GUIDELINES FOR THE IEP TEAM
DATA COLLECTION
&
Progress Monitoring
Decisions about the effectiveness of an intervention must be based on data,
not guesswork. Frequent, repeated measures of progress toward the specified goal are
collected. Best practice would indicate that data relevant to the presenting problem or
behaviors of concern are collected at least once or twice per week. Data collection
procedures are valid and reliable, individually tailored, and quantified. Results are
graphed.
What is progress monitoring?
Progress monitoring is 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.
How does progress monitoring work?
To implement progress monitoring, the student’s current levels of performance are
determined and goals are identified for learning that will take place over time. The
student’s academic performance is measured on a regular basis (weekly or monthly).
Progress toward meeting the student’s goals is measured by comparing expected and
actual rates of learning. Based on these measurements, teaching is adjusted as needed.
Thus, the student’s progression of achievement is monitored and instructional techniques
are adjusted to meet the individual students learning needs.
What are the benefits of progress monitoring?
When progress monitoring is implemented correctly, the benefits are great for everyone
involved. Some benefits include:
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accelerated learning because students are receiving more appropriate instruction;
more informed instructional decisions;
documentation of student progress for accountability purposes;
more efficient communication with families and other professionals about
students’ progress;
fewer Special Education referrals
higher expectations for students by teachers; and
increase in student performance
Overall, the use of progress monitoring results in more efficient and appropriately
targeted instructional techniques and goals, which together, move all students to faster
attainment of important state standards of achievement.
Who should be practicing progress monitoring?
All educators should be implementing progress monitoring. Whether you are a regular
educator, special educator, related service provider, administrator, or family member, you
should be interested in implementing research-based progress monitoring practices in
order to improve academic achievement for children.
Are there other names for progress monitoring?
Progress monitoring is a relatively new term. Some other terms you may be more familiar
with are Curriculum-Based Measurement and Curriculum-Based Assessment. Whatever
method you decide to use, it is most important that you ensure it is a scientifically based
practice that is supported by significant research.
The Keys to Effective Programming
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Comprehensive evaluation to determine strengths & weaknesses and identify
needs
Explicitly stated present levels of performance
Appropriate and measurable goals
Effective instructional methods
Continuous progress monitoring
Comprehensive Evaluation
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Individual standardized tests
Curriculum- based assessments
Current classroom-based, local, & state assessments
Work samples
Interviews
Observational data
Rating scales, if appropriate
Running records
Review of records
Explicit and Specific Present Levels
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Quantitative baseline data in very specific terms
Academic, developmental and functional performance- includes behavior
The starting point for development of the entire IEP
o Transition plans
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Goals and objectives
Accommodations- classroom and testing
Supplementary aids and services
LRE
Appropriate Measurable Goals
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Flow form the present levels
Specifically identify the targeted skill or behavior
Include method of evaluation
Progress monitor
Measurable Objectives for Progress
Annual goal – (minus) Current performance / (divided by) number of weeks
between baseline and goal = (equals) measurable objectives for progress
Effective Instructional Methods
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Standards Based Instruction
Research and evidence based interventions
Differentiated Instruction
Positive Behavioral supports
Interventions directly tied to student needs
Continuous Progress Monitoring
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Assess student’s performance regularly
Evaluate effectiveness of instruction and interventions
Compare expected rates to actual rates of improvement
Adjust instruction or intervention
How do we do it?
The method of monitoring progress toward the intervention goal is important for databased decision making. The same kind of assessment information gathered during data
collection and problem analysis (establishing baseline) is used to monitor progress and
determine the effectiveness of the intervention(s).
Data to be collected for progress monitoring purposes must be quantifiable (counted) and
graphed against an aim line (the line between the baseline and the goal). Progress
monitoring data, collected one or two times per week, is graphed as a data point and trend
lines are drawn between data points. The team or individual responsible for implementing
the intervention uses this information to make decisions as to the effectiveness of the
plan, and adjusts accordingly. Data collection is done consistently throughout the
duration of the intervention and is documented on the Intervention form graph. If the
Intervention form is not used, another graphic data collection display must be used.
Progress monitoring data collected during the intervention needs to be reviewed.
Systematic progress monitoring includes regular and frequent data collection, analysis of
individual performance over time, and modification of interventions as frequently as is
necessary to ensure success.
A primary cause of failed interventions is incomplete or inaccurate implementation of the
plan. To maintain integrity of the plan, periodic checks by the LEA/AEA support
personnel are recommended. These checks logically occur as personnel help collect or
organize progress monitoring data.
What questions should the team use to guide decision making?
• How will the Team know that the intervention is working?
• How will the Team know if the intervention is not working?
• How will the person responsible for implementation show others that the
intervention is working (or not)?
• How will the team know if the intervention needs “fine tuning”?
• How will the team know if the intervention needs to be changed?
What should it look like if we are doing it right?
Examples of Progress Monitoring
“Weekly frequency of incidents of physical aggression
toward peers during recess. Baseline number of
incidents collected for three days prior to
implementation of intervention. Recess monitor
reports number of incidents to teacher who records on
daily chart.”
“Dolch word drill intervention activities monitored by
the interventionist through weekly checks of number
of words retained from list studied each week.
Monthly maintenance checks also conducted to assess
the student’s ability to maintain long term recognition
of words learned earlier.”
Non-examples
Student was aggressive toward
peers a lot during recesses this
month. We’ll keep an eye on
him at recess.
“Practicing single digit math facts monitored during
the next six weeks. Parent practice 15 minutes nightly.
Baseline and post testing of number of facts mastered
by target student and class average done by teacher
to determine rate of progress and mastery.”
“Single digit math facts worked
on when time permits and
reviewed informally by teacher
on intermittent basis.”
“Dolch words are being
worked on. Mastery of the
number of words learned
checked at the end of first and
third quarters when all students
are checked.”
Questions and Answers:
1. What if the behavior or problem cannot be counted or graphed?
If you are having difficulty quantifying the behavior, chances are that you have
not adequately described it in concrete, observable terms. Consider returning to
the Goals and Objective section of the IEP and the Behavior Intervention Plan
to re-define the problem in a way that can be measured by frequency (how
many?), duration (how long?), intensity (how bad?). Also consider the use of a
rubric in those situations where you are looking at several facets of a behavior that
may each occur on a continuum of quality, and that do not lend themselves to
frequency counts.
2. Who is responsible for collecting progress monitoring data?
The Team should determine the type of progress monitoring data to be collected,
the frequency of collection, and who shall be responsible for collection and
recording. The method of data collection should be agreed to before the
intervention is implemented. Ideally, the person who is responsible for
implementation should also collect performance data.
Intervention Design and Implementation
The design and implementation of interventions includes consultation with general
education support and instructional personnel working collaboratively to improve an
individual’s educational performance. Intervention activities are documented and reflect
measurable, goal-directed attempts to resolve the presenting problem or behaviors of
concern.
How do we do it?
• Step 1. Write a goal(s) for the intervention. Consider baseline information collected
during Data Collection and Problem Analysis. Determine a goal that is meaningful,
measurable, monitorable, and useful in decision-making. Be certain that the goal
statement includes conditions, learner behavior, and criteria. Useful questions might
include, “What is the expected outcome? What level of performance will the student
need to reach in order to meet expectations? What level of performance can we live
with (short of expectations)?”
• Step 2. Discuss intervention options. Interventions are designed based on the
preceding analysis, defined problem, parent input, and professional judgments about
the potential effectiveness of interventions. A systematic, data-based process for
examining all that is known about the presenting problem or behaviors of concern is
used to identify interventions that have a high likelihood of success. Group
facilitation strategies should be used to “brainstorm” ideas (e.g., use a three minute
process to think, write, and share, in a round robin fashion, possible interventions to
address the problem). When identifying strategies, all collaborative problem solving
participants assume responsibility for contributing ideas and considering options. The
intent is to generate and explore a wide range of possible strategies for consideration
by the team. Throughout the process, team members should keep in mind the desired
outcome, feasibility of suggested interventions, and the resources needed for
implementation.
• Step 3. Select one or two intervention options for implementation. The
intervention(s) must be directly related to the problem behavior. Factors that
contribute to the mismatch between current and expected levels of performance must
be considered. Consideration should be given to alterable characteristics of both the
individual and the environment (modifying instructional strategies, adapting
curriculum materials, and changing relevant behaviors of the student, teacher, others.)
• Step 4. Write the intervention as an action plan. Determine procedures (skills to be
taught, instructional strategies to be used, etc.), arrangements (location of instruction,
schedule, time, materials to be used, etc.) and person(s) responsible.
• Step 5. Implement the plan as written.
What questions should the team use to guide decision making?
• What needs to be changed (environment, instructional strategies, curriculum
materials, behaviors) and how could it be done?
• What effective, research based strategies could be used to address this problem?
How can we learn about them?
• What resources are available to help resolve this problem?
• What are the most natural, least intrusive, least restrictive, and most effective
strategies for accomplishing the desired change?
• To what extent do these strategies fit with current classroom routine and teaching
practices?
• What positive effects, if any, are likely to result for other students if this strategy is
used? What negative effect?
• How will the intervention occur to improve the situation? (Consider who will do
what, when, where, and how?)
• How can the entire team best support the intervention and the person responsible
for the intervention during its implementation?
What should it look like if we are doing it right?
Examples of Intervention Design and Implementation
Non-examples
“Student will continue with the same reading series, same story as
peers, and will be present in class during reading instruction.
Volunteer will read story aloud to student 1x per day. (5 minutes
of recess time.) 15 minutes daily work with phoneme segmentation
activities in small group setting. Vocabulary from reading series
stories will be pre-taught (15 minutes 3x weekly, small group).
Additional daily opportunities to discuss what has been read in
small group or one-to-one interaction with teacher.”
“Parent
conference,
encourage reading
at home.”
“Student will receive a token each time she raises her hand to
answer teacher question instead of blurting out the answer.
Exchange tokens at the end of day for computer time.”
“Due to Katie’s anxiety, she will not be called on to respond in
class. Teacher may check for understanding in private
conversation. Avoid admonitions to “look at me” when
disciplining. When Katie volunteers to respond in class, wait time
of additional 10-15 seconds may be necessary.”
“Reward system
for appropriate
behavior in class.”
“Student allowed additional 5 minutes for math tests. If necessary
to accommodate time, tests may be taken in special ed room.
Additional drill and practice on basic math facts provided for 15
minutes daily.”
Extended test time.
“Spelling words for student will consist of only 6 of the 8 weekly
words and no challenge words. Incorporate spelling practice with
phoneme segmentation activities (teach strategy of segmenting
word verbally before and during the actual writing of the word.
Teach recheck strategy by comparing letter string to phoneme
segments of each spelling word.”
“Decrease spelling
list.”
“John will be taught appropriate strategies for dealing with
negative comments from peers at recess. Counselor will work
individually with John to develop social stories for recess
behavior. If an incident occurs at recess, counselor will process
with John immediately after to discuss appropriate strategies and
plan for next recess.”
“Send a note home.
Go to principal’s
office and call
Mom.”
Questions and Answers:
1. What is the definition of “intervention”?
“Intervention” is a goal oriented strategy designed to decrease the gap between a
student’s current performance and that of his/her peers or classroom expectations.
Interventions focus on alterable characteristics of the environment, and may
include: changes in classroom management or environment, instructional or
curriculum modifications, in-school counseling, extra help for skill development,
changes in teaching methods, changes in program, disciplinary techniques, etc.
2. What is the difference between an accommodation and a modification?
An accommodation is any support or service provided to help a student access the
general education curriculum and validly demonstrate learning. Examples might
include teacher prepared notes, peer readers, extended testing time, etc.
Accommodations do not alter the content of what students are expected to learn,
but rather allow different ways to access and demonstrate learning.
Modifications refer to changes made in the content or performance standards for
some students. Examples might include modified assignments or performance
expectations, reading a book at a lower instructional level than the rest of the
class, etc. Modifications alter the content of what some students are expected to
learn.
3. Is special education an appropriate intervention during General Education
Intervention?
No. Special Education is a service provided to students with disabilities who
require specially designed instruction in order to access and progress in the
general education curriculum. However, special education personnel can be
instrumental in intervention design and implementation, due to their specialized
expertise.
4. How long should an intervention last?
Best practice suggests that an intervention should be implemented for six to nine
weeks before any judgment regarding effectiveness can be reliably made.
Effective interventions should continue as long as the student continues to be
successful. If the intervention is shown to be effective, but requires continued and
substantial effort that may include the provision of special education, a full and
individual evaluation should be conducted. If the problem or behavior of concern
is shown to be resistant to well designed and implemented general education
interventions, then a full and individual evaluation should be conducted.
DATA COLLECTION and PROBLEM ANALYSIS
Specifically, the problem is now defined based on the “mismatch” between what people
expect of the student and his/her current level of performance. Teacher expectations
should be based on Georgia Performance Standards (GPS), district benchmarks, grade
level criteria, and comparison with peers. The behavior described in the Individualized
Education Plan (IEP) is quantified (given a numerical value) so that it can be observed
and measured.
How do we do it?
A fundamental principle underlying a collaborative problem solving approach is that
learning is the result of the interaction between the learner and the environment. Both the
individual and the environment are examined through systematic data collection. The
Team should consider:
• Child variables, such as current skills and behaviors, learning styles, response styles,
performance vs. skill deficit, etc.
• Curricular variables such as scope and sequence of objectives
• Instructional variables, such as teaching strategies, opportunity to respond, practice
time, feedback procedures.
• Classroom context, such as class size, physical arrangement and structure,
equipment and materials, etc.
• Peer intervention and support.
• Teacher interaction, such as teaching strategies, classroom management, classroom
directions, and feedback format.
• School and/or district variables, such as policies and resources available.
• Family variables, such as stressors, interactions, and parenting skills.
• Community variables.
What questions should the team use to guide decision making?
• What is the expected level of performance for this behavior in comparison to peers,
classroom criteria, standards and benchmarks?
• What is the student’s actual level of performance for this behavior in comparison to
peers, classroom criteria, standards and benchmarks?
• Why is the problem situation occurring?
• What factors could be contributing to the mismatch that exists between actual and
desired level of performance for the target behaviors?
What should it look like if we are doing it right?
Examples of Data Collection and Problem Analysis
Non-Examples
“Student is reading 20 wpm and avg of class is 60
wpm on grade level materials.”
“Student uses average of 25 words to retell a story
he has read, class average is 85 words used. Weak
vocabulary skills seem to have most influence on
comprehension.”
“Can answer average of 2 out of 10 comprehension
questions from a grade level passage. Peers
average 8 of 10 correct.”
“Student doesn’t read fast as classmates.
Current grade in reading is D. Will really
have trouble next year. 64% average.”
“Average scores on reading unit tests 2 of 10
correct on 5 of last 6 unit tests. Typical peer 8/10
on last 6 unit tests.”
“Comprehension: 20%”
“Doesn’t know what he’s read”
“Talking without permission 10 times per day
compared to one time for average student. Appears
to blurt out because he can’t remember if he has to
wait.”
“Takes an average of 5 minutes to begin
paper/pencil tasks (average peer less than 1
minute). Takes average of 20 minutes longer than
peers to complete written assignments. Attention
controls for written work output appear to be
weak.”
“Talks without permission all the time.”
“Works very slowly. Daydreams when he
should be working.”
What should it look like if we are doing it right?
Examples of Data Collection and Problem Analysis
Non-Examples
“Student is reading 20 wpm and avg of class is 60
“Student doesn’t read fast as
wpm on grade level materials.”
classmates. Current grade in
“Student uses average of 25 words to retell a story reading is D. Will really have
he has read, class average is 85 words used. Weak trouble next year. 64% average.”
vocabulary skills seem to have most influence on
comprehension.”
“Can answer average of 2 out of 10 comprehension
questions from a grade level passage. Peers
average 8 of 10 correct.”
“DIBELS phoneme segmentation score was 7
(Winter). Should be at 25-30 by now. May need to
strengthen phonemic awareness skills.”
“Average scores on reading unit tests 2 of 10
“Comprehension: 20%”
correct on 5 of last 6 unit tests. Typical peer 8/10
“Doesn’t know what he’s read”
on last 6 unit tests.”
“John averages 12-15 aggressive acts per 15 minute recess, typical peer averages 1 or
2. Problem is worse if activity is unstructured. During structured activities/games, John
averages 3 aggressive acts per recess.”
“Talking without permission 10 times per day
compared to one time for average student. Appears
to blurt out because he can’t remember if he has to
wait.”
“Takes an average of 5 minutes to begin
paper/pencil tasks (average peer less than 1
minute). Takes average of 20 minutes longer than
peers to complete written assignments. Attention
controls for written work output appear to be
weak.”
“Talks without permission all the
time.”
“Works very slowly. Daydreams
when he should be working.”
Content of Assessment Domains
INSTRUCTION
CURRICULUM
This domain includes:
• instructional decision making regarding
selection and use of materials
This domain includes:
• long range direction for instruction
• instructional decision making regarding
placement of students in materials
• instructional materials
• progress monitoring
• clarity of instructions
• communication of expectations & criteria for
success
• direct instruction with explanations and cues
• sequencing of lesson designs to promote
success
• instructional philosophy/approaches
• intent
• stated outcomes for the course of study
• arrangement of the content/ instruction
• pace of the steps leading to the outcomes
• general learner criteria as identified in the
school improvement plan, LEA
curriculum and benchmarks
• variety of practice activities
• pace of presentation of new content
ENVIRONMENT
This domain includes:
• physical arrangement of the room
• furniture/equipment
LEARNER
This is the last domain to consider, and is
addressed when:
• rules
• the curriculum and instruction are
appropriate,
• management plans
• the environment is positive
• routines
• expectations
This domain includes student performance
data:
• academic
• peer context
• social/behavioral
• peer and family influence
• task pressure
RIOT Procedures
Assessment data across each of these domains should be gathered from multiple
sources. Data can be gathered through Reviews, Interviews, Observations, and finally
Tests if needed. This set of procedures is referred to as RIOT. Although RIOT is a catchy
acronym, the order of the letters is significant. The least intrusive and time intensive
procedures should be utilized first. If the needed information can be obtained through
reviews and interviews, there may be no need to do observations or tests to answer some
assessment questions. It is important to remember that a single source of data is not
sufficient for making significant educational decisions rather; decisions should be based
on convergent data.
The following pages contain a series of matrixes illustrating RIOT procedures to
utilize across each of the four domains. This is not meant to be an exhaustive list; rather it
is a sampling of assessment activities.