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In service presentation progress monitoring2

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Mrs. Fonda & Mrs. Cyprowski

Mrs. Fonda & Mrs. Cyprowski

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  • 1. Progress Monitoring in the Inclusion Classroom Kristen Fonda and Sarah Cyprowski August 25, 2008 McGuffey School District In-Service Inclusion Fair
  • 2. AGENDAWhat is Progress Monitoring?How does Progress Monitoring work?What is the importance of Progress Monitoring?Examples of IEP Goals and how to measure themHow can Progress Monitoring happen in the regular education classroom?How will we monitor progress at McGuffey?How progress is reportedQuestions
  • 3. What is Progress Monitoring?A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instructionProgress monitoring can be implemented with individual students or an entire class
  • 4. How does Progress Monitoring Work?The student’s current levels of performance are determined and goals are identified for learning that will take place over time (IEP goals created by IEP team) The student’s academic performance is measured on a regular basis (daily, weekly, monthly depending on need and/or goal)Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learningThe student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs
  • 5. What is the importance of Progress Monitoring? Monitoring student progress through data collection and analysis is an effective way to determine if the classroom instruction is meeting the needs of the student and benefits all those involved in the education process. Teachers can evaluate their instruction based on data not hunches Parents are kept well informed about their childs progress, supported by specific information about how their child is responding to instruction. Parents can review the data and make suggestions for instructional adjustments when necessary. Students know what is expected of them. They receive specific feedback about their performance along the way, and not just at the end of the marking period.
  • 6. What is the importance of Progress Monitoring?The IEP team has the data-based information needed to: Determine current instructional levels (aids in IEP development) Write measurable annual goals and objectives Determine if the student still meets eligibility for special education and needs specially designed instruction
  • 7. What is the importance of Progress Monitoring?TO KEEP US LEGAL! For example: In the event of a Due Process hearing we must be able to prove two things: (1) What evidence do we have that what were doing is working (2) How will we respond when we find out what were doing is not working? WE MUST BE ABLE TO PROVE THAT WE ARE DOING EVERYTHING POSSIBLE FOR THE STUDENT!
  • 8. Example IEP Goals and how to measure them
  • 9. How can Progress Monitoring happen in the regular education classroom?PM can happen in the regular education classroom if the IEP goal(s) coincide with the subject’s curriculum and is not a remediation skill. Example: Subject: Algebra A Goal: Susie will correctly solve 8/10 two step equations in 3 out of 5 trials. Can PM take place in the regular education classroom based on this goal?
  • 10. How can Progress Monitoring happenin the regular education classroom?Example: Subject: Algebra A Goal: Joe will correctly solve 10 one-digit division problems without the use of a calculator in 3 out of 5 trials. Can PM take place in the regular education classroom based on this goal?
  • 11. How can Progress Monitoring happen in the regular education classroom?Depending on your school, you may collect student work/data differently. Example: At the high school level, the special education case managers provide a copy of the student’s goal which pertains to a particular subject to that classroom teacher. When the student completes an assignment that relates to the goal, it is filed and given to the case manager to use in the Progress Monitoring process. Example: At the middle school level, the special education case manager collects all student work from academic classes and pulls out work that pertains to each goal.
  • 12. How will we monitor progress at McGuffey?  Bi-weekly reports  IEP/ Reevaluation input forms  Behavioral checklists  Organizational checklists  Student agendas  Homework tracking by teacher  Edline/ Missing work/ Makeup tests  Daily co-teaching tracking forms  Contact Log  Student Observations
  • 13. Bi-weekly reports McGuffey School District Special Services Biweekly Progress Report Name of Student_______________________________________ Date______________________________ Course____________________________ Period___________ Teacher___________________________ Grade 6 7 8 9 10 11 12 Marking Period 1 2 3 4 Current Grade_________ Has parent contact been made if grade is a D or F? YES NO Does this student complete homework? Yes No If no, what homework assignments are incomplete? _________________________________________________ _____________________________________________________________________________________________ Class Behavior Assigned Work ___ Uncooperative ___ Cooperative ___ Unprepared ___ Well prepared ___ Inattentive ___ Attentive ___ Unsatisfactory ___ Satisfactory ___ Creates disturbances ___ Overdue ___ On time ___ Other____________________ ___ Careless ___ Neat ___ Incomplete ___ Complete ___ Does not follow ___ Follows directions directions ___ Other_______________________________ Work Habits Other Areas of Concern ___ Wastes time ___ Uses time well ___ Tardiness ___ Absence ___ Avoids extra help ___ Seeks extra help ___ Materials ___ Peer problems ___ Apathetic ___ Works hard ___ Other_______________________________ ___ Shows improvement ___ Other_____________________________ Comments regarding student performance: ________________________________________________________________________________________________ ________________________________________________________________________________________________
  • 14. Bi-weekly reports If any of the following specially designed instruction is being used, please indicate with a yes or no if it has been successful. (See the case manager if you need assistance with this.) _____ Resource Room _____ Clear/concise directions _____ Homework assignment sheet _____ Extended time _____ Use of calculator _____ Structured study guides _____ Preferential seating _____ Adapted tests _____ Repetition/drill _____ Task analysis _____ Redirect inappropriate behavior _____ Behavior contract _____ Read tests orally _____ Reduce assignment _____ Frequent monitoring of comprehension of skill _____ Test only what is taught _____ Classroom rules clearly defined _____ Prompting/cues _____ Parent communication _____ Work completion checklist _____ Orally presented notes paired with visual study guide Additional Specially Designed Instruction which has been successful and needs to be added to the IEP: Additional Specially Designed Instruction which has not been successful: Check yes or no if a meeting is needed with the case manager to discuss reopening the IEP to add specially designed instruction: YES NO Thank you for taking the time to complete this progress report. Please return to:___________________________________ by_____________________ --------------------------------------------------------------------------------------------------------------------------------------------------------- Case Manager Feedback to Regular Education Teacher: ________________________________________________________________________________________________ ________________________________________________________________________________________________ _______________________________________________________________________________________________
  • 15. Bi-weekly reportsSubmit on time to case managersAttach missing workCheck SDI’s that are needed for SPECIFIC student; do not generalize or check allFeedback will be returned to regular education teachers within a week after receiptRegular education teacher input is valuable and utilized to make decisions regarding student needs
  • 16. IEP/ Reevaluation Input FormsLink
  • 17. Behavioral checklists/ plans Behavior Report Card Student: _______________________ Date: __________________________ Teacher: _______________________ Classroom: _____________________ Directions: Review each of the Behavior Report Card items below. For each item, rate the degree to which the student showed the behavior or met the behavior goal. The student wrote down homework assignments correctly and completely. The student turned in his or her completed homework on time. The student focused his or her attention on teacher instructions, classroom lessons and assigned work. The student remembered academic instructions and directions without needing extra reminders. The student was motivated to work on class assignments/projects. The student took care in completing his or her assignments and avoided careless errors. The student completed and turned in his or her assigned class work on time. The student was prepared for class, with all necessary school materials (e.g., books, pencils, papers). The student arrived on time to school or to class.
  • 18.  Organizational checklists                                                                                                                                                      
  • 19. Organizational ChecklistsDoes student have required materials?Did student write down homework?
  • 20. Student AgendasAgendas should be maintained by all studentsAgendas should list homework assignments dailyAgendas should be checked weekly to ensure students are maintaining them
  • 21.  Homework TrackingTeachers should keep track of homework dailyIf homework is not complete on a regular basis, the case manager and parent will need to be notified                                                                                                                                                      
  • 22. EdlineEdline should be updated weeklyParents often contact case managers regarding their child’s grades in all classesCase managers have access to students’ grades that are on their caseload onlyMissing work should be discussed with case managerStudents must be re-tested in a timely mannerStudents will need to work with regular education teacher in homeroom to make up assignments/ tests
  • 23. Daily co-teaching trackingClass: Teacher: Period: Date: Student Name Monday Tuesday Wednesday Thursday Friday
  • 24. Contact Log Contact Log Student Name: ______________________________________ Attempts Made:                 Date: Time: Method: _______ Meeting with student _______ Meeting/ phone conference/ e-mail with parent/ guardian _______ Meeting/ phone conference/ e-mail with teacher Who initiated contact: _____________________________________________________ Reason for contact: _______________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Issues discussed: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Action to be taken: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
  • 25. Student Observations Student Observation FormStudent Name: _____________________ Observer: _________________________Teacher(s): ________________________ Class: ____________________________Date: ___________ Beginning Time: ___________ Ending Time: ___________Observed behaviors: Yes: No, please explain: 1. Student was on time for class. 2. Student had required materials. 3. Student participated in class. 4. Student completed class work. 5. Student was respectful to peers. 6. Student was respectful to school personnel. 7. Student asked for assistance. 8. Student completed homework (if applicable) 9. Student followed class rules.10.Data Collection using frequency: Time Interval ____ minutesBehaviors:Out of Seat 0 1 2 3 4 5 6 7 8 9 10Off- task 0 1 2 3 4 5 6 7 8 9 10Refusal of teacher directives 0 1 2 3 4 5 6 7 8 9 10Talk outs 0 1 2 3 4 5 6 7 8 9 10Accommodations used during observation:____seating ____adapted materials/ tests ____peer buddies____verbal cues ____organizational aids ____otherNotes: _________________________________________________________________________________________________________________________________________________________________________________________________________________
  • 26. How progress is reportedExample Goal: Joey will increase from 67 to 80 correct words per minute (CWMP) during the second marking period.
  • 27. How progress is reportedExample goal: After reading a passage at his instructional level, John will correctly answer 8/10 comprehension question in 3 out of 5 trials.C:UserssarahDocumentsExample goal sheet- presentation.doc
  • 28. Questions?
  • 29. Take a deep breath, count to ten, and tackle each task one step at a time. Linda Shalaway