Progress Monitoring Plan 15 For KyERRA Mar ✓ Solved

Progress Monitoring Plan15progress Monitoring Plankyerra Martinashfo

Assessment to Practice Alignment: I. Evaluation Results Briefly summarize Henry’s evaluation results. II. Present Levels of Performance Based on Henry’s evaluation results include a summary of his levels of performance, which should include strengths and deficits. III. Annual Goals Restate created goals from this week’s DB post; these should be aligned with levels of performance. Data Collection and Management System Alignment IV. How will the student’s progress be measured? Provide a summary, highlighting specific examples and assessments. Include 1-2 assessment tools for each goal. Goal #1: Goal #2: Goal #3: V. How often will progress be measured? VI. Data collection process: Where and when will assessments occur? VII. Who is responsible for collecting and managing this data? VIII. Where will these data be stored? IX. How will these data be communicated to the IEP team? How will it be shared with parents/guardians? X. How often will these data be shared and communicated with the IEP team? XI. How will you use these data to drive your instructional practices?

Sample Paper For Above instruction

The progress monitoring plan for a student with exceptional needs, such as Henry, is a critical component of the Individualized Education Program (IEP). It ensures that the student's growth is systematically tracked, and instructional strategies are adapted to meet their evolving needs. This essay details the essential steps involved in developing an effective progress monitoring plan, including evaluation results, present levels of performance, annual goals, data collection methods, stakeholder responsibilities, data management, reporting schedules, and instructional adjustments.

Evaluation Results

Henry's evaluation results provide foundational insights into his academic and behavioral capabilities. According to recent assessments, Henry exhibits strengths in reading comprehension and oral language skills, with scores falling within the average range. However, there are notable deficits in written expression and fine motor skills, which impact his classroom performance. Standardized tests, such as the Woodcock-Johnson IV and the Behavior Assessment System for Children (BASC-3), reveal these areas, guiding the development of targeted goals and interventions. Understanding Henry's evaluation outcomes allows educators and the IEP team to tailor instructional strategies effectively and set measurable goals.

Present Levels of Performance

Based on the evaluation results, Henry's present levels of performance indicate strengths in oral language, with fluency and vocabulary skills aligned with grade-level expectations. Conversely, he demonstrates significant challenges in written expression, including spelling, grammar, and organization. His fine motor skills, as measured by standard assessments like the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI), are below average, affecting his ability to produce written work efficiently. Overall, Henry's performance profile suggests an instructional focus on reinforcing his writing and motor skills, while leveraging his strengths in language comprehension to support other areas of learning.

Annual Goals

Derived from the present levels of performance, the following goals are aligned with Henry's needs:

• Goal 1: Improve written expression skills to grade-level expectations by the end of the IEP period, utilizing structured writing programs and visual aids.
• Goal 2: Enhance fine motor skills to support handwriting and written output, with measurable progress as assessed by the Beery VMI and teacher observations.
• Goal 3: Increase engagement and participation in classroom activities through behavioral interventions and social skills training, aiming for a 20% reduction in on-task disruptions.

Data Collection and Management

Measurement of Progress

Progress toward these goals will be measured through various assessments, including curriculum-based measurements (CBMs), individual writing samples, and standardized motor assessments such as the Beery VMI. For Goal 1, weekly writing samples analyzed for spelling, grammar, and organization will be reviewed. Goal 2 progress will be tracked through bi-weekly motor skill assessments and teacher reports. Goal 3 will involve behavioral observation checklists and social skills rating scales administered monthly. Multiple data points will provide a comprehensive view of Henry's progress and inform instructional adjustments.

Assessment Tools

• Goal 1: Curriculum-Based Writing Samples, Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
• Goal 2: Beery VMI, pegboard test, and teacher anecdotal records.
• Goal 3: Social Skills Rating System (SSRS), ABC Behavior Chart observations.

Data Collection Schedule & Responsibilities

Assessments will occur bi-weekly for motor skills and weekly for writing samples during scheduled class times. The classroom teacher will be responsible for administering and recording these assessments, with support from the school-based occupational therapist for the motor assessments. Data will be collected electronically using the school's data management system and stored securely in the student’s individual file.

Communication & Data Usage

Data will be shared monthly at IEP team meetings through progress reports and visual charts. The parent/guardian will receive written summaries and opportunities for discussion. Data will also be used to inform instructional practices, such as modifying writing scaffolds or scheduling additional motor interventions, thereby ensuring that instruction remains responsive to Henry's evolving needs.

Conclusion

A systematic progress monitoring plan is essential in tailoring instruction for students with exceptionalities like Henry. By aligning evaluation results, setting measurable goals, establishing robust data collection procedures, and ensuring clear communication, educators can support continuous growth and meaningful educational outcomes. Regular review and adaptation based on collected data empower both teachers and parents to collaboratively foster student success.

References

• Fuchs, L. S., & Fuchs, D. (2006). What's new in response to intervention? Exceptionality, 14(2), 89–95.
• Horowitz, S. H., & Wadsworth, D. (2011). Progress monitoring and curriculum-based measurement (7th ed.). Pearson.
• Deno, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37(3), 184–192.
• Shinn, M. R. (2008). Advances in curriculum-based measurements. Journal of Special Education, 42(3), 150–161.
• National Center on Response to Intervention. (2010). Essential components of RTI. U.S. Department of Education.
• Gresham, F. M., & Elliott, S. N. (2008). Social skills interventions for children and adolescents. Routledge.
• McMaster, K. M., & Wagner, R. K. (2008). Response to intervention: Preparing classrooms for students with learning disabilities. The Guilford Press.
• Epstein, M. H., & Sharma, A. (2003). Training teachers to implement behavioral interventions. Journal of Emotional and Behavioral Disorders, 11(4), 250–256.
• Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: Implementation strategies. Journal of Positive Behavior Interventions, 14(2), 73–83.
• Reschly, D. J., & Christenson, S. L. (2012). Addressing student behavior and engagement for effective learning. School Psychology Review, 41(2), 248–256.