Complete The Eleven Sections Of The Progress Mo ✓ Solved

Complete The Eleven Sections Sections I Xi Of Theprogress Monitoring

Develop a comprehensive Progress Monitoring Plan by completing all eleven sections (Sections I-XI). Begin with summarizing Henry’s evaluation results (Section I). Then, list the current levels of performance for Henry (Section II). Clearly state the three annual goals established for Henry (Section III). Identify the assessment and progress-monitoring tools used to evaluate and monitor Henry’s progress (Section IV). Specify the frequency at which these assessments and data collections will occur for Henry (Sections V and VI). Determine and assign which team members are responsible for collecting, storing, and sharing Henry’s data (Sections VII and VIII). Create an ethical communication plan for sharing Henry’s progress data with the IEP team (Sections IX and X). Finally, reflect on how the collected data will be utilized to inform and guide instructional decisions for Henry (Section XI).

Paper For Above Instructions

The development of a comprehensive progress monitoring plan is essential to ensuring that educational strategies are responsive and tailored to a student's evolving needs. For Henry, a structured approach across all eleven sections provides clarity, accountability, and a foundation for data-driven decision making. This plan serves as a roadmap for educators, specialists, and the IEP team to collaboratively support Henry's educational growth.

Section I: Summary of Evaluation Results

Henry’s evaluation encompassed a multidisciplinary assessment process, including cognitive, academic, behavioral, and social-emotional evaluations. Results indicated that Henry demonstrates strengths in verbal reasoning and comprehension but experiences challenges in reading fluency and mathematical reasoning. Behavioral assessments revealed difficulties with organization and task completion, while social-emotional evaluations indicated typical peer interactions but some anxiety during assessments. The comprehensive evaluation supports targeted interventions tailored to address Henry’s specific areas of need, with an emphasis on reading and math support.

Section II: Present Levels of Performance

Currently, Henry reads at a grade 3 level with a decoding rate below grade expectations, averaging 50 words per minute, and demonstrates difficulty in applying comprehension strategies independently. In mathematics, Henry performs at a grade 3 level, particularly struggling with multiplication and word problems. His behavioral data indicate occasional inattentiveness during tasks, averaging 10 unresponsive minutes per hour, and challenges with organization, leading to missed assignments. Socially, Henry interacts well with peers but exhibits mild anxiety during assessments, which intermittently impacts engagement and task persistence.

Section III: Annual Goals

1. By the end of the academic year, Henry will increase reading fluency to 90 words per minute and accurately answer comprehension questions for grade-level texts with 80% accuracy.
2. Henry will improve multiplication skills and problem-solving abilities in mathematics, achieving at least 75% accuracy on grade-level assessments.
3. Henry will develop organizational and self-regulation strategies, reducing task completion time delays by 50% and increasing independent task engagement.

Section IV: Assessment/Progress-Monitoring Tools

To monitor Henry’s progress, the team will utilize curriculum-based measurements (CBMs), including fluency probes for reading and timed math assessments. Additionally, informal observational checklists and behavioral rating scales will document task engagement and organizational skills. Data collection software like AIMSweb or Schoolhouse Technologies will facilitate data recording and trending over time. These tools are chosen for their reliability, ease of use, and alignment with Henry’s specific goals.

Sections V and VI: Assessment Frequency

The team will conduct weekly reading fluency probes and bi-weekly math assessments to track progress toward the set goals. Behavioral data related to engagement and organization will be collected bi-weekly through teacher observations and checklists. Data will be reviewed monthly in team meetings to adjust instructional strategies as needed, ensuring ongoing responsiveness to Henry’s evolving needs.

Sections VII and VIII: Roles and Data Management

The classroom teacher will be primarily responsible for administering assessments and collecting data, given daily interaction with Henry. The special education teacher and school psychologists will support data collection and analysis, ensuring data integrity. All team members will securely store data in password-protected digital folders, with physical data kept in locked cabinets. Sharing of data will be conducted in scheduled team meetings, adhering to confidentiality policies to maintain student privacy and data security.

Sections IX and X: Communication Plan

To ethically share Henry’s progress data, the team will establish a communication protocol that includes regular updates during team meetings, summary reports sent via secure email, and parent-teacher conferences scheduled quarterly. Information sharing will emphasize confidentiality, and parents will be informed about the purpose and use of data. Any concerns or questions from parents or team members will be addressed promptly, ensuring transparency and respectful communication.

Section XI: Use of Data for Instructional Decisions

The collected data will directly inform instructional adjustments to support Henry’s growth. For example, if fluency data indicate stagnation, targeted interventions such as guided repeated reading will be implemented. Data on organizational skills will guide the integration of self-regulation strategies, potentially including visual schedules or checklists. Regular data review allows the team to determine whether current strategies are effective or need modification, fostering a dynamic and responsive learning environment that promotes Henry’s academic and behavioral success.

References

• Deno, S. L. (2003). Using curriculum-based measurement to improve student achievement. The Journal of Special Education, 37(3), 184–192.
• Fuchs, L. S., Fuchs, D., & Compton, D. (2010). Responsive instruction and formative assessment: An alliance for student success. The Journal of Special Education, 44(3), 143–151.
• Gresham, F. M., & Elliott, S. N. (2008). Social skills ratings system: A guide for teachers, parents, and clinicians. Western Psychological Services.
• Kern, L., & Clemens, N. (2007). Behavioral assessment and intervention for students with emotional and behavioral disorders. School Psychology Review, 36(4), 576–591.
• National Center on Intensive Intervention. (2017). Progress monitoring tools. U.S. Department of Education.
• Shinn, M. R. (2008). Evidence-based assessment tactics for monitoring student progress. Journal of Special Education, 42(4), 220–229.
• Shoemaker, T. (2012). Development and validation of curriculum-based measurement tools for reading and math. School Psychology International, 33(3), 292–307.
• Speece, D., & Ransom, D. (2005). Best practices in progress monitoring for academic achievement. Reading Psychology, 26(2), 157–175.
• Stecker, P. M., & Fuchs, L. S. (2014). Implementation of progress monitoring: A review of evidence-based practices. Learning Disabilities Research & Practice, 29(4), 201–210.
• Walker, H. M., & Severson, H. (2014). Systematic screening and progress monitoring: Essential tools for effective instruction. Journal of Behavioral Education, 23(1), 1–10.