Progressing Monitoring
IEP goals serve as the cornerstone of the Individualized Education Program (IEP), which forms the foundation of a child's special education plan. The 2008 reauthorization of the Individuals with Disabilities Education Act (IDEA) places significant importance on data collection, particularly within the context of IEP reporting, also referred to as Progress Monitoring. With the elimination of the requirement to split IEP goals into measurable objectives, it is essential that each goal:
Provides a clear description of the conditions under which data will be collected.
Specifies the desired behavior or skill the child should learn, increase, or master.
Is measurable, allowing for objective assessment of progress.
Defines the expected level of performance for successful achievement.
Specifies the frequency of data collection to track progress effectively.
Regular data collection should become a part of your weekly routine. Crafting goals that precisely outline what the child will learn or achieve, along with how progress will be measured, is imperative.
Educators often rely on established practices and strategies, many of which they have observed from their own teachers or colleagues, without questioning their effectiveness or evidence base. However, some of these practices lack empirical support and may even be shown to be ineffective. For instance, the widespread adoption of zero tolerance policies and associated disciplinary measures in schools has been found to be ineffective and linked to adverse student outcomes.
Another important reason that educational professionals should use EBPs is that it is mandated by the Every Student Succeeds Act (ESSA), also referred to as No Child Left Behind Act (NCLB), and the Individuals with Disabilities Education Act (IDEA ’04). These federal laws require teachers to use, to the greatest extent possible, academic and behavioral practices and programs grounded in scientifically based research.
Evidence Based Practices
How Can Evidence Based Practices Look Like In The Classroom
Commence lessons with brief reviews of prior learning.
Introduce new material gradually and assist students as they practice.
Encourage active participation through questioning, allowing students to connect new concepts with prior knowledge.
Offer models like step-by-step demonstrations or think alouds to illustrate problem-solving.
Facilitate guided practice by posing effective questions and providing feedback.
Assess student comprehension to identify and correct misconceptions early on.
Emphasize incremental learning with small steps, guided practice, and mastery-based techniques for optimal success rates.
Provide temporary supports, known as scaffolds, to aid comprehension of challenging content.
Prepare and monitor independent practice, ensuring students have ample opportunities to reinforce skills and knowledge.
Scaffold past material on a weekly and monthly basis to reinforce learning.
