www.laspdg.org
Inclusive PracticesEffective IEP Implementation
Through Progress Monitoring
Presented by Robin Brister
West Carroll Parish
@laspdg
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CLU Credit
• In order to receive a certificate of participation for
today’s webinar (1 CLU credit contingent upon the
approval of your employing school system) you will need
to type the following information into the chat pod at
this time:
– Full name
– Parish you are representing
– Your complete email address
• Your certificate will be emailed to you by Friday
afternoon; if you do not receive it, please email
Wendy Allen wallen@lsu.edu
People First Language
“People First Language puts the person before the disability and
describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved
August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
Please Note….
• The actual procedures presented here are
mainly a district level decision
• However, as classroom teachers it is important
to focus on the strategies associated with
implementing best practices such as
monitoring for student performance and
communication with other teachers and
families
About West Carroll Parish
• 5 schools in our district
• Approximately 2500 total
students
• 230 students with disabilities
– 8 resource classrooms
– 3 self-contained classrooms
– 4 speech pathologists
Why We Started
Progress Monitoring
• Monitored
– Students failing and not
reconvening IEP meeting in a
timely manner
– Documentation of teacher
collaboration
• Corrective Action Plans
Why Progress Monitor?
• Documents collaboration between the
general education teacher and the special
education teacher/speech therapist.
• Helps us to be more aware of our students’
progress in the general classroom.
• When asked for a list of students that were
failing two or more classes, there were only
ten students on the list for the entire
district. Two were new to SPED, 4 received
speech only, and the remaining four were
students we had been working with.
Let’s Take a Poll!
• Are you currently using any type of progress
monitoring practices to determine student
progress?
– Yes
– No
• If yes, please describe in the chat pod
Outcomes
Outcomes from using Progress
Monitoring:
– Using this system, holds our teachers
more accountable for checking on their
students.
– Students’ grades have improved due to
both the general ed. teacher and the
special ed. teacher being more aware of
the students’ grades.
Progress Monitoring
• Every three weeks, the general education teachers will
fill out a PM1.
• You will have all students with disabilities that this
teacher teaches, listed on that one page.
• Instead of giving the teacher the PM1, you can get a
copy of the progress report or report card and fill in the
PM1.
Special Education Weekly Progress Screening Report (PM1)
Special Education Teacher_______________________________________ Due Date____________________
General Education Teacher______________________________________ Planning Period_______________
Special Needs Students
Subject/Period
Currently Passing No Assistance
Needed
At Risk of
Failure **
Comments
Signature of General Education Teacher: ________________________________ Date: ______________
Received by: ______________________________________________________ Date: _______________
(Signature of Special Education Teacher)
** Must complete General Education Concern Form
Progress Monitoring
• If a student is failing, give the teacher a PM2
form
• After 2 PM2 forms are filled out, you will need
to have a PM3 meeting
• PM3 meetings should include administrator,
regular education, special education teacher
and others as needed. If a face to face
meeting is not possible, you may have a
phone conference
General Education Concern Form (PM2)
School______________________ Student____________________Special Ed. Teacher ____________________Date _______________
Gen. Ed. Teacher Name
_____________________
Current
Grade
Average
Student is having academic difficulty with:
(Be specific)
REQUIRED
Interventions/Strategies to be Implemented:
Subject:
Subject:
Follow up:
_____________________________________ _______
_____________________________________ _______
Circle all applicable materials reviewed:
IEP, accommodations, modifications, IEP goal, report
card, progress report, Dibels, grade book,
progress monitoring, study guides, test results, other
Comments:
Date Meeting Scheduled: _______/________/__________
Instructional Strategist:
_________________________
Date Received: ____________________________________
cc: Instructional Strategist
West Carroll Parish Evidence of
Collaboration (PM3)
Date: _____________________ Student: ______________________________________ School: ______________________________________
Persons at the meeting / Indicate position of each person:
______________________________________________________________ ______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________ _______________________________________________________________
Purpose of this meeting is to discuss the student’s academic difficulties. Brainstorm solutions that are available or
needed and determine the best actions to take to help the student so that he/she can be more successful in school.
(Check and Explain)
_____ Student is failing/having difficulty in ________________________________________________________________________________
 Suspected reasons for failure/difficulty:_____________________________________________________________________
This committee determined that the following actions must be implemented to assist this student with the above
problems: (Explain Action Taken)
_____ Modify IEP accommodations______________________________________________________________________________________
_____ Modify IEP modifications__________________________________________________________________________________________
_____ Implement instructional strategy/intervention______________________________________________________________________
_____ Implement PBS behavior strategy/intervention _____________________________________________________________________
_____ Assign a mentor to the student who will meet with him/her every morning and/or afternoon.
 The mentor will work with this student on: ___________________________________________________________________
_____ Change teacher / class schedule: _______________________________________________________________________________________
_____ Add school counseling services: provided by: _______________________________________________________________________
_____ Schedule IEP Reconvene ________________________________________________________________________________________________
_____ Other: _____________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Instructional Strategist visited class on: ___/___/___
Interventions Implemented
_____________________________________________________________
Approved by: Principal’s Signature/Date
See PM4
____________________________________________________________
Instructional Strategist’s Signature / Date
cc: IEP Facilitator, Instructional Strategist
-----File this completed form in student’s IEP folder-----
Progress Monitoring for
Students Receiving Speech
• Conducted every 3 weeks
• After PM3 meeting, speech pathologist checks
to see if the student is in RtI
• If the student is not in RtI, the pathologist
starts the process of the student going to RtI
Original Progress Monitoring
• Each week, you will give the general education
teachers a PM1. You will have all students with
disabilities that this teacher teaches listed on that
one page. This needs to be turned in each week.
• If a student is failing, give the teacher a PM2 form
• After 2 PM2 forms are filled out, you will need to
have a PM3 meeting
• PM3 meetings should include Administrator, Regular
Education and Special Education teacher and others
as needed
Special Education Weekly Progress Screening Report (PM1)
Special Education Teacher_______________________________________ Due Date____________________
General Education Teacher______________________________________ Planning Period_______________
Special Needs Students
Subject/Period
Currently Passing No Assistance
Needed
At Risk of
Failure **
Comments
Signature of General Education Teacher: ________________________________ Date: ______________
Received by: ______________________________________________________ Date: _______________
(Signature of Special Education Teacher)
** Must complete General Education Concern Form
PM1 and PM2 forms
• Special education teacher will supply general
education teacher with a Special Education
Progress Screening Report (PM1) for all
students with disabilities. This is to be
completed by general education teachers
weekly.
– If there is an academic problem identified on the PM1 for
any student, the general education teacher will complete
the General Education Concern Form (PM2)
– The PM1 and PM2 forms will be turned in to the special
education teacher each Friday
PM3 Forms
• The PM2 form will be reviewed weekly. If review
indicates continued concerns, the special education
teacher will schedule a meeting within 7 school days,
to discuss academic concerns of individual students.
*The committee should include: Administrator, Regular
Education and Special Education teacher and others as
needed. Notification will be given to support staff as
needed.
– At this meeting the West Carroll Parish Evidence of
Collaboration Form (PM3) will be completed and
decisions will be made concerning supports and
strategies to be implemented. Principals must sign this
form at the end of the meeting.
Pm4 form
• Following development of the PM3, if weekly review
indicates continued problems, the Instructional Strategist will
observe the student in his/her classroom to ensure the
strategies and supports are appropriate and being
implemented. Non-compliance of procedures will be
reported to the school principal, and special education
supervisor. (PM4)
• If non-compliance is noted, the Instructional Strategist will
schedule a meeting at the school with the principal and
teachers involved to discuss the compliance issues addressed
on the PM4.
• Instructional Strategist will continue to monitor progress in
the classroom (PM3). If the non-compliance continues, the
Special Education Supervisor and Superintendent will again
be notified by the program facilitator (PM4).
Failure to Implement Weekly Progress Monitoring
And Document Collaboration (PM4)
School:____________________________
Principal:___________________________
Today I reviewed the records at _____________________________ and found failure to
implement:
___Special Education teacher, ________________________, is not disseminating
the Weekly Progress Form before school on Monday morning.
___ General Education teacher(s), _____________________________________,
is/are not completing the Weekly Progress Form and returning it to Sp. Ed
on Friday afternoon.
___ Teachers and needed others are not meeting to discuss student problems
and are not documenting decisions made concerning students on the
Evidence of Collaboration Form.
___ Meeting to discuss student difficulties was not held during the week after
reported.
___ Interventions/Strategies developed at the SBLC meeting is/are not being
implemented.
___ Other__________________________________________________________
__________________________________________________________________
__________________________________________________________________
Monitored By:______________________________ Date:_________________
Principal Signature:__________________________ Date:__________________
cc: Special Education Supervisor-1st Notice
cc: Special Education Supervisor and Superintendent -2nd Notice
Progress Monitoring Flow Chart
Special Education Progress Screening Report (PM 1)
Required Every Week
Student is having Academic Problems.
Teacher Completes
General Education Concern Form (PM 2)
Academic Issues Continue –
Schedule meeting with SBLC
SBLC meets within 7 school days
Develops interventions/strategies
Document on Evidence of Collaboration Form (PM 3)
Academic Problems Continue –
Schedule SBLC meeting
Review and revise strategies to be
implemented
Teacher implements and documents
the strategies. The Instructional
Strategist monitors the
implementation of the strategies and
accommodations. (PM 4)
Academics Improve – Continue
implementing interventions.
No Instructional Strategist
• One teacher at each school checks Progress
Monitoring binders.
• Teachers are responsible for setting up PM3
meetings.
Family Involvement
• Using the progress monitoring system makes
the teachers make more parent contact.
– Phone calls
– Meetings
– Letters
Teacher Feedback
• Positives
– A good process overall when teachers turn in
paperwork.
– Seeing students bring up grades.
– Teachers leaving comments saying they can see
an improvement.
– Teachers comments about why the student is
making poor grades.
– Seeing if modifications are truly being
implemented.
Teacher Feedback
• Negatives
– Added paper work for teachers.
– Teachers not turning in progress monitoring forms
in a timely manner.
– Completing PM2 forms & PM3 meetings when the
student lacks motivation.
– No real benefit when the student lacks
motivation.
I would just like to note, neither I
nor anyone on our pupil appraisal
staff, created these forms. They
were given to us by a school
district that has been
implementing progress monitoring
for a couple of years. We
graciously accepted the forms,
changed them to fit our needs and
put our district’s name on them.
www.laspdg.org
The contents of this PowerPoint presentation were developed under a grant from the US Department of
Education, #H323A110003. However those contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by the Federal Government.
Questions?
 After this webinar, you may email any content-related
questions to Robin Brister robinbrister@wcpsb.com or
call (318) 428-4215 ext 306
 You may email any grant-related questions to Melanie
Lemoine lemoinem@lsu.edu
REMINDER: CLU Credit
• IF YOU HAVE NOT ALREADY DONE SO DURING THIS
WEBINAR…..
– In order to receive a certificate of participation for today’s
webinar (1 CLU credit contingent upon the approval of your
employing school system) you will need to type the following
information into the chat pod at this time:
• Full name
• Parish you are representing
• Your complete email address
• Your certificate will be emailed to you by Friday
afternoon; if you do not receive it, please email
Wendy Allen wallen@lsu.edu
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