PROGRESS MONITORING
To view the GaDOE’s full guidance pertaining to Progress Monitoring, go to the URL listed in the footnote,
click on General Education Interventions.
Bibb County School District Program for Exceptional Children
2014‐2015
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 student’s 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:
• 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.
To view the full text of the GA Department of Education Special Education Implementation Manual, visit
http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 1
Bibb County School District Program for Exceptional Children
2014-2015
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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•
•
•
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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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•
•
•
•
•
•
•
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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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•
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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
o Goals and objectives
o Accommodations‐ classroom and testing
o Supplementary aids and services
o LRE
Appropriate Measurable Goals
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•
•
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Flow from 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
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 2
Bibb County School District Program for Exceptional Children
2014-2015
Effective Instructional Methods
Standards Based Instruction
Research and evidence based interventions
Differentiated Instruction
Positive Behavioral supports
Interventions directly tied to student needs
•
•
•
•
•
Continuous Progress Monitoring
Assess student’s performance regularly
Evaluate effectiveness of instruction and interventions
Compare expected rates to actual rates of improvement
Adjust instruction or intervention
•
•
•
•
What are the essential terms to know?



Data Point-An isolated piece of data on a graph or chart that illustrates a student's
performance/progress.
Aimline-An aimlime is the path a student will need to take to reach the determined gaol. It is the line
that connects the median baseline data point and the long range goal (LRG) data point. If you are
using a data base system to enter eht data, the program may plot this line. If you are hand graphing,
then you would use the median baseline data point (use at least 5-7 data points for baseline) and then
plot the LRG point. Connect the two points, and then you have constructed the aimlime (McCook
2006.)
Trend Line-Line of a graph that connects data points. This is used to compare against aimlines to
determine responsiveness to interventions. The trend line is what the student has actually achieved
vs. the aimline, which is the desired performance score.
How Do You Get The Aimline?
To construct the aimline:
Establish a baseline by using a minimum of 3 data points. Chart that median baseline score. Next,
determine the goal point. Draw a line to connect the baseline with the goal data points.
You have now established the aimline. With the aimline in place you can analyze the data using the "4
point data rule."
What is the "4 Point Data Rule?"
After at least 6 weeks of instruction have occurred and at least 6 points of data have been collected,
examine the 4 most recent data points.
If all 4 data points are above aimline, increase the goal
If all 4 data points are below aimline, make an instructional change.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 3
Bibb County School District Program for Exceptional Children
2014-2015
If the 4 data points are both above and below the aimline, keep collecting data until the 4 Point
Data Rule can be applied.
Four Point Data Rule
How do we do it?
The method of monitoring progress toward the intervention goal is important for data‐based 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.. These
checks logically occur as personnel help collect or organize progress monitoring data.
What questions should the team use to guide decision making?
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 4
Bibb County School District Program for Exceptional Children
2014-2015
• 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
Non‐examples
“Weekly frequency of incidents of physical aggression toward Student was aggressive toward peers
peers during recess. Baseline number of incidents collected for three a lot during recesses this month. We’ll
days prior to implementation of intervention. Recess monitor reports keep an eye on him at recess.
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.”
“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.”
“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.”
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.
Step 1.
Write a goal(s) based on needs identified in the PLAAFP of the student’s IEP. Consider baseline information
collected during referral process and/or previous IEP progress monitoring. Determine a goal that is meaningful,
observable, measurable, 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)?”
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 5
Bibb County School District Program for Exceptional Children
2014-2015
Step 2.
Discuss specially designed instruction (SDI) intervention options. SDI Interventions are designed based on
the preceding analysis, defined problem, parent input, and professional judgments about the potential
effectiveness of SDI interventions. A systematic, data‐based process for examining all that is known about the
presenting problem or behaviors of concern is used to identify SDI 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 the needed SDI intervention options for implementation. The SDI 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 SDI intervention as an action in lesson plans. 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?
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 6
Bibb County School District Program for Exceptional Children
2014-2015
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 “Reward system
teacher question instead of blurting out the answer. Exchange tokens for appropriate
at the end of day for computer time.”
behavior in
class.”
“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.”
“Student allowed additional 5 minutes for math tests. If necessary to Extended test
accommodate time, tests may be taken in special ed room. Additional time.
drill and practice on basic math facts provided for 15 minutes daily.”
“Spelling words for student will consist of only 6 of the 8 weekly words “Decrease
and no challenge words. Incorporate spelling practice with phoneme spelling list.”
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.”
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 7
Bibb County School District Program for Exceptional Children
2014-2015
“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.”
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:
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•
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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?
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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?
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.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 8
Bibb County School District Program for Exceptional Children
2014-2015
What should it look like if we are doing it right?
“Student is reading 20 wpm and avg of class is 60 wpm on grade
level materials.”
“Student doesn’t read fast as
classmates. Current grade in reading is
D. Will really have trouble next year.
“Student uses average of 25 words to retell a story he has read, 64% average.”
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.”
“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 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”
“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.”
“Talks without permission all the time.”
“Takes an average of 5 minutes to begin paper/pencil tasks “Works very slowly. Daydreams when
(average peer less than 1 minute). Takes average of 20 minutes he should be working.”
longer than peers to complete written assignments. Attention
controls for written work output appear to be weak.”
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 9
Bibb County School District Program for Exceptional Children
2014‐2015
Content of Assessment Domains
INSTRUCTION
CURRICULUM
This domain includes:
This domain includes:
• instructional decision making regarding
selection and use of materials
• long range direction for instruction
• instructional decision making regarding
placement of students in 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
• instructional materials
• 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
LEARNER
This domain includes:
This is the last domain to consider, and is
addressed when:
• physical arrangement of the room
• furniture/equipment
•
the curriculum
appropriate,
and
instruction
are
• rules
• the environment is positive
• management plans
This domain includes student performance
data:
• routines
• expectations
• peer context
• academic
• social/behavioral
• peer and family influence
• task pressure
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 10
Bibb County School District Program for Exceptional Children
2014‐2015
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.
Note: It is important to remember that a single source of data is not sufficient for making significant
educational decisions; decisions should be based on convergent data.
What are some of the important points regarding high quality progress monitoring?
• Scientific, research‐based instruction utilized and includes the continuous progress monitoring of
student performance across all tiers in the RTI process.
•
Teachers follow a designated procedure and schedule for progress monitoring and for regrouping
students as needed.
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Measures administered frequently to inform instruction and curricular placement decisions.
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Progress monitoring occurs in all tiers.
•
Progress monitoring measures are appropriate to the curriculum, grade level, and tier level.
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Data resulting from progress monitoring is documented and analyzed.
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Progress monitoring uses a standardized benchmark by which progress is measured and determined
to be either sufficient or insufficient.
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Teachers use progress monitoring data to evaluate instructional effectiveness and to be informed
about the potential necessity for changing the instruction.
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An established data‐management system is utilized to allow ready access to student’s progress
monitoring data.
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After progress monitoring, a graph is completed to display data for analysis and decision‐making and
to indicate percentages of students at risk, at some risk, and at low risk.
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Staff members receive training in the administration and interpretation of progress monitoring
measures.
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School designates reasonable cut‐off points and decision rules for the level, slope, or percentage of
mastery to help determine responsiveness and distinguish adequate from inadequate responsiveness.
•
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Cut points are reviewed frequently and adjusted as necessary.
Rationale is provided for the cut points and decision rules.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 11
Bibb County School District Program for Exceptional Children
2014-2015
Questions and Answers:
1. What if the learning 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 coordinate the
collection of performance data.
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.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 12
Bibb County School District Program for Exceptional Children
2014-2015
Special Ed Documentation
IEP Academic Goal/Objective Data Chart – Baseline and Progress Monitoring Tools
Goal/ Objective
Reading:
Phonemic
Awareness
Decoding Skills
Baseline and Progress
Baseline and Progress
Baseline and Progress
Monitoring Tools
Elementary
Monitoring Tools
Middle
Monitoring Tools
High
Options: (5)
‐ EdMark/ Failure Free
Reading/ or other defined
reading programs
-Brigance word Analysis (once
every 9 weeks until mastery)
‐AIMS web Early Literacy
Fluency Data
∙
Initial Sound, Letter,
Name
Letter Sound‐using Aims
Web until they meet CVC
Mastery
‐ DRA (focused Poetry)
‐ Easy CBM or
‐ SRA/Early Reading Literacy
After mastery do 1 minute
reads at grade level and
instructional level (identify
name, grade level, date,
correct words per minute,
and errors
Options: (4)
‐ EdMark/ Failure Free
Reading/ or other defined
reading programs
‐Brigance word Analysis
(once every 9 weeks until
mastery)
‐AIMS web Early Literacy
Fluency Data
∙ Initial Sound, Letter
Name Letter Sound‐using
Aims
Web until they meet
CVC
Mastery
‐ SRA/Corrective Reading
Data or
‐ Easy CBM After mastery
do 1 minute reads at
grade level and
instructional level
(identify name, grade
level, date, correct words
per minute, and errors
Options: (3)
‐ AIMSWeb Oral Reading
Fluency Data
‐ Easy CBM
‐ SRA/Early Reading Literacy
Grade level – once/9
weeks
Options: (3)
‐ AIMSWeb Oral Reading
Fluency Date
‐ SRA/Corrective Reading
‐ Easy CBM
Instructional Level : 6 checks
per 9 weeks
Instructional Level : 6 checks
per 9 weeks
Options: (2)
‐ EdMark/ Failure Free
Reading/ or other defined
reading programs
‐ Brigance
‐ Easy CBM
‐ Sopris West/Language!
Data
One minute reads at grade
level and instructional level
(identify name and grade
level, date, correct words
per minute, and errors on
each passage
Grade Level: once/ 9
weeks
Instructional Level : 6 checks
per 9 weeks
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 13
Bibb County School District Program for Exceptional Children
2014-2015
Reading
Sight Word
Recognition
Skills
DRA Dolch Sight Word List
‐
Child’s copy in file with
dated notations showing
progress at each check.
After mastery DRA 2200
High Frequency words
each week test
DRA Dolch Sight Word List
‐
Child’s copy in file with
dated notations showing
progress at each check.
After mastery DRA 2200 High
Frequency words each week test
DRA Dolch Sight Word List
‐
Child’s copy in file
with dated notations
showing progress at each
check.
After mastery DRA 2200
High Frequency words each
week test
Reading:
Reading
Fluency Skills
*One Minute Reads at
grade level and instructional
level (identify name, grade
level, date, correct words per
minute, and errors on each
passage)
*One Minute Reads at grade
level and instructional level
(identify name, grade level,
date, correct words per
minute, and errors on each
passage)
*One Minute Reads at
grade level and instructional
level (identify name, grade
level, date, correct words per
minute, and errors on each
passage)
Required:
Required:
∙ AIMSWeb Oral Reading
Fluency data
May be supplemented
with other grade level
passages, CBM, DRA, or
SRA/Horizons
∙Brigance
∙Easy CBM or
∙Sopris West/Language!
∙AIMSWeb Oral Reading
Fluency data
May be supplemented with
the following:
∙ SRA/Corrective Reading
∙ other grade level passages
∙ Fast forward / Read 180
Grade Level: once/9 weeks
Instructional Level: 6 checks
per 9 weeks
Grade Level: once/9 weeks
Instructional Level : 6 checks
per 9 weeks
Options
∙
Coach, Study Island,
Links to Learning, etc.
∙
Online Assessment
System
∙
Vocabulary Quizzes/
Vocabulary sections from
quizzes, Tests
∙
DRA
Options
Vocabulary Quizzes (may
highlight vocabulary scores in
mygradebook.com and compute
average)
Vocabulary Sections from
quizzes and tests (analyzed
work samples)
Options
Vocabulary Quizzes (may
highlight vocabulary scores in
mygradebook.com and
compute average)
Vocabulary Sections
from quizzes and tests
(analyzed work samples)
* 6 checks per 9 weeks
* 6 checks per 9 weeks
* 6 checks per 9 weeks
Grade Level: once/9 weeks
Instructional Level : 6 checks
per 9 weeks
Reading:
Vocabulary
Skills
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 14
Bibb County School District Program for Exceptional Children
2014-2015
Reading:
Literal
Comprehension
Skills
*Performance on passage at
grade
Level and instructional level
(as needed)
*Performance on passage at
grade
Level and instructional level
(as needed)
Required
AIMSWeb MAZE or DRA
Required:
EdMark/ Failure Free
Reading/ or other defined
reading programs
Brigance
AIMSWeb MAZE or Easy
CBM
Supplemented with any of the
following:
SRA/Early Reading Literacy
Easy CBM
Coach, Study Island, Links to
learning, etc.
Online Assessment System
Comprehension (recalling
facts)
Assessments/work samples on
grade level curriculum in subject
areas (not quizzes or tests)
and/or supplemented w/work
samples
Supplemented with any of
the following:
Success Maker/Fast Forward
/Read 180
Comprehension (recalling
facts)
Assessments/work
samples on grade level
curriculum in subject areas
(not quizzes or test)
SRA/Corrective Reading
*Performance on passage
at grade
Level and instructional
level (as needed)
Brigance or Easy CBM
Sopris West/Language!
Comprehension
(recalling facts)
Assessments/work
samples on grade level
curriculum in subject
areas (not quizzes or
tests)
Read 180
* 6 checks per 9 weeks
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 15
Bibb County School District Program for Exceptional Children
2014-2015
Reading:
Inferential
Comprehension
Skills
*Performance on passage at
grade
Level and instructional level
(as needed)
Required
• AIMSweb MAZE or DRA
• Supplemented with any of
the following:
• SRA/Horizons
• Easy CBM
• Coach, Study Island, Links
to learning, etc.
Online Assessment System
Comprehension (inferences/
application of information)
Assessments/work samples on
grade level curriculum in subject
areas (not quizzes or tests)
* 6 checks per 9 weeks
*Performance on passage at
grade
Level and instructional level
(as needed)
Required
• EdMark/ Failure Free
Reading/ or other defined
reading programs
• Brigance
• AIMSweb MAZE or Easy
CBM Supplemented with
any of the following:
• SRA Corrective Reading
• Success Maker/Fast
Forward/ Read 180
Comprehension
(inference/application of
information)
*Performance on passage
at grade
Level and instructional
level (as needed)
• Brigance or Easy CBM
• Sopris West/Language
Comprehension
(inferences; application of
information)
Assessments/work samples
on grade level curriculum in
subject areas (not quizzes or
tests)
Read 180
Assessments/work samples on
grade level curriculum in
subject areas (not quizzes or
tests)
* 6 checks per 9 weeks
* 6 checks per 9 weeks
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 16
Bibb County School District Program for Exceptional Children
2014-2015
Math:
Numbers and
Operations
Skills
Required: Easy CBM or
Brigance
Required: Easy CBM or
Brigance
*AIMSWeb Math Data (1/
month )
Number Worlds
*AIMSWeb Calculation
Fluency Data (1/ month )
Kindergarten (GKIDS)
Number Identification
Quantity Discrimination
Missing Number
Grades 1‐5
Math Calculation
*Baseline Easy CBM
*Analyze work samples
relative numbers and
operations
• Easy CBM or Brigance
*Baseline Easy/CBM
Benchmark Assessments
(numbers and operations
section) twice a month.
*Progress Updates:
(numbers and operations skills
section) supplemented w/work
samples in relation to numbers
and operation
Benchmark Assessments
(numbers and operations
section)
Progress Updates: 6 checks
per 9 weeks
Assessments (numbers and
operations
Section)
Supplemented w/work
samples in relation to
numbers and operation
Math:
Measurement
Skills
*Baseline: Easy CBM
*Baseline: Easy CBM
Benchmark Assessments
(measurement section)
Benchmark Assessments
(measurement section)
*Analyze work samples
relative measurement
• Easy CBM
*Progress Updates: 6 checks
per 9 weeks
Assessments (measurement)
Supplemented w/work
samples in
relation to measurement
*Progress Updates: 6 checks
per 9 weeks
Assessments
(measurement)
Supplemented w/work
samples in
relation to measurement
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 17
Bibb County School District Program for Exceptional Children
2014‐2015
Math:
Geometry
Skills
Math:
Algebra Skills
Math:
Data Analysis
And Probability
Skills
*Baseline: Easy CBM
*Baseline: Easy CBM
Benchmark Assessments
(geometry section)
*Progress Updates: 6 checks
per 9 weeks
Assessments (geometry)
supplemented w/work
samples in relation to
geometry
Benchmark Assessments
(geometry section)
*Progress Updates: 6 checks
per 9 weeks
Assessments (geometry)
supplemented w/work
samples in relation to
geometry
*Baseline: Easy CBM
*Baseline: Easy CBM
Benchmark Assessments
(algebra section)
*Progress Updates: 6 checks
per 9 weeks
Assessments (Algebra section)
supplemented w/work
samples in relation to algebra
Benchmark Assessments
(algebra section)
*Progress Updates: 6 checks
per 9 weeks
Assessments (Algebra section)
supplemented w/work
samples in relation to algebra
*Baseline Easy CBM
Benchmark Assessments
(data analysis and
probability section)
*Progress Updates: 6 checks
per 9 weeks
Assessments (data analysis
and probability) supplemental
w/work samples in relation to
data analysis and probability
*Baseline Easy CBM
Benchmark Assessments
(data analysis and
probability section)
*Progress Updates: 6 checks
per 9 weeks
Assessments (data analysis
and probability) supplemental
w/work samples in relation to
data analysis and probability
*Analyzed work samples
relative to geometry
• Easy CBM
*Analyzed work samples
relative to algebra
• Easy CBM
*Analyzed work samples
relative to data analysis
probability
• Easy CBM
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 18
Bibb County School District Program for Exceptional Children
2014‐2015
Math:
Problem
Solving Skills
Written
Expression:
Legibility
Written
Expression:
Organizational
Skills
Written
Expression:
Usage and
Mechanics
Written
Expression:
Idea
Development
Speech:
Sound
Production,
Voice, Fluency
Speech:
Language
*Baseline: Easy CBM
Benchmark Assessments
(problem solving/process
skills section)
*Baseline: Easy CBM
Benchmark Assessments
(problem solving/process
skills section)
* Analyzed work samples
relative to problem
solving/ process standard
skills
*Progress Updates: 6 checks
per 9 weeks
*Progress Updates: 6 checks
per 9 weeks
• Easy CBM
Assessments (problem
solving/process skills)
supplemented w/work
samples in relation to
problem solving/process
skills.
Assessments (problem
solving/process skills)
supplemented w/work
samples in relation to
problem solving/process
skills
* Legibility Rubric
(should not be focus for
many students at this
level‐consider AT
solutions as
accommodations)
(should not be focus for
many students at this
level‐consider AT
solutions as
accommodations
*Grade Level Rubrics –
organizations
rubric/section(s)
*Organization Rubric
*Organization Rubric
*Grade Level Rubrics –
conventions
rubric/section(s)
*Conventions Rubric
*Conventions Rubric
*Grade Level Rubrics – idea
*Idea Development
Rubric
*Idea Development
Rubric
Development rubric/section
* 6 checks per goal per 9 weeks
*3 checks per goal per 9
weeks
*6 checks per goal per 9
weeks
* 6 checks per goal per
9 weeks
* 3 checks per goal per
9 weeks
* 3 checks per goal per
9 weeks
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 19
Bibb County School District Program for Exceptional Children
2014‐2015
Unique Curriculum District Expectations
The Unique Learning System is a research based instructional system that promotes access to standards based
learning and literacy instruction. Curriculum mapping is used to insure that all parts of the standards at the
appropriate grade level and across grad bands are addressed.
With a standards based curriculum, assessment is inseparable from instruction. Teachers need to assess what the
students know, what they need to know and the individual strengths and needs of each student.
The Bibb County School District will use the Unique Learning System in all access classes at all grade levels.
Instruction can be supplemented with other programs with district approval.
The pre-post tests for instructional units will be utilized for all students. These assessments will monitor progress
and generate grades for the student’s report card.
Training and ongoing monitoring will be provided by the Access Consultant.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 20
Bibb County School District Program for Exceptional Children
2014‐2015
Information for Progress Monitoring Folders
1. State And District Assessment Data Folder (Red Folder)
Much of the following information can be obtained from SLDS in Infinite Campus
General curriculum
Elementary
•
•
•
•
•
•
•
•
•
GKIDS – Kindergarten
CRCT and GA Milestones EOG
ITBS
CoGAT
DRA (as appropriate)
Grade 3 writing assessment
Grade 5 writing assessment
STAR (as appropriate)
AIMSWeb Benchmarks (3 x per year)
Middle
•
•
•
•
•
•
CRCT and GA Milestones EOG
ITBS
Scholastic Reading Inventory (SRI)
Grade 8 writing assessment
STAR (as appropriate)
AIMSWeb Benchmarks (3 x per year)
High
•
•
•
•
8th grade CRCT/GA Milestones EOG
EOCT and GA Milestones EOC Test
STAR (as appropriate)
Scholastic Reading Inventory (as appropriate)
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 21
Bibb County School District Program for Exceptional Children
2014‐2015
Modified Curriculum
•
•
GKAP/GKIDS
GAA Reports
o Progress Monitoring (mild, moderate, severe & profound)
 Comprehensive
• Unique Pre/Post Unit Tests
o Monitored monthly by Access consultant and coordinator
o Follow flowchart
 Reading
• AIMSWeb 3x/year (Probes for Progress Monitoring)
• Progress Monitoring based on each student’s individual levels. The areas to be
monitored include Early Literacy, Early Numeration, Reading & Math
***Not every student will be probed in all areas. For example, a nonreader will
not be able to complete the reading probes. The student will be working on early
literacy and early numeration (possibly Math).
o
• You will attempt probes in appropriate areas based on estimated student level
(utilizing past Brigance, STARS, etc.) and continue to back up levels until the
student scores in the average rage (i.e. ‐ Student reads on estimated 2nd grade
level. Give 2nd grade probe. Student is below average, drop down to 1st grade).
Once you have scores in the average range, you have the correct probe level to
use for the school year. You may move up a level if the student does
exceptionally well, but you should also continue to give the beginning level
probe, to ensure that we record progress throughout the year.
o Probe 1‐ August/ early September
o Probe 2‐ January
o Probe 3‐ May
• Dolch Sight Words 3x/year and/or Most Frequently Used Words
o Use 5 misses in a row as a ceiling (stop testing after 5 consecutive
misses)
th
Math (K‐8 grade ONLY)
• 9‐weeks math assessments (every 9 weeks)
o 1 at child’s grade level (2x/year)
o 1 at child’s performance level (every 9 weeks)
Progress Monitoring (Severe & Profound Classes Only)
 Comprehensive
 Adaptive
• CALS annually in April
Monitored by Access consultant and coordinator
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 22
Bibb County School District Program for Exceptional Children
2014‐2015
2. Current IEP goal/objective data folder (purple folder)
General curriculum
1A All IEP goals align with students difficulties in regard to academic, functional performance or
behavioral concerns identified in the PLAFP
• Each need must be addressed using a goal.
• There are some instances where a need can be addressed in the accommodation section.
1B All IEP needs statements are individually highlighted in the PLAAFP in a specific color (blue) and
each need has an identified and aligned goal sheet in the same highlighted color (blue) specified
for aligned need in the PLAAFP. (Each need and goal in the IEP will have a different color
highlighting match)
• Goal/objective data folders should be organized as follows:
• Accommodation sheet signed
• GA High School Graduation Tracking Sheet
• Current PLAAFP
 Every need should be highlighted a different color. Current IEP goal sheet
 The goal that matches the need should be highlighted the color corresponding to the
need. (if have 3 goals, will have 3 different colors)
• Attached documentation regarding selected objective(s) – work samples, performance data,
and/or assessments as indicated in goal/objective data chart
• Up to date IEP Progress Reports that align with current IEP
• Work samples
• All work samples must have name, date, and analysis in relation to the objective.
 Analysis requires information regarding student’s performance in specific area
identified in IEP objective.
 Example: math measurement skills – work samples must be analyzed so that
there is a score for just the problems regarding measurement. A brief error
analysis is helpful in guiding instruction.
• For each objective requiring work samples, work samples should be collected throughout the
semester. At the end of the semester, 2 samples for students on general curriculum should be
kept in the file. These samples must be an accurate representation of the student’s overall
work in that area and should support the progress updates on the goal sheet.
1C Performance Data
• Incidences when performance data reflects no paperwork, e.g. paper product, work
performance in academic area which is impacted by behavior or skill, e.g. articulation, time on
tasks.
• For each objective requiring performance data (social skills; emotional development; learning
skills; speech articulation, voice fluency, etc.) a minimum of 6 checks per 9 week grading
period is required.
• (Exception: for speech goals in the area of language, a minimum of 3 checks per 9 week
grading period is required.) Data collection must begin immediately and should happen
consistently throughout the year.
 Data collection sheets are provided for social skills, emotional development, transition,
and learning skills objectives.
 Teacher‐made or program data sheets may be used for students on adapted
curriculum.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 23
Bibb County School District Program for Exceptional Children
2014‐2015
• For each observation, the teacher must record the date and then note if the target behavior
identified in the objective was observed (+) or not observed (‐) when the student was given an
opportunity. Adapted target(s) observed (i.e. prompt levels, +/‐, etc.) At the end of each
progress update period, an average should be calculated.
 Averages calculated for each progress update period should be an accurate reflection
of the student’s demonstration of the target behavior. Random data collection at
scheduled times throughout the progress update period should ensure that the data is
accurate.
 To avoid skewed data, the teacher should purposely observe at scheduled
times rather than only when the targeted behavior is demonstrated or is not
demonstrated.
1D Compliance
• When there is a score of 0 and 1 in any area, the progress monitor folder will by non-compliant
• The teacher and administrator will receive a letter of non-compliance. Corrections must by
made within 3 to 4 weeks
• Coaching session will be provided to address weaknesses.
• Progress monitoring folders will be checked at a minimum of 2 times per year. for noncompliance these folders will be checked until they are no longer non-compliant.
Modified – or – Access Curriculum
Organize file as follows:
o Current IEP goal sheet with objective highlighted (make enough copies of each page to attach
documentation for each objective)
o You may use a student specific data notebook with tabbed pages for each goal in lieu of the purple folder
o You may also use data sheets that combine several goals into one sheet‐
o Please copy appropriate goal sheets, highlight relevant objective included on data sheets and attach to
data sheet
•
•
Work samples
o All work samples must have name, date & analysis in relation to the objective
 Analysis requires information regarding the student’s performance in specific areas identified
in the IEP objective
• Example: legibly write 1st and last name – Work samples must be analyzed so that there
is a score for legibility of name (on top of each sheet), NOT just a bunch of random
worksheets with the student’s name on top.
o For each objective requiring work samples, 4 samples are required per semester and should support the
progress updates on your goal sheet.
Performance data
o For each objective requiring performance data (social skills, emotional development, learning skills, etc.)
a minimum of 10 checks per grading period is required
o Teacher made or program data sheets need to be used for students on adapted curriculum
o Averages calculated for each progress update period should be an accurate reflection of the student’s
demonstration of the target behavior/skill. Random data collection at scheduled times throughout the
progress update period should ensure that the data is accurate.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 24
Bibb County School District Program for Exceptional Children
2014‐2015
3. Past documentation Folder (Manila Folder)
• At the end of each year/annual IEP review, the documentation in the Current IEP Goal/Objective
Data folder from previous IEP should be stapled/banded together and placed in the Past
Documentation Folder
The following folders will be included in the student’s Tier 4 documentation file as they are needed.
4. Transition Folder (Aqua Folder) – all students at age 16 or upon entry into high school, or earlier, as
determined by the IEP team.
• Documentation of transition assessments and transition‐related information
• Transition file checklist
5. Assistive Technology Folder (Yellow Folder) – Required for all students with VI, D/HH and Other
Students Using AT Devices
• Documentation of AT devices
6. Functional Behavior Assessment/Behavior Intervention Plan Folder (Dark Blue Folder)
•
•
•
•
•
•
•
Contact log
Intervention Form
Data Collection
Interview Form
Reinforcement Survey
FBA/BIP
Restraint Documentation
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 25
Bibb County School District Program for Exceptional Children
2014‐2015
Case Manager
School
Evaluator
Date
Tier‐ IV Check Sheet
I.
IEP Goals Align with PLAAFP
3. Fully Operational
All Individualized Educational
Plan goals align with students
difficulties in regard to
academics, functional
performance or behavioral
concerns identified in the
PLAAFP
II.
2. Operational
Most Individualized
Educational Plan goals align
with students difficulties in
regard to academics, functional
performance or behavioral
concerns identified in the
PLAAFP
1. Emergent
Some Individualized
Educational Plan goals align
with students difficulties in
regard to academics, functional
performance or behavioral
concerns identified in the
PLAAFP
0. Not Addressed
No Individualized Educational
Plan goals align with students
difficulties in regard to
academics, functional
performance or behavioral
concerns identified in the
PLAAFP
IEP Needs in PLAAFP/Goal/Objective Color Coding Description of the academic, developmental and/or
functional needs in the Present Levels of Academic Achievement and Functional Performance Align with the
Measurable Annual Goals on the IEP
3. Fully Operational
2. Operational
1. Emergent
0. Not Addressed
All Individualized Educational Plan
needs statements are individually
highlighted in the PLAAFP in a
specific color (blue) and each need has
an identified and aligned goal written
on the IEP goal sheet in the same
highlighted color (blue) specified for
aligned need in the PLAAFP (Each
need and goal in the IEP will have a
different color highlighting match)
Most Individualized Educational Plan
needs statements are individually
highlighted in the PLAAFP in a
specific color (blue) and each need has
an identified and aligned goal written
on the IEP goal sheet in the same
highlighted color (blue) specified for
aligned need in the PLAAFP (Each
need and goal in the IEP will have a
different color highlighting match)
Some Individualized Educational Plan
needs statements are individually
highlighted in the PLAAFP in a
specific color (blue) and each need has
an identified and aligned goal written
on the IEP goal sheet in the same
highlighted color (blue) specified for
aligned need in the PLAAFP (Each
need and goal in the IEP will have a
different color highlighting match)
No Individualized Educational Plan
needs statements are individually
highlighted in the PLAAFP in a
specific color (blue) and each need has
an identified and aligned goal written
on the IEP goal sheet in the same
highlighted color (blue) specified for
aligned need in the PLAAFP (Each
need and goal in the IEP will have a
different color highlighting match)
III. IEP Goal/Objective Data – Performance
Data collected relevant to students’ objective where teacher observation or checklists are indicated as
the method of assessment
3. Fully Operational
On track to meet requirement
of 6 checks per 9 weeks on
every objective for every
student
2. Operational
On track to meet
requirement of 6 checks
per 9 weeks for most
objectives
1. Emergent
0. Not Addressed
Evidence of performance
data collection but not on
track to meet the requirement
for most objectives.
No checklists, no data from
current semester.
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 26
Bibb County School District Program for Exceptional Children
2014‐2015
IV.
IEP Goal/Objective Data – Work Samples
3. Fully Operational
1-2 relevant analyzed work
samples from current
semester for all students on
all appropriate objectives
V.
1. Emergent
0. Not Addressed
Some work sample from
current semester collected;
many are not analyzed or
connected to objectives
No work samples from this
semester collected
State and District Assessment Data
3. Fully Operational
All assessment results for
every student
VI.
2. Operational
1 relevant analyzed work
sample from current
semester on some
appropriate objectives;
some samples missing
2. Operational
All assessment results for
most students
1. Emergent
0. Not Addressed
Most students still need
assessment results
No assessment results
compiled
File Organization
1. Follows Guidelines
Appropriate files present for every child, including
FBA/BIP, AT, Transition; Organizing guidelines
followed
Not Addressed
To view the full text of the GA Department of Education Special Education Implementation Manual,
visithttp://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Implementation-Manual.aspx
PM Page 27