progress monitoring techniques for students with multiple needs

Progress Monitoring Progress Monitoring Techniques for Students Techniques for Students

with Multiple Needswith Multiple Needs

Christine MaleckiNorthern Illinois University

[email protected]

Thank you to Al Gonzalez (NIU alum) And Kelly Lyell, NIUGraduate Student

School Psychology Program

mailto:[email protected]

http://www.mediafire.com/?sharekey=1d2306f97c1c5d7e0de4fc1039a01674bbdf5e4fe427aabd0ac99885da44e881




Benefits of Monitoring ProgressBenefits of Monitoring Progress

Target the skill(s) you will teach during the year.Target the skill(s) you will teach during the year. Help determine what is realistic but ambitious Help determine what is realistic but ambitious

growth for your students.growth for your students. Allow the students to have a goal and Allow the students to have a goal and

experience success and a purpose throughout experience success and a purpose throughout the school year.the school year.

Benefits of Monitoring ProgressBenefits of Monitoring Progress

Communicate with parents about their child’s Communicate with parents about their child’s accomplishments.accomplishments.

Allows the student’s future teachers to see what Allows the student’s future teachers to see what was accomplished and a potential method of was accomplished and a potential method of progress monitoring.progress monitoring.

Progress MonitoringProgress Monitoring Curriculum-based measures (CBM) are one of the Curriculum-based measures (CBM) are one of the

best known and used progress monitoring (PM) best known and used progress monitoring (PM) assessmentsassessments These measures capture a wide range of skillsThese measures capture a wide range of skills

Standard CBMs are not suitable for some Standard CBMs are not suitable for some subgroups of students subgroups of students Students whose skills are below those of the CBMStudents whose skills are below those of the CBM Targeting specific, concrete skills beyond those of the Targeting specific, concrete skills beyond those of the

standard CBMstandard CBM

Alternative Progress MonitoringAlternative Progress Monitoring

Alternate progress monitoring Alternate progress monitoring assessments can be created based on the assessments can be created based on the principles of PM and CBMprinciples of PM and CBM They will monitor the mastery of specific skills They will monitor the mastery of specific skills

over time, which provides data that relates to over time, which provides data that relates to student goals student goals (Safer & Fleischman, 2005)(Safer & Fleischman, 2005)

Progress MonitoringProgress Monitoring

Define the Behavior (look at IEP goals)Define the Behavior (look at IEP goals) Select a Measurement StrategySelect a Measurement Strategy Describe Current Level of FunctioningDescribe Current Level of Functioning Develop a Goal StatementDevelop a Goal Statement Prepare a Chart/Data Collection ToolPrepare a Chart/Data Collection Tool Select a Decision-Making PlanSelect a Decision-Making Plan

Good Measurement StrategiesGood Measurement Strategies Reliable and Valid!!Reliable and Valid!! Simple and Time-EfficientSimple and Time-Efficient StandardizedStandardized Can be done frequentlyCan be done frequently Provides a picture of performance over timeProvides a picture of performance over time

COMPARES APPLES TO APPLESCOMPARES APPLES TO APPLES Can focus on long term growth or set a short term goal for an Can focus on long term growth or set a short term goal for an

achievable skillachievable skill Progress Monitoring is not ideal if it is simply short-term, but Progress Monitoring is not ideal if it is simply short-term, but

it is better than nothing!it is better than nothing! Measures are tied to instruction and useful for student program Measures are tied to instruction and useful for student program

evaluation evaluation (Siegel & Allinder, 2005) (Siegel & Allinder, 2005) (Shapiro, 2004; Howell & Nolet, 2000)(Shapiro, 2004; Howell & Nolet, 2000)

Good Measurement Strategies Good Measurement Strategies Disadvantages of the alternative assessments: Disadvantages of the alternative assessments:

Validity and reliability of these assessments are very Validity and reliability of these assessments are very hard to determine hard to determine (Deno, 1997)(Deno, 1997)

Focusing on specific skills might not generalize into Focusing on specific skills might not generalize into learning overarching goals learning overarching goals (Shapiro, 2004) (Shapiro, 2004)

General Outcome Measures are the most General Outcome Measures are the most empirically supported method for assessing empirically supported method for assessing learning over timelearning over time (Deno, 1997; Shapiro, 2004).(Deno, 1997; Shapiro, 2004).

Research on GOM for students with multiple needs is Research on GOM for students with multiple needs is

being conducted with promising resultsbeing conducted with promising results (Wallace, Tich(Wallace, Tichá á & Gustafson) & Gustafson)

http://www.progressmonitoring.net/probes/sigcog.html

http://www.progressmonitoring.net/probes/sigcog.html


Define the BehaviorDefine the Behavior Select a Measurement StrategySelect a Measurement Strategy Describe Current Level of FunctioningDescribe Current Level of Functioning Develop a Goal StatementDevelop a Goal Statement Prepare a Chart/Data Collection ToolPrepare a Chart/Data Collection Tool Select a Decision-Making PlanSelect a Decision-Making Plan

Describing Current Level of Describing Current Level of FunctioningFunctioning

““A statement of the child’s present levels A statement of the child’s present levels of academic achievement and functional of academic achievement and functional performance, including…performance, including…

Current Level of FunctioningCurrent Level of Functioning Describes a student’s baseline level of Describes a student’s baseline level of

performance on a target behavior (where is performance on a target behavior (where is he/she now?)he/she now?)

Try out the skill you intend to target. Too Try out the skill you intend to target. Too difficult? Too easy?difficult? Too easy?

Adjust… Adjust… Describe the student’s baseline.Describe the student’s baseline.

Steps for Current Level of FunctioningSteps for Current Level of Functioning

Collect baseline dataCollect baseline data Is it stable data and typical? Is it stable data and typical? (at least 3 data points (at least 3 data points ideallyideally))

Summarize the data Summarize the data (pick median score)(pick median score)

Goal StatementsGoal Statements

The goals is the expected level of performance The goals is the expected level of performance at the end of an expected goal period. at the end of an expected goal period.

Current LevelCurrent Level (Currently Annie is reading 2 sight (Currently Annie is reading 2 sight words out of 10.)words out of 10.)

ConditionsConditions (In 9 weeks, when presented with a list (In 9 weeks, when presented with a list of 10 sight words)of 10 sight words)

Behavior Behavior (Annie will read)(Annie will read) CriterionCriterion (8 out of 10 words per minute on 3 (8 out of 10 words per minute on 3

consecutive probes)consecutive probes)

Draw your goal line on your graph.Draw your goal line on your graph.

Example CBM GoalsExample CBM Goals

Currently Sally is reading 45 words per minute on 2nd grade reading probes. In 9 weeks, Sally will read 66 words per minute on 2nd grade CBM reading probes given once per week (with three 1 minute probes given and the median words read correctly recorded)

Currently Travis is writing 10 digits correct per minute on 2nd grade mixed-fact math probes. In 9 weeks, Travis will write 22 digits correctly per minute on 2nd grade CBM math probes given once per week.

Currently Dawn is writing 30 correct writing sequences in a three-minute written expression CBM story. In 9 weeks, Dawn will write 48 correct writing sequences on a written expression CBM given once per week.

Sally

Travis

Dawn

Keep It SimpleKeep It Simple

Figure out a system to organize your Figure out a system to organize your materials and data. Keep it all in materials and data. Keep it all in one place.one place.

Keeping Track of DataKeeping Track of Data

Excel works great. Will draw a trend line Excel works great. Will draw a trend line for you.for you.

““Chart Dog” on invention central website Chart Dog” on invention central website also goodalso good http://www.jimwrightonline.com/php/http://www.jimwrightonline.com/php/

chartdog_2_0/chartdog.phpchartdog_2_0/chartdog.php

Decision-Making PlanDecision-Making Plan

Decide in advance how you will make decisions Decide in advance how you will make decisions about the effectiveness of an intervention.about the effectiveness of an intervention.

Teachers were 2.2 times more effective when Teachers were 2.2 times more effective when they followed decision rules.they followed decision rules.

94% of 31 teachers found that the decision rules 94% of 31 teachers found that the decision rules saved them time.saved them time.

Decision-MakingDecision-Making How often will data be collected? (ex: every 2 weeks)How often will data be collected? (ex: every 2 weeks) If using CBM, how many probes and how will it be If using CBM, how many probes and how will it be

summarized for each data point (e.g. median score)?summarized for each data point (e.g. median score)? How many data points? (at least 7 are recommended)How many data points? (at least 7 are recommended) What is your decision rule?What is your decision rule?

(i.e. examine data trend compared to the goal)(i.e. examine data trend compared to the goal) (e.g. If John’s data is above the goal line for three consecutive (e.g. If John’s data is above the goal line for three consecutive

data points, a change will be made (increase goal)). If below goal data points, a change will be made (increase goal)). If below goal line for three consecutive data points, change intervention.line for three consecutive data points, change intervention.

ReferencesReferences Deno, S. L. (1997). Whether thou goest…Perspectives on progress Deno, S. L. (1997). Whether thou goest…Perspectives on progress

monitoring. In J. W. Lloyd, E. J. Kameenui, and D. Chard monitoring. In J. W. Lloyd, E. J. Kameenui, and D. Chard (Eds.), (Eds.), Issues in educating students with disabilitiesIssues in educating students with disabilities (pp. 77- (pp. 77-99). Mahwah NJ: Lawrence Eribaum Associates, Inc.99). Mahwah NJ: Lawrence Eribaum Associates, Inc.

Howell, K. W., & Nolet, V. (2000). Howell, K. W., & Nolet, V. (2000). Curriculum-based evaluation: Curriculum-based evaluation: Teaching and decision makingTeaching and decision making (3 (3rdrd Ed.). Belmont, CA: Ed.). Belmont, CA: Thompson Thompson Learning.Learning.

Safer, N. & Fleischman, S. (2005). Research matters: How student Safer, N. & Fleischman, S. (2005). Research matters: How student progress monitoring improves instruction. progress monitoring improves instruction. Educational Educational

Leadership, 62Leadership, 62(5), 81-83.(5), 81-83. Shapiro, E. S. (2004). Shapiro, E. S. (2004). Academic skills problems: Direct Academic skills problems: Direct

assessment and interventionassessment and intervention (3 (3rdrd Ed.). New York: Ed.). New York: Guilford Guilford Press.Press.

Siegel, E. & Allinder, R.M. (2005). Review of assessment Siegel, E. & Allinder, R.M. (2005). Review of assessment procedures for students with moderate and severe disabilities. procedures for students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 40Education and Training in Developmental Disabilities, 40(4), (4), 343-351.343-351.

Wallace, T., TichWallace, T., Tichá, R., & Gustafson, K. (in press). Technical á, R., & Gustafson, K. (in press). Technical characteristics of general outcome measures for students with characteristics of general outcome measures for students with significant cognitive disabilities, 1-55.significant cognitive disabilities, 1-55.

Let’s Write Some Goals!Let’s Write Some Goals!

Remember, they need to include:Remember, they need to include: Current Level of FunctioningCurrent Level of Functioning ConditionCondition BehaviorBehavior CriterionCriterion

Writing a GoalWriting a Goal

Describe Current Level of FunctioningDescribe Current Level of Functioning Sally can correctly tell time using an analog Sally can correctly tell time using an analog

clock 1 out of 5 timesclock 1 out of 5 times Develop a Goal StatementDevelop a Goal Statement

ConditionsConditions (In 9 weeks, using analog (In 9 weeks, using analog clock probes)clock probes)

Behavior Behavior (Sally will tell time)(Sally will tell time) CriterionCriterion (4 out of 5 times correctly) (4 out of 5 times correctly)

Measurement StrategyMeasurement Strategy

Remember, they need to be:Remember, they need to be: ReliableReliable ValidValid Simple and Time-EfficientSimple and Time-Efficient StandardizedStandardized

Creating ProbesCreating Probes

Creating the wheel…Creating the wheel… Recreating the wheel…Recreating the wheel… Borrowing and stealing…Borrowing and stealing… Collaborating…Collaborating…

Example GoalsExample Goals

Bobby can correctly identify 2 out of 10 Bobby can correctly identify 2 out of 10 survival words. survival words. In 18 weeks, using sight In 18 weeks, using sight and survival word probes, Bobby will and survival word probes, Bobby will correctly identify 9 out of 10 survival correctly identify 9 out of 10 survival words. words.

Money Progress MonitoringMoney Progress Monitoring Jackson:Jackson:

Currently Jackson is adding coins (pennies, nickels, Currently Jackson is adding coins (pennies, nickels, dimes and quarters) to values that sum to less than dimes and quarters) to values that sum to less than one dollar correctly 2 out of 5 times. In 18 weeks, one dollar correctly 2 out of 5 times. In 18 weeks, Jackson will correctly count using all different types of Jackson will correctly count using all different types of coins 10 out of 10 times (do the procedure 10 times, coins 10 out of 10 times (do the procedure 10 times, with 10 different sets of up to 7 different coins).with 10 different sets of up to 7 different coins).

Jill:Jill: Currently Jill is counting by tens using dimes correctly Currently Jill is counting by tens using dimes correctly

1 out of 5 times. In 18 weeks, Jill will correctly count 1 out of 5 times. In 18 weeks, Jill will correctly count by tens using dimes 9 out of 10 times (do the by tens using dimes 9 out of 10 times (do the procedure 10 times, with 5 different sets of up to 7 procedure 10 times, with 5 different sets of up to 7 dimes).dimes).

Counting by 10s with Dimes Progress Monitoring Sheet Name: DDDD $ .40 DD $ .20 DDD $ .30 DDDDD $ .50 DDDDDDD $ .70 Date: Score / 5 DDD $ .30 DDDDDD $ .60 DD $ .20 DDDD $ .40 DDDDD $ .50 Date: Score / 5 Name: DDDD $ .40 DD $ .20 DDD $ .30 DDDDD $ .50 DDDDDDD $ .70 Date: Score / 5 DDD $ .30 DDDDDD $ .60 DD $ .20 DDDD $ .40 DDDDD $ .50 Date: Score / 5 Name: DDDD $ .40 DD $ .20 DDD $ .30 DDDDD $ .50 DDDDDDD $ .70 Date: Score / 5

Coins Progress Monitoring Sheet Name: Q, D, N, N $ .45 Q, D, D, D, N, P, P $ .62 Q, Q, D, D, N, $ .75 D, D, D, N, P $ .36 Q, D, D, P, P, P, P $ .49 Date: Score / 5 Q, Q, Q, D $ .85 Q, D, D, N, N, P, P $ .57 Q, Q, D, D, N, N $ .80 D, D, N, N, N $ .35 Q, D, D, P, P $ .47 Date: Score / 5 Q, D, N, N $ .45 Q, D, D, D, N, P, P $ .62 Q, Q, D, D, N, $ .75 D, D, D, N, P $ .36 Q, D, D, P, P, P, P $ .49 Date: Score / 5 Q, Q, Q, D $ .85 Q, D, D, N, N, P, P $ .57 Q, Q, D, D, N, N $ .80 D, D, N, N, N $ .35 Q, D, D, P, P $ .47 Date: Score / 5 Q, D, N, P $ .41 Q, D, D, N, N $ .55 Q, D, D, D, N, N $ .65 D, D, N, P, P, P, P $ .29 D, D, N, N, N, P, P $ .37 Date: Score / 5

Time Progress MonitoringTime Progress Monitoring

Jack:Jack: Currently Jack is matching analog and digital Currently Jack is matching analog and digital

clock faces correctly 2 out of 10 times. In 18 clock faces correctly 2 out of 10 times. In 18 weeks, Jack will correctly match 9 out 10 weeks, Jack will correctly match 9 out 10 presented analog and digital clock faces on presented analog and digital clock faces on the hour and half hour.the hour and half hour.

Time Progress Monitoring Sheet #1 Name: Date: Score / 10

Time Progress Monitoring Sheet #1 Name: Date: Score / 10

3:00

11:30

6:30

4:00

11:30

6:00

10:30

8:00

7:00

4:00

Simple Addition Progress Simple Addition Progress MonitoringMonitoring

JacobJacob:: Currently Jacob is correctly solving 2 out of 10 simple Currently Jacob is correctly solving 2 out of 10 simple

addition problems (with sums less than or equal to addition problems (with sums less than or equal to 10). In 9 weeks, Jacob will correctly solve 8 of the 10 10). In 9 weeks, Jacob will correctly solve 8 of the 10 simple addition problems. simple addition problems.

JackJack:: Currently Jack is correctly solving 1 out of 5 simple Currently Jack is correctly solving 1 out of 5 simple

addition problems (with sums lass than or equal to 10) addition problems (with sums lass than or equal to 10) with touchpoints on the numbers. In 9 weeks, Jack with touchpoints on the numbers. In 9 weeks, Jack will correctly solve 4 out of 5 simple addition problems will correctly solve 4 out of 5 simple addition problems using the touchpoints. using the touchpoints.

Simple Addition Progress Monitoring Sheet #1 Name: Date: Score / 5

+ =

+ =

+ =

+ =

+ =

Addition Progress Monitoring Sheet #1 Name: Date: Score / 10

3 + 2 =

5 + 1 =

2 + 7 =

4 + 6 =

3 + 3 =

8 + 1 =

5 + 4 =

9 + 1 =

6 + 2 =

2 + 2 =

Number IdentificationNumber Identification

JimJim:: Currently Jim is correctly pointing to the Currently Jim is correctly pointing to the

number given to him orally in random order number given to him orally in random order (numbers 1 through 5) 2 out of 5 times. In 9 (numbers 1 through 5) 2 out of 5 times. In 9 weeks, Jim will correctly point to the number weeks, Jim will correctly point to the number given to him orally (numbers 1 through 5) given to him orally (numbers 1 through 5) when presented to him in random order 4 out when presented to him in random order 4 out of 5 (all 5 presented at each time).of 5 (all 5 presented at each time).

Identifying Numbers 1 through 5 Progress Monitoring Sheet Name: 2 3 1 5 4 Date: Score / 5 1 5 3 4 2 Date: Score / 5 2 4 1 5 3 Date: Score / 5 3 1 4 5 2 Date: Score / 5 2 1 5 4 3 Date: Score / 5

1

2

3

4

5

Color IdentificationColor Identification BrianBrian::

Currently Brian is correctly pointing to the basic color (red, Currently Brian is correctly pointing to the basic color (red, orange, yellow, green, blue, purple, brown, black, white and orange, yellow, green, blue, purple, brown, black, white and pink) given to him orally in random order 2 out of 10 times. In 18 pink) given to him orally in random order 2 out of 10 times. In 18 weeks, Brian will correctly identify 9 out of 10 basic colors when weeks, Brian will correctly identify 9 out of 10 basic colors when given orally given to him in random order. given orally given to him in random order.

BrandyBrandy:: Currently Brandy is correctly pointing to the color given to her Currently Brandy is correctly pointing to the color given to her

orally (only red, white and green colors used) in random order 1 orally (only red, white and green colors used) in random order 1 out of 5 times. In 18 weeks, Brandy will correctly identify the out of 5 times. In 18 weeks, Brandy will correctly identify the color given to her from the choices of red, white and green color given to her from the choices of red, white and green presented in random order (5 sets of red, white and green presented in random order (5 sets of red, white and green circles) in random order 5 out of 5 times.circles) in random order 5 out of 5 times.

Color Progress Monitoring Sheet #1 Name: Date: Score / 10

Selected Letter IdentificationSelected Letter Identification

AllenAllen:: Currently Allen is correctly identifying 3 out of Currently Allen is correctly identifying 3 out of

10 letters presented on a probe (letters A 10 letters presented on a probe (letters A through J only used). In 9 weeks, Allen will through J only used). In 9 weeks, Allen will correctly identify 9 of the 10 letters presented correctly identify 9 of the 10 letters presented on the probe orally (A through J only with on the probe orally (A through J only with each letter presented in random order). each letter presented in random order).

ABC Progress Monitoring Sheet #1 Name: Date: Score / 10

B

I

H

E

A

C

D

J

F

G

Sight/Survival Word IdentificationSight/Survival Word Identification

JillJill: : Currently Jill is reading 3 out of 10 sight or high-Currently Jill is reading 3 out of 10 sight or high-

frequency words correctly. In 9 weeks, Jill will identify frequency words correctly. In 9 weeks, Jill will identify 8 out of 10 sight or high-frequency words on three 8 out of 10 sight or high-frequency words on three different randomized lists of 10 words.different randomized lists of 10 words.

JoelJoel:: Currently Jill is reading 3 out of 10 sight or high-Currently Jill is reading 3 out of 10 sight or high-

frequency words correctly. In 9 weeks, Jill will identify frequency words correctly. In 9 weeks, Jill will identify 8 out of 10 sight or high-frequency words on three 8 out of 10 sight or high-frequency words on three different randomized lists of 10 words.different randomized lists of 10 words.

Sight/Survival Words Progress Monitoring Sheet #1 Name: Date: Score / 10

Stop

Exit

Boys

Girls

In

Out

Danger

Bus

Men

Women

Sight/Survival Words Progress Monitoring Sheet #2 Name: Date: Score / 10

Go

Elevator

Hot

Cold

Closed

On

Off

Up

Down

Telephone

Sight/Survival Words Progress Monitoring Sheet #1Name: Date: Score / 12

push

go

stop

pull

walk

don’t walk

bus

Men’s Room

Women’s Room

danger

elevator

telephone

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1


police

fire

quiet

water

open

close

hot

cold

off

hot

cold

on

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1


upstairs

up

stand up

downstairs

down

sit down

exit

enter

911

outside

inside

mailbox

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

0 1

Example Progress Monitoring Goals Baseline Week 3 Week 4 Week 5 Week 6 Jack Time: Jack will correctly match 4 out of 5 presented analog and digital clock faces on the hour and half hour.

2/5

Math: Given 5 simple addition problems (with sums less than or equal to 10) with touchpoints on the numbers, Jack will correctly solve 4 of the 5 problems using the touchpoints.

1/5

Jill Money: Jill will correctly count by tens using dimes 4 out of 5 times (do the procedure 5 times, with 5 different sets of up to 7 dimes).

3/5

Reading: Jill will identify 8 of 10 sight or high-frequency words on three different randomized lists of 10 words.

4/10

John Reading: John will identify (read or sign) 8 of 10 sight or high-frequency words presented as pictures with the word.

3/10

Math: Given 5 simple addition problems (with sums less than or equal to 10) with touchpoints on the numbers, John will correctly solve 4 of the 5 problems using the touchpoints.

1/5

Jane Time: Jane will correctly match 4 out of 5 presented analog and digital clock faces on the hour and half hour.

2/5

Reading Comprehension: After hearing a passage for one minute, Jane will orally answer 5 “wh” questions read to him with 4 correct answers.

2/5

Jim Reading: Jim will identify (read or sign) 8 of 10 sight or high-frequency words presented as pictures with the word.

3/10

Math: Jim will correctly point to the number given to him orally (numbers 1 through 5) when presented to him in random order 4 times out of 5 (all 5 presented each time)

2/5

Jordan Math: Given 5 simple addition problems with touchpoints on the numbers, Jordan will correctly solve 4 of the 5 problems using the touchpoints.

0/5

Reading: Jordan will read 30 words per minute on 2nd grade CBM reading probes (with three 1 minute probes given and the median words read correctly recorded)

7wrc

Joel Reading: Joel will identify (read or sign) 8 of 10 sight or high-frequency words presented as pictures with the word.

2/10

Math: Given 5 simple addition problems (with sums less than or equal to 10) with touchpoints on the numbers, Joel will correctly solve 4 of the 5 problems using the touchpoints.

1/5

Time: Joel will correctly match 4 out of 5 presented analog and digital clock faces on the hour and half hour.

2/5

Progress Monitoring Plan 1. Define the Target Behavior (must be specific, observable, and measurable): 2. Select the Measurement Strategy (data to be collected) What materials will be used to collect data (e.g. observation form, CBM probes (what levels, etc.)): In which setting(s) will data be collected and by whom? 3. Describe Current Level of Functioning Summary of current data for target student compared to data from the criterion (peer comparison, normative data, standards, etc.): 4. Goal Statement(s) A goal statement should include the conditions under which the task will be performed (over 9 weeks, using 3rd grade reading CBM probes), the behavior (John will read), and the criterion for acceptable performance (90 words per minute with 95% accuracy). 5. Develop a Chart of Data-Collection Tool (How will data be charted and documented?) 6. Decision-Making Plan How often will data be collected and charted and what will each data point represent (one probe, a median of 3, percentage on-task per day, etc.)? How many data points will be charted before making decisions? What is the decision rule for making changes in an intervention, etc.?

Design a Statement of Transition Design a Statement of Transition ServicesServices

““Beginning not later than the first IEP to be in Beginning not later than the first IEP to be in effect when the child turns 14 ½, and updated effect when the child turns 14 ½, and updated annually thereafter, the IEP shall include…annually thereafter, the IEP shall include… appropriate, measurable, postsecondary goals based appropriate, measurable, postsecondary goals based

upon age-appropriate transition assessments related upon age-appropriate transition assessments related to employment, education or training, and, as needed to employment, education or training, and, as needed independent living independent living

23 IAC 226.230(c)23 IAC 226.230(c)

Vocational and EmploymentVocational and Employment

Daily Living and Employment Daily Living and Employment AssessmentsAssessments

Let’s Do It!Let’s Do It!

Pick a student and a goal.Pick a student and a goal. Using the principles we discussed, how Using the principles we discussed, how

would you create a progress monitoring would you create a progress monitoring assessment system for that goal?assessment system for that goal?

(Change the students’ names…)(Change the students’ names…) Exchange with a partner – do they know Exchange with a partner – do they know

exactly what you mean? By reading it, exactly what you mean? By reading it, would they progress monitor the exact way would they progress monitor the exact way you have in mind?you have in mind?

Thank You!Thank You!

progress monitoring techniques for students with multiple needs

Documents

subgroups of students

progress monitoring

goal statementprepare

students future teachers

concrete skills

mastery of specific

short term goal

time deno