.org
10
Slide 29
l1
does instruction match what the student needs?
lloeser, 7/18/2014
Slide 30
l2
lloeser, 7/18/2014
9/30/2014
Is the data helping?
Data and
assessment
Dosage and
fidelity
Content and
intensity
• Am I collecting data often enough?
• Is the progress monitoring tool sensitive to change?
• Does the measure align to the content of the
intervention?
• Am I collecting data at the right level?
Is the SDI being delivered
appropriately?
Data and
assessment
•
•
•
Dosage and
fidelity
Content and
intensity
Did the student receive the right dosage of the
intervention?
Did the student receive all components of the intervention,
as planned?
Did other factors prevent the student from receiving the
intervention as planned? (Example: absences, behavior
issues, scheduling challenges, group size, staff training)
Is the SDI working?
Data and
assessment
Dosage and
fidelity
Content and
intensity
• Is the intervention an appropriate match given the student’s skill
deficits or target behavior?
• Is the intensity of the intervention appropriate, given the student’s
level of need, or are adaptations or intensifications needed?
• Are academic and behavioral issues interrelated?
I
11
9/30/2014
Data and
assessment
Dosage and
fidelity
Content and
intensity
•
• Select progress
monitoring measure
that aligns with
intervention.
• Ensure progress
monitoring tool is
sensitive to change.
• Ensure the behavior
measurement reflects
the behavior you need
to change.
• Address barriers to
adequate dosage and
fidelity.
•
•
•
Target specific student
need or function of
behavior and determine
more appropriate
match.
Add motivational or
behavioral component.
Add academic
supports.
Modify schedules of
reinforcement.
Guide for Altering SDI
4 consecutive points
above line: Raise the goal!
Points above and
below the line:
Keep as is.
4 consecutive
points below line:
Change SDI
Altering SDI

Modifications maybe made in:
◦ Instructional procedures and/or skills
Instructional arrangements (teacherstudent ratios; peer mediation)
 Instructional materials
 Time allocations
 Motivational strategies

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9/30/2014
Nancy’s Small Group Engagement Data
Based on the student’s performance,
discuss how the IEP team should
respond.
2. Document what changes, if any will be
made in specially designed instruction.
ACTIVITY 111
1.
Progress Reporting
Reports on the child’s progress toward meeting each annual goal will
be provided concurrent with the issuance of report cards, or more
often as determined by the IEP Team. [NC 1503-4.1(3)(i)(ii)]
Uses parent-friendly language
Explains extent to which progress is
sufficient to achieve goals
 Includes goal written on progress report
 Identifies contributors, especially when
progress varies by discipline
focus/emphasis


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9/30/2014
Not All Progress Reports Are Equal
EXCELLENT
WEAK
GOAL: In 36 weeks, given a routine classroom task within her ability
Variable
progress
level (lining up to go outside, washing hands before snack, etc.), Nancy
will initiate and complete the task with <3 prompts to start/persist and
no tantrums on four consecutive data collection dates.
Good
attendance
 Thanks for
sending in
snacks!
Lynne Loeser,
EC Teacher
Week 3 – 8 tantrums ; required average of 5
prompts to start/complete tasks
Week 6 - 7 tantrums; required average of 3
prompts to start/complete tasks
 Week 9 - 4 tantrums; required average of 3
prompts to start/complete tasks
Nancy is learning alternatives to having tantrums
(requesting breaks; referring to star chart) and is on
course to meet this goal by end of IEP.




Lauren Holahan,
Occupational Therapist
Based on the student’s performance,
write a 9-week progress report for the
parents.
2. Be prepared to share your
work/experience on these activities with
the whole group.
ACTIVITY 1V
1.
REFLECTIONS ON
LEARNING/
REVISIT OBJECTIVES
Q &A
COURSE EVALUATION
14