monitoring teacher implementation of specially designed instruction and services

Monitoring teacher implementation of specially designed instruction and services

Defined in IDEA 2004 as adapting the content, methodology, and delivery of instruction

Specially designed instruction vs. good teaching

Specially designed instruction

Multiple means of representation◦Changes in the way information is

presentedMultiple means of expression

◦Providing alternate ways for students to demonstrate what they know

Multiple means of engagement◦Changes to gain student’s interest and

increase motivationCurriculum adaptations

◦Changes in representation of content

Individualized accommodations for accessing grade level content

Intensive and individualizedResearch based practices for

students with disabilities◦Direct Instruction

Reading Math Social Skills for BIC classes

◦Learning Strategy instruction◦Explicit and intensive instruction on

IEP goals and objectives

Specially designed instruction

Research based◦Adams & Carnine (2004) conducted meta-

analysis◦Findings clearly support effectiveness of this

strategy.Reading

◦Examples include Project Read, Reading Mastery Plus, Corrective Reading, Read Naturally, Don Johnston

Math◦Examples include Mountain Math, Touch

Math, Basic Math, etc.

Direct instruction

Research basedFocus on teaching students how to learn

◦Focusing together◦Framing Routine◦SLANT◦Proficiency Sentence Writing◦LINCS◦Error Monitoring Strategy◦Concept Mastery Routine◦Content Enhancement Routines

l

Learning Strategy instruction

Direct and intensiveDeficit skills identified in

student’s IEP goals and objectives

IEP instruction

Increase student motivationAvoid frustration

Controlling task difficulty

Small interactive groupsPeer tutoringCooperative learning

Note: whole group instruction is not appropriate in resource or self-contained settings.

Grouping strategies

Strategies on the (BIP):

Antecedent strategies (prior to behavior occurring)

Consequence strategies (strategies used after the behavior occurs)

Teaching replacement behaviors (see handout)

For BIC classrooms – Individual student point sheets linked to

class wide motivation system

Behavior management strategies

Posted daily schedulesLearning centers/stationsStaff schedule postedBeginning and ending routinesAttention signalPosted classroom expectations

Additional components for BIC classes:◦Crisis management plan

Classroom environment components

Is the teacher collecting and analyzing data on IEP goals and objectives or curriculum based measurements?

Is the teacher using data to drive instructional decisions?

Progress monitoring

Scenarios

Seven Steps to Progress Monitoring

Writing Measurable Goals and Objectives Making Data

Collection Decisions

Determining Data Collection

Tools and Schedules

Representing the Data

Visually

Evaluating the Data

Making Instructional Adjustments

Communicating

Progress

What is Progress Monitoring?

Progress monitoring is the on-going process of collecting and analyzing data to determine student progress.

What is Progress Monitoring?Progress monitoring should be

used to:◦Make instructional and service

decisions based on student performance.

◦Determine progress on IEPs (annual goals and objectives) for students in special education.

Rationale

Why Use Progress Monitoring?

Individuals With Disabilities Education Improvement Act (IDEA) 2004

◦Requires a student’s individualized education plan (IEP) to include: A statement of present levels of

academic and functional performance; A statement of measurable annual goals; A statement of special education, related

and supplemental services; An explanation of the extent, if any, of

non-participation in the regular classroom;

Etscheidt, Susan K. (2006)


A statement of any appropriate and necessary accommodations on state and district-wide assessments;

A statement of dates and duration of services;

Appropriate, measurable post-secondary goals and transition services; and

A statement of how the child’s progress toward the annual goals will be measured.


Why Use Progress Monitoring?Legal Decisions

◦The absence of adequate progress monitoring has been the focus of several administrative and judicial decisions.

◦Courts are unwilling to accept the claims of school districts regarding the appropriateness of a student’s program without proof in the form of data.



Recent decisions have revealed five primary areas of concern:1. The IEP team fails to develop or

implement progress monitoring plans;

2. Responsibilities for progress monitoring are improperly delegated;



3. The IEP team does not plan or implement progress monitoring for behavior intervention plans;

4. The team uses inappropriate measures to determine student progress toward graduation;

5. Progress monitoring is not frequent enough to meet the requirements of IDEA or to provide meaningful data to IEP teams.


Seven Steps to Progress Monitoring

Write Measurable Goals and Objectives Make Data

Collection Decisions

Determine Data Collection

Tools and Schedules

Represent the Data Visually

Evaluate the Data

Make Instructional Adjustments

Communicate

Progress

Step 1: Write Measurable Goals and Objectives

The PLAFP sets the baseline for the annual goals.

Determines approaches for ensuring involvement in, or adaptations or modifications to, the general education curriculum.

Should accurately describe the student’s performance in all areas of education that are affected by the student’s disability.

Each area of educational need identified in the PLAFP must be addressed in at least one other section of the form: annual goals, supplementary aids/services, special education programs and services, and/or secondary transition services.

PLAFP Information SourcesWork samplesSchool recordsChecklistsCareer, transition,

vocational assessments

Student work samples, portfolios

Teacher observations and records

Parent inputStudent Interviews

Behavioral dataCBAs and CBMSSystematic data

collectionReport CardsStatewide

assessment Benchmark

assessmentTeacher-made testsNorm-referenced

testsCriterion

Referenced Tests (CLASS)



PLAFP ExampleCharlie knows how to compute math problems, but is unable to meet the 5th grade standards (80% on math benchmarks) for understanding and applying problem solving strategies to story problems. He does not understand the relationship between a description and a mathematical solution. Charlie scored at the 2.8 level on the solving section of the Key Math test, and 4.8 on the Computation section. He completes word problems with 50% accuracy.

Step 1: Write Measurable Goals and ObjectivesPLAFP Example:

Joshua is a 10 year old student in third grade who needs clearly defined rules and a structured environment. In unstructured situations or when given a difficult assignment, Joshua will often hit teachers and peers. His hitting behavior occurs an average of 6 times per day. During preferred activities, Joshua engages in appropriate peer interactions on a daily basis.


Precise and measurable goals provide a clear basis for monitoring student progress.

The annual goals estimate what outcomes can be expected in an academic year based on the student’s present level of performance.

The objectives provide steps for meeting the goal.


It is important to consider how the cumulative effect of special education services will help achieve school and post-school outcomes when setting the annual goals.

Even though the IEP focuses on goals for one year, the goals should be building toward helping the student achieve post-school or long-term outcomes.


Annual goals and short-term objectives must have the following components:◦Student: Use the student’s name.◦Behavior: State what the student will

do. Use verbs that are observable and measurable.

◦Conditions: State the specific circumstances under which the student will perform the expected behaviors.

◦Criterion: Set a standard indicates a reasonable level of performance that the student will achieve after instruction or intervention.


Table Activity:

Use the Reference Guide to write a measurable goal and/or objective for Joshua.

Step 2: Making Data Collection Decisions

Data decisions guide the selection of a meaningful data collection toolType of data neededWhereBy Whom How often

-

Step 2: Make Data Collection DecisionsWhat type of data will be

collected? Permanent/Visible productsEvent RecordingDuration Recording ABC ChartsAnecdotal Observations

Step 2: Make Data Collection Decisions

Where will data be collected? Classroom Playground Cafeteria School HallwaysJob-site Community

Anywhere data reflecting progress can be observed and counted efficiently!

Step 2: Making Data Collection DecisionsWho will collect data?

General Education teacher Special Education teacherParaprofessionalStudent Job coachParent Others


How often will data be collected? Daily Monthly Weekly Quarterly

Data must be gathered as frequently as necessary—and no more!


Effectiveness of services and instructional method is best determined when progress is measured frequently.

If progress is monitored

Then effectiveness may

Daily, as part of instruction

Be determined within 2 weeks

Twice a week Be determined within a month

Weekly Be determined within a quarter

Quarterly NOT be determined, even after a year

An Administrator’s Guide to Measuring Achievement for Students with IEPs. http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm

Step 3: Determine Data Collection Tools/SchedulesThe tools used to collect data

and measure progress provide evidence of student performance specific to IEP goals and objectives.

Data collection tools should represent different types of measurement in order to provide a clear picture of student progress.

Step 3: Determine Data Collection Tools/Schedules

Structured interviews

Teacher-made tests Surveys Rating scales Rubrics Curriculum-based

assessment Observations

CBMS Work Samples Assessment

checklists Anecdotal

records Portfolio

assessment

Commonly used tools/methods:


The data collection schedule depends on how service is delivered:

Times for data collection should be worked into daily and weekly plans for instruction.

Data collection does not necessarily have to be separate from instructional time.

Regular education teachers and other service providers play a key role in data collection and input.

Times for data collection should be scheduled when concerns have been brought up.


Think-Pair-Share1)Think for a few moments about

how you would collect data on Joshua’s behavior.

2)Pair with a partner and talk about the answer each of you came up with. Identify the answers you think are best or most unique.

3)Share your thinking with the whole group.


Visual representation of data provides a picture of student progress, and helps to clarify the written word or list of numbers used to make decisions.

Ways to show data visually include:

Graphs Charts Checklists

Baseline data

Joshua’s hitting behaviorTime M T W T F

Total9-9:10 / / / /

49:30-40 / / // / /

610-10:10 // /// / // /

910:30-40 /// / //// /// //

13Day total 7 6 7 7 5


Table ActivityUse the information to graph the baseline data.

Share with others at your table.

Joshua baseline data

0

1

2

3

4

5

6

7

8

Fre

quen

cy o

f hi

tting

beh

avio

r

Baseline Intervention

Step 4: Represent the Data VisuallyCompiling data is a critical component.

◦ Periodically review and graph or chart the collected data.

◦ Attempting to compile all data collected during the year right before the ARD would be an overwhelming task.

If data is collected: Then data should be compiled:

Daily Weekly

Two or three times per week

Bi-weekly or monthly

Once a week Monthly

After Intervention DataJoshua’s hitting behaviorTime M T W T F M Total9-9:10 / // // // / / 99:30-40 / / / / 410-10:10 / // / // / /

810:30-40 // //// // / // //

13Day total 4 9 6 6 5 4

Step 4: Represent the Data VisuallyTable Activity: Graph data

◦ Discuss the impact of the graphs.◦ How might the IEP meetings for these

students gone had only the collected data (not compiled) been shared.

Step 5: Evaluate the Data

Data collection provides information used to drive instruction. ◦ Data must be reviewed regularly and

on a predetermined basis. ◦ Data must be evaluated to

determine if the student is making progress toward the goals and objectives.

◦ Data should determine how well the student is responding to the intervention being implemented.

Step 5: Evaluate the DataDecision rules should be applied

when analyzing the graph. Based on 4 most recent

consecutive scores a decision to intervene should be made if –

four consecutive data points are below the goal line (or above if decreasing behavior)

OR four of the last six data points are

below the goal line (or above if decreasing behavior).


What would you do?


Table Activity:

Evaluate Joshua’s data

Step 6: Making Instructional Decisions

When the data patterns indicate the need to intervene, simple instructional interventions should be used first and then more intensive interventions.

When instructional interventions do not result in the expected progress being made the ARD Committee may need to be reconvened to reevaluate the goal and objectives.

Step 6: Making Instructional Decisions

If the data patterns show progress is:◦Adequate or better-- the program is working, and

should be continued.◦Stalled, but the student can do some of the task--

provide direct or intensive instruction on difficult steps.

◦Stalled close to the goal--provide increased repetitions and frequent opportunities for practice.

◦ At or near zero--the task is too difficult, teach prerequisite skills.

◦Accomplished--move on to a new goal.

Step 7: Communicating ProgressCommunication about student

progress should actively involve the parent and the student.

Communication is a motivational tool for students and strengthens home-school bonds with parents.

Step 7: Communicating ProgressThe ARD committee determines

how progress will be communicated and the method and schedule is noted on the IEP.

Progress on IEP goals must be reported at least as frequently as progress is reported for students who do not have disabilities.

Final Thoughts

Progress monitoring processes that are focused, clearly defined, and completed will ensure meaningful educational programs for students with disabilities.

Final Thoughts

Progress monitoring remains a required part of the IEP with IDEA 2004.


Works Cited/Consulted1. An Administrator’s Guide to Measuring Achievement for Students

with IEPs. http://www.awa11.k12.ia.us/iep/iepresults/AdministratorsGuide.htm

2. Etscheidt, Susan K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children, 56-60.

3. Jones, C. J. (2004). Teacher-friendly curriculum-based assessment in spelling. TEACHING Exceptional Children, 32-38.

4. Show Me the DATA! University of Washington, Experimental Educational Unit. 2004.

5. Pemberton, J. B. (2003). Communicating academic progress as an integral part of assessment. TEACHING Exceptional Children, 16-20.

monitoring teacher implementation of specially designed instruction and services

Documents

progress slide

progress monitoring

designed instruction

intensive instruction

objectives iep instruction

learning strategy instruction

group instruction

delivery of instruction