Progress Reporting

1
Progress Reporting

• Show Me the Data

2
Goals

• GOALS
• To develop an understanding of the purpose of the
  progress reporting requirement of IDEA and the
  importance of keeping data for reporting progress
• To identify various methods for collecting and
  analyzing data to document progress on IEP goals
• To identify specific issues and concerns

3
What the law says (Section 300.347)

• The IEP must contain a statement of
• how the childs progress toward the annual goals
  will be measured and
• how the childs parents will be regularly
  informed through means such as periodic report
  cards as often as parents of nondisabled children
  of
• The childs progress towards the annual goal
• The extent to which the progress is sufficient to
  enable the child to achieve the goals by the end
  of the IEP year.

4
What are the implications for the IEP?

• 1st THE GOALS MUST BE MEASURABLE
• For example, John will improve his writing skills

5
How do we make it measurable?

• Using the 8th grade writing prompts, John will
  increase his writing performance from a level 2
  to a level 4 on the Rhode Island Writing
  Assessment rubric.

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2nd WE NEED TO GATHER DATA ON THE STUDENTS
PROGRESS TOWARDS THE GOAL
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IEPs MUST BE DATA DRIVEN
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Why do we need data in the IEP?

• To determine strengths and needs
• To determine levels of performance in general
  curriculum
• To develop annual goals
• For reporting progress

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What kind of data do we keep?

• Data that can document a childs progress on a
  goal - includes
• Procedure
• Criteria
• Schedule

10
Determine Procedure

• How will you collect data to monitor progress?
• What is already out there?
• Hint How is standard measured in general
  classroom? Do you need to develop an additional
  or different data collection process?

11
Examples of Procedure

• Running Records
• Demonstration with Checklist
• Time sample
• Persuasive writing with rubric
• Oral retells with rubric
• Written observation
• Anecdotal records
• Criterion referenced tests
• District tests such as PALS or BASIS
• MUST KEEP THIS DATA

12
Determine Criteria

• How good is good enough?
• Goal must be measurable so data collected will
  address criteria specified in goal.

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Examples of Criteria

• Level 2 on oral presentation rubric
• 80
• Completes all items on checklist
• within 5 minutes
• once a day

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Determine Schedule

• How often do you measure?
• How often do you collect the data/evidence?

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Examples of Schedule

• Weekly
• Once a quarter
• Daily
• 2 out of three

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How do we record and keep track of the data?

• Hint 1 Keep folder or notebook (paper or
  computer) for each student. Within each folder or
  notebook have a different file for each goal. At
  scheduled time do assessment and put
  documentation in file for that goal.
• Hint 2 Chart the results

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How do you report progress

• IEP goals page with comment sheet
• Work samples
• Summary of progress reporting sheets

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What does attained mean?

• Child has met criteria specified in goals for
  annual review and in objectives for progress
  reporting.
• Need data/evidence to support

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What does making progress mean?

• This is what needs to be described in comments.
• Connect to criteria.
• Need data to support

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What does not addressed at this time mean?

• Havent worked on it yet
• Do you need to comment on this?
• Why not?

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What does no progress mean?

• Comment on childs performance
• Have supporting documentation
• Do you need to adjust goals/objectives/services?
• If so, need to request an IEP review

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How do we use the data to make decisions?

• On program
• For ESY
• For Annual review

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How does progress reporting connect to ESY?

• Progress reporting provides documentation for
  determining childs need for ESY

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Decisions about progress on IEP goals and
objectives must be based on data that is
supported by evidence of student performance
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IEP Cycle
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SHOW ME THE DATA
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IEP HOTLINE

• www.ridoe.net
• 222-4600 ext 2504
• rid23928_at_ride.ri.net
• fax [phone]
• Barrie Grossi
• 222-4600 ext 2312
• bgrossi_at_ride.ri.net

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IEP Resource Network Preworkshop Survey  
Date _____________________ Location
_____________________   Level Progress
Reporting   Your current role parent ___
general educator ___ special educator
____administrator ___ related service provider
____ other _______   1.What are your expectations
for this workshop?           2.My current
comfort level with this topic is   _____ High
Comfort _____ Medium Comfort _____ Little
Comfort _____ Clueless      
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IEP Postworkshop Survey Date_____
________________Location_________________________
__   Level Progress Reporting Your current
role parent ___ general educator ___ special
educator ___administrator __ related service
provider ___ Other ___     1. Did this workshop
meet your expectations? Yes ____ No
_____ Comments     2. Were the materials
helpful? Yes _____ No _____ Comments   3.
Would you like to see anything added to this
workshop? Yes _____ No _____ Comments  
4. Would you like to see anything
deleted from this workshop? Yes _____ No _____
Comments   5. My current comfort level with
this topic is ___High Comfort ____Medium Comfort
____Low Comfort ____ Clueless      6. What one
thing will you do differently when developing
IEPs as a result of this workshop?               
                                 
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IEP Resource Network SIGN IN SHEETDate
____________ Location _________________Level I
_____ II _____ III _____PLEASE PRINT