Data Sources
IEP Participation in
Assessment
IEP Participation in
Assessment
IEP PLOP (Present Levels
of Performance), MSP or
WAAS
Questions
Assessment
Which state assessment did the student take?
What accommodations were provided for the
student in the state assessment?
What was the student’s score?
ESD
Support
Principle
2, 5
2, 5
2, 5
How many years has the student failed to achieve
2, 5
the standard?
DIBELS, easyCBM,
Does the student participate in universal
2, 5
AimsWeb, MAP or other
assessment screening or progress monitoring?
-What does the universal assessment indicate?
2, 5
Services, Least Restrictive Environment, Specially Designed Instruction, Progress
Monitoring
IEP Summary of Services
What services, amount, frequency, and location
2
or Service Matrix report
are specified?
Teacher and service
-Are services being delivered as specified?
2
provider report, records
IEP, teacher report
What is the student’s specially designed
2
instruction?
IEP Summary of Services
Who delivers the student’s specially designed
2
or Service Matrix
instruction?
IEP Goals
Are the measureable annual goals rigorous
enough to enable the student to achieve the state
2, 5
standard?
IEP Goals
-What is the system for monitoring progress
2, 5
toward the goals?
IEP, other progress
-What evidence is there that the student is
2, 5
monitoring
progressing?
IEP
Does the student have a behavior intervention
2
plan (BIP)?
IEP, other progress
- Is there evidence that the plan is working?
2, 5
monitoring
IEP PLOP
- Is the BIP based on a functional behavior
2
assessment?
IEP Program
If support is indicated, is it being implemented?
Modifications or Support
2
for School Personnel
LRE – Least Restrictive Environment
In general ed. setting 80 to 100% of the time
IEP
In general ed. setting 40 to 79% of the time
CEDARS LRE Code (01,
2
In general ed. setting 0 to 39% of the time
02, 03, 10, 11)
In separate day school (public or private)
Residential facility (public or private)
Correctional facility
Homebound/hospital
Home-school/parentally-placed private school
IEP General Ed
IEP Accommodations/
Modifications
IEP Goals, teacher report
Attendance records, IEP
PLOP
Office discipline records,
IEP PLOP
Transcript
MSP
WAAS, Prepare a
list
SPP, Indicator 5A-C
Title II HQ
District records or
report
District records or
report
District records or
report
District records or
report
District records or
report
District records or
report
What are the areas in which the student
participates in the core curriculum?
-Are the accommodations specified used on a
regular basis, as specified in the IEP?
Are the standards considered in the design of the
IEP?
Student Availability for Instruction
How many days was the student absent in the
previous year?
Has the student missed instructional time due to
office discipline referrals or suspension? If so,
how much?
How many years has the student attended this
school? District?
District or School Level
What number and percent of students with disabilities
did not meet standard in each area?
What was the range of scores?
What students did not meet the standard in Reading? In
math?
What assessment did each student take?
What accommodations (if any) were used?
What cells does each student’s score affect?
What is the district compliance level on LRE? Did the
district meet the state targets?
Are special education teachers highly qualified in the
areas they teach?
Is the core curriculum evidence-based or researchbased?
Is the core curriculum aligned to the standards?
Are tiered interventions evidence-based or researchbased?
Are interventions aligned to the standards?
Do special education teachers receive professional
development on the standards and on the general
curriculum in reading and math?
Do special education teachers receive professional
development on their additional curriculum tools and
2
2
2
2
2
2
2, 5
2, 5
2, 5
2, 5
2, 5
2, 5
2, 5
2
2
2
2
2
2, 4
2, 4
District records or
report
District records or
report
District records or
report
strategies?
If paraprofessionals are delivering instruction, have they
been adequately trained in the curriculum and strategies
needed?
Do special education teachers participate in grade level
meetings or other PLCs?
Are special education teachers involved in school
improvement planning?
2, 4
2, 4, 5
2, 4, 5
Question: What reports do the different IEP software programs (GoalView, IEP On-line,
Ecom, SEAS) have that answer some of these questions on a school or district level?
Additional considerations for systems level:
Academic Intervention System
Universal screening of student achievement is conducted periodically during the year to
identify students at risk academically.
Interventions of increasing intensity are available for students according to need.
Interventions are research-based or evidence-based.
Students who are at-risk are monitored frequently for progress. Student decisions are
based on data.
Interventions are delivered with fidelity.
Interventions are examined for efficacy, based on fidelity and student progress.
Positive Behavior Intervention System
Well-defined school-wide behavior expectations are agreed upon by staff, and are taught to
students.
A system is in place to acknowledge/reward positive school-wide behavior.
Clearly defined and consistent consequences and procedures for undesirable behaviors are
developed and agreed upon by staff.
Tiered interventions are defined and are implemented as needed.
A data system is in place to monitor office discipline referrals that come from classrooms.
Discipline data are gathered, examined frequently by a leadership team, summarized and
reported to faculty at least quarterly.