Putting the Pieces Together:IEP, Data Collection, Progress Monitoring and

Reporting

Presented by:Kathleen EichTraining and Consultation StaffCapital Area Intermediate Unitkeich@caiu.org

Agenda

• Measurement• Connecting Parts of the IEP• Measurable Goals & Objectives

• Data Collection• Visual Representation

• Writing Present Levels• Academic Achievement• Functional Performance

• Practice – Throughout the Day

Steps leading to effective monitoring of

student progress • With a partner, look at the steps

outlined in your handout. • Discuss your implementation of

each step. Exchange tips, ideas, and experiences.

• Check those steps that are already part of your routine.

It all begins with Measurement

Measuring = Counting

• Key Areas to Measure– Academic Skills – Behavior– Social Interaction– Communication– Vocational– Daily Living

What Can You Count?

• Look over the list in your handout.

• With a partner, discuss the skills listed.

• Add to, or delete skills to make the list match those of the students in your class.

Practice• Think about your students.• List five critical skills that your

students are learning.• Identify the observable part(s) of

each skill (those you can observe and count).

• List the steps to learning the skill (objectives).

Types of Measures

• Add information about each of the following types of measures to your graphic organizer.

Type of Data

Examples Skills Notes

Frequency

AccuracyFluency

Types of DataDefinition: Skills:

Examples: Non-Examples:

Frequency

Number of occurrences in a given time period.

6 times per day

4 times in a 20 minute lesson

10 occurrences per week

Often

Frequently

Consistently

Raising hand

Asking a question

Hanging up jacket

Types of DataDefinition: Skills:

Examples: Non-Examples:

Accuracy

Number of responses correct compared to incorrect

90 percent

4 out of 5 trials

8 out of 10 attempts

Appropriately

Accurately

Correctly

Answering Questions

Reading words

Counting money

Types of DataDefinition: Skills:

Examples: Non-Examples:

Fluency or Rate

Ease of performance of a skill measured by correct responses in a given time

20 words read per minute

5 tasks per 45 minutes

40 units assembled per hour

Quickly

Fluently

Automatically

Reading words

Sorting shapes

Folding towels

Types of DataDefinition: Skills:

Examples: Non-Examples:

Duration

Continuation of a skill or behavior over a given time

5 continuous minutes

25 seconds

6 consecutive days

A long time

Cannot sustain

Consistently

Eye contact

Conversation

Time on task

Types of DataDefinition: Skills:

Examples: Non-Examples:

Quality

How well or how poorly a task or product is completed

16 total points on a rubric

Average of 3 on a 4-point scale

6 out of 8 points on a checklist

Very well

Poorly

Sloppy

Telling a story

Making a bed

Participating in a group

Types of DataDefinition: Skills:

Examples: Non-Examples:

Latency

The time between being given a directive and initiating the task

Within 5 minutes

30 seconds after…

2 minutes with a visual prompt

Immediately

Promptly

Quickly or Slowly

Initiating a task

Stopping a behavior

Responding to a question

Types of DataDefinition: Skills:

Examples: Non-Examples:

Level of Independence

The amount of assistance required to complete a given task

With no adult assistance

With a visual prompt

With a model

Independently

With help

With prompts

Dressing

Locating items in a store

Brushing teeth

Practice - Measurement

• Look at the five skills you identified.

• Match a type of measurement to each skill.

Data Collection Tools

• Match to type of data• Sensitive to growth• Easier, Simpler is best• Tables and charts work well• Data easily transfers to

graph

Charting Your Way to Progress

With a partner…• Look at the examples of data

collection tools.• Discuss how each his used –

what type of data is being collected?

Your Turn!

• Look at your 5 skills.• Select, revise, or design a tool

to collect data measuring progress for each skill.

Writing Measurable Goals• Describe Condition –

• when and where the skill will be assessed

• what supports will be provided• what materials will be used

• Use the student’s Name

• Describe the specific Behavior or skill in observable terms

• Determine the Criteria for success

Remember, CNBC

Consider Some Goals

• With a partner, look at the goals in your handout.

• Put a star beside any goals you agree are clear, measurable and functional.

• Put an arrow beside any you think could be improved.

• Revise any that you think could be better.

Put the Pieces Together!

• Combine the pieces you have created today…

1. The description of 5 specific skills.2. The type of measurement data.3. The tool you have designed.

• Add the final parts…1. The condition(s) for assessment2. The student’s name3. The criteria – using your tool.

To create a clear, measurable goal!

Add Objectives…

• Follow the same steps to create clear and measurable objectives – Sequential/Hierarchical

– Skills that build upon each other– Must be taught/mastered in order

– Component Skills– Can be taught simultaneously– Do not need to be accomplished in

sequence– Related, but not dependent upon each

other

Frequency of Monitoring

high Acquisition New skill – intensive instruction

Mastery/FluencyEstablished skill – building automaticity/fluency

Generalization/Maintenance

Consistent use of skill across settings

lowAdaptation

Adjusting the skill to meet demands of the situation

Graphing – 1

• Establish baseline by assessing 3 to 5 times and taking the median score.

• Determine criteria for success (accomplished in one year)

• Determine frequency of data collection to calculate the number of trials

• Plot baseline data point and goal data point. Connect the points to create an aimline.

Graphing – 1

Aimline

Graphing – 2

• Establish baseline by assessing 3 to 5 times and taking the median score.

• Determine criteria for success and the number of times student must achieve the goal to consider it mastered

• Determine frequency of data collection to calculate the number of trials

• Draw a horizontal goal line

Graphing – 2

Goal Line

Connecting Parts of the IEP

1. Describe desired outcomes for students age 14-21 (or younger if appropriate).

2. Describe baseline skills in academic areas (emphasizing related transition outcomes).

3. Describe baseline skills in functional performance.

4. Connect performance to disability.5. List strengths and needs.

Present Levels: Start with baseline information

Present Levels of Academic Achievement

• Reading – Icons? Pictures? Letters? Words? Connected text?

• Math – Counting? One-to-one correspondence? Patterns? Basic facts? Application?

• Writing – Letters? Words? Name? Sentences? Paragraphs? Copying? Composing?

Present Levels of Functional Performance

• Behavior – antecedent(s) , perceived function, frequency

• Social Skills – verbal: initiate, maintain, terminate conversation non-verbal: participating, cooperating, sharing

• Self-Regulation – decision-making, compliance, control of impulses, pacing of work, organization

• Self-Advocacy – identifying needs, requesting help

• Daily Living Skills – self-care, mobility, food preparation, meal planning, money skills

Impact of Disability

• Name the disabilities• Describe impact on involvement and

progress in general education• Report strategies that have been

successful• Describe proven motivators• Outline specific skills that the student

demonstrates (strengths)• Outline accommodations, instruction,

supports, etc. that the school needs to provide (needs)

Thumbs Up or Down?

• Jennifer initiates tasks in response to adult directions within 10 seconds, 45% of the time.

• George’s responses to verbal instructions have improved significantly over the past few months.

• Allison’s memory for verbally-presented information is limited in all areas.

Thumbs Up or Down?

• Mark is easily distracted by other students.

• Jane greets others and answers routine questions consistently.

• Eddie dons his jacket by putting his arms in the sleeves and pulling it up over his shoulders 6 out of 10 times.

• Lauren reads first grade passages at a rate of 23 words correct per minute.

Clear or Unclear?

Terri can write words in manuscript to form 4 to 5 word sentences. Her cursive handwriting is slow and often illegible. She averages 10 letters copied per minute with 2 to 4 illegible letters.

Your turn!

• Read over a section of the IEP you brought with you today.

• Highlight or underline specific skills described in each section.

• Revise or rewrite the information to include measurable data which could be used as baseline for a goal.

Linking Key Parts of the IEP

• Present Levels – Baseline for goals, Justification for Supplemental Aids and Services & Related Services

– Academic Achievement– General Education Curriculum– Reading, Writing, Math

– Functional Performance– Behavior, Social Skills, Self-Regulation, Self-

Advocacy, Daily living skills, Community Based Instruction,

– Effect of Disability– Strengths and Needs

Key Parts of the IEP

• Transition – Framework for prioritizing needs, provides focus for present levels, points to specific goals

• Post-Secondary Education and Training Outcomes

• Employment Outcomes• Independent Living Outcomes

• Goals and Objectives – Based on Present Levels

• Attach progress monitoring tools

• Specially Designed Instruction – described and justified in present levels

• Related Services - Justified in present levels, support goals

It’s ALL Connected!

Present

Levels

Transition

Services

Goals &

Objectives

Supplemental

Aids & Services

Related

ServicesPlacement