Special Programs October Power Hour 24-25

Special Programs Power HourOctober

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Agenda

1. Learners not Attending Progress MonitoringIt's no longer a requirement to enter learners into the "IEP Progress Monitoring" Jira issue if you have learners that have not attended any sessions during the month. These calendar reminders can be removed- keep tracking engagement as you usually do on your trackers and in Edio logs.

2. Related Services on HoldWith the end of the quarter coming up- remember it is an expectation to re-offer any related services that are on hold. If the parent wants the related service to remain on hold, track this and make a note in that service's progress report and make a note in the respective Jira ticket. If they want to re-instate, revise the IEP, make a note in progress reports, and tag the RS AA in Jira to re-instated them.

4. PD: Progress Monitoring and Reporting

3. IEP Document Unlocks Please, please pay attention to IEP signature pages! Open these up when doing introductions during the meeting. This link is to be used as a last resort. If caretaker gave conset for OVR to be at the meeting and they were on the invite, they stay on the signature page and will be marked as d"did not attend." Related Service providers do not remain on if they do not attend. Required attendees are the parent, learner (turning 14 this IEP year or older), gen ed teacher, special ed teacher, and LEA.

collecting, analyzing, and reporting student IEP goal progress

FROM DATA TO DECISIONS:

Special Programs Power Hour - October 2024

Today we will...

Learn best practices when collecting, analyzing and reporting out data. Additionally you will be provided strategies and ideas to make you feel more confident in making informed decisions with your student data.

*Please put all questions in the chat and we will make the recording of this session and a FAQ available in this presentation for your reference.

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Agenda

1.Expectations and Tools

1. Expectations & Tools

2. Collecting & Graphing Data

4. Progress Reports

3. Analyzing Data

5. Matrix Tool

Expectations and Tools

Expectations:

Here at CCA there are expected procedures for collecting, analyzing and reporting data for each student on your caseload. Some of this is the same, and others are specific to special education programs.

*Note: These documents will be shared by your supervisor as it is specific to different spec. ed. programs.

Tutorials and more information to support you:

More Information on Program Specific Tools

Using Polaris to Graph PM Data

Downloading the PM Graphing Tool Tutorial

Emotional Support & FT Learning Support

Life Skills & Autistic Support

1. Go to Special Education Department Team, then Department Resource Library, Files, then Progress Monitoring​
2. In the Progress Monitoring Files, go to Progress Monitoring Templates​
3. Choose the appropriate Progress Monitoring Tool Template for your learner.​
4. Download this sheet. Do Not Edit the Online Version. ​
5. You will need a excel sheet for each learner. ​
1. These excel sheets will need to be shared with your supervisor. Thus, creating a folder in OneDrive to save them all in one place is recommended.​
2. Share this folder with your supervisor.​

​

How to Download the Graphing Template:

Note: You should only need to download sheets for new learners, as we keep the current excel sheet for previous learners.

How to Set Up the Template (in 7 steps)?​ 1. Look at each learner's goals​ 2. Ask Yourself "What is the unit that mastery is measured in?" and then go to the corresponding template

• If you have more than one goal with this unit copy the template before editing.​To Copy a template: Right Click on the template and select "Move/Copy", then check the "Create a copy" box, select "Ok"​

3. Edit the names of each sheet to match the goal. ​

• You may hide extra sheets, or change their color to a dark color to indicate they are not in use.​

Setting Up Your Template

INSER LINK!!!!!

Note: You should only need to set up your template for new goals. Keep monitoring learners goals in the same goal sheet previously used to get a good graph of the dataover the IEP year.

How to Set Up the Template (in 7 steps) 4. Fill in the green sections of the template​

• Fill in the Goal , Master Criteria, and Baseline​

• In the table, fill in the Base Line with the baseline criteria​

• In the table, fill in the Goal Line with the master criteria​

5. Make sure to change the title of the graph​​

Setting Up Your Template

How to Set Up the Template (in 7 steps)? 6. When tracking data on the table, fill in the dates and scores. It will automatically be graphed.​

• If a learner misses a session, insert the date of the missed session and leave the score box BLANK. Do not put a zero. Track attempts to progress monitor in the Notes/Interventions section. ​
• Keep Notes of Interventions. ​

7. At the end of the quarter, fill in the Indicator of Progress based on the learner.

Setting Up Your Template

• You will need to have an individual graph for each IEP goal that you are progress monitoring.

• Use the tool designated to your program to do this.

• Additionally, if you have students that have objectives you will need separate graphs for the objectives as well.

Remember...

Collecting and Graphing Data

Watch

Watch

Watch

• It is important that no matter the tool you are using that you are consistent with entering your data. ​
• Create a habit of inputting your data in a systematic way. ​

• Enter your data right after meeting with a student for progress monitoring. ​

• Enter your data on a specific time and day of the week. ​

• i.e. Fridays at 2pm you put a calendar event that blocks out time for you to put your weekly data into your progress monitoring tool. ​

Collecting & Graphing Data

For ES and FT LS Teachers

For AS & Life Skills Teachers

For ANY teacher using Excel

Need some ideas on how to better store your PM instructional and data collection materials? Watch these videos!

• Accuracy of Data: Recording data right after the session ensures that the information is fresh in the teacher's mind. This minimizes the chance of errors or forgetting key details, making the data more reliable and reflective of the student's actual performance.

• Timely Adjustments: Immediate data entry allows teachers to quickly analyze trends in the student's progress. This timely insight enables them to make necessary instructional adjustments or interventions right away, helping to keep the student on track toward meeting their goals.

• Efficiency in Monitoring Progress: Regular, prompt data entry simplifies long-term monitoring and reduces the likelihood of data backlog. This consistent process helps teachers stay organized and be better prepared for IEP meetings, parent-teacher conferences, and reporting requirements.

Why should you do this?

Analyzing Data

Analyzing your data should be a continuous and ongoing process during each marking period and during the timeline of the IEP. This means you should be analyzing your progress monitoring data and making adjustments as needed at any time during the year, not just when completing progress reports. When we reach the end of a marking period it is our job to analyze that data again, and create a summary of progress to share with families.

Analyzing Data

For progress reports, we need to look at the entire marking period's data and determine what "progress indicator" applies to that data from our IEP Matrix Tool. This then helps us to make decisions about next steps for the learner's goals which should also be included in the summary of progress that we put inside of progress reports.

Analyzing Data

Onc

Analyzing Data

These are the progress indicators that will be used when completing the IEP Matrix tool. These help to guide us with understanding the learner's performance on their goals and what should be done next to support.

Info

The next few slides are going to provide insight into analyzing and interpreting your learner's progress monitoring graphs with the IEP PM Graphing Tool. Full-Time Life Skills and Autistic Support Teachers use this document for Polaris-specific examples. *Not every situation is going to be covered in these slides, and if you need additional support in interpreting your data please reach out to your supervisor or program specialist.

Interpretting PM Graphs

Interpretting PM Graphs

Listen

Click on the "listen" button to hear about the components of these graphs.

Making Progress- Not adequate

This means the learner is making progress. Scores are going up, but unfortunately they are not going up as quickly as we would like. This shows with the blue data points being BELOW the yellow aimline and means that the student will not meet the goal by the end of the IEP.

Maintaining

This means that the student is not making progress, but maintaining the same level of achievement. *You may need to implement an intervention OR revise the goal based on a team decision.

Regression

This graph shows that the student's scores over a portion of time are decreasing or moving away from mastery. This shows there is has been regression. Please keep in mind that we are looking for at least 3 data points decreasing to determine regression. ​ *This also can support an ESY determination that can be made at anytime when we have data to support it.

*You may need to implement an intervention OR revise the goal based on a team decision.

Goal Mastered

This graph shows that the student's scores have reached the goal line based on the criteria of the goal (3 scores of 80% or more) and has mastered this goal. *This means that a new baseline will need to be collected and a new goal created, which means a revision to the IEP.

This graph shows that the student's scores are moving towards the goal line for mastery. Also, note that the data points are above the aimline at this time showing the student is likely to master the goal prior to the end of the IEP.

Making Adequate Progress

This graph only has 2 data points, yours may have even less or no data points to fall into this situation. We want to at least see 3 data points to analyze this goal. This means that we need more data to make a determination on student progress.

Insufficient Data

Be sure to include the dates in the summary of the progress report with the graph to show lack of attendance. Including attempts to communicate with caretakers is also strongly encouraged.

IMPORTANT:

Let's test your knowledge!

WHAT INDICATOR WOULD YOU CHOOSE FOR THIS GOAL?

click here for the answer

Making Adequate Progress

Let's test your knowledge!

WHAT INDICATOR WOULD YOU CHOOSE FOR THIS GOAL?

click here for the answer

Regression

Let's test your knowledge!

WHAT INDICATOR WOULD YOU CHOOSE FOR THIS GOAL?

click here for the answer

Maintaining

Let's test your knowledge!

WHAT INDICATOR WOULD YOU CHOOSE FOR THIS GOAL?

click here for the answer

Making Progress- Not Adequate

Let's test your knowledge!

WHAT INDICATOR WOULD YOU CHOOSE FOR THIS GOAL?

click here for the answer

Insufficient Data

Let's test your knowledge!

WHAT INDICATOR WOULD YOU CHOOSE FOR THIS GOAL?

click here for the answer

Goal Mastered

N/A

Use this indicator on the IEP Matrix to show that a student does not have a goal in this area. ​ ​ Any area that a student doesn’t have a goal that is listed on the Matrix you must put N/A.

Progress Reports

Progress reports are legally required.

• They must be issued at least as often as report cards are given to learners.
• At CCA, we typically use a frequency of "Quarterly Progress Report", unless the IEP team determines it to be more frequent.

Progress Reports

Progress Reports should include...

• Dates and Data points
• Attempts to Progress Monitor (date and mode)

• Graphs of Data
• Summary of Progress

Related Service providers will add the progress report directly to IEPWriter. You need to make sure this has been done. Think about the stranger test

• Make sure that everything you write in the Progress Report is able to be understood by anyone else that picks it up.
• No Acronyms
• This should tell the story of what happened over the marking period.

Use this table to keep track of the progress report timelines that need to be followed as case managers. You are required to check on related service providers to ensure that have submitted appropriate progress reports for goals. Lastly, ensure progress reports are sent to families by the due date.

Important dates:

Step 4: Repeat Steps 2-3 for each goal.

Step 2: Press on the green plus sign to add a progress report

Step 1: On the learners home page, click "maintain progress report"

Step 3: Insert your Progress Report for each goal including all pieces. Then Click "Save and Return".

How to Create Progress Reports in IEPWriter?

Click on the + sign for more information on each step.

Step 7: Email the PDF to the family (and log communication in edio).

Step 6: Press on the PDF Link that appears at the top of the screen to download the document. Save in Format: Year.Month.Day CCA LearnerName PRMP1

Step 5: Once all goals have a report of progress entered, Press on "Print Goals Section"

If the learner's IEP is NOT Written in IEPWriter. Use this template and Upload it into IEPwriter Other Documents.

Short-term objectives are provided to support learners in achieving the overall IEP goal. Students who take the PASA need to have goals with at least one objective. If a learner has short-term objectives we should be progress monitoring and graphing those prior to working with the learner on the overall IEP goals. This also means that we should be reporting the progress on these objectives in our progress reports. This should be done in the progress report in IEPWriter for the overall goal, not in any of the objectives. This includes related services as well!When reporting on STOs we should have graphs to share with families in progress reports for them just like we would for the goals using the IEP Progress Monitoring Tool for your specific program.

short term objectives:

There are two typical ways that objectives are written which may affect the way you report on these goals:

Examples of objectives

Mastery Change

Skill Change

Goal: When given a math tool (e.g., tens frame, number line, number chart), Sample will add and subtract within 10 using various math tools (e.g., counters, counting cubes, base ten blocks) with 80% accuracy in 3 out of 4 trials

Obj. 1: When given a math tool (e.g., tens frame, number line, number chart), Sample will use objects or drawings to model the process of adding numbers up to 10 to identify (e.g., name, point to, select) the sum with 80% accuracy in 3 out of 4 trials

Obj. 2: When given a math tool (e.g., tens frame, number line, number chart), Sample will use objects or drawings to model the process of subtracting numbers to 10 to identify (e.g., name, point to, select) the difference with 80% accuracy in 3 out of 4 trials

Goal: When given a model, Sample will solve word problems involving addition and subtraction with numbers greater than 10 with 90% accuracy in 3 out of 4 sessions.

Obj. 1: When given a model, Sample will solve word problems involving addition and subtraction with numbers greater than 10 with 50% accuracy in 3 out of 4 sessions.

Obj. 2: When given a model, Sample will solve word problems involving addition and subtraction with numbers greater than 10 with 70% accuracy in 3 out of 4 sessions.

With this goal the rate of accuracy is what changes going from objective #1 to objective #2 to the overall IEP goal. This would be the order that the skill should be worked on, and also reported on each marking period.

With this goal the skill is what changes going from objective #1 to objective #2 to the overall IEP goal. This would be the order that the skill should be worked on, and also reported on each marking period.

When you graph and report on these it is best practice to graph each objective and goal seperately.

graphing and reporting

Rate of Mastery Change

Skill Change

For a set of objectives and goals that work on the same exact skill but the rate of accuracy changes from one to the next we will graph this in two places simultaneously. -One graph for the overall goal that will span the life of the IEP and that goal for the year IEP year. -One graph for each objective showing the short-term progress that the learner is making on that objective until they reach mastery. Once the student has mastered all objectives and the case manager is only reporting on the overall goal then only one graph is needed.

For a set of objectives and goals that work on a different skill we will graph this only in one place.These goals also require 3 seperate baselines. -You only need to graph the data in the objective or goal that is actually being worked on for that student. This also means most commonly if a student only works on the first objective during a marking period, you only need to share the graph and progress summary from that first objective. If a student masters an objective and moves onto the next over the course of a marking period, you will need to put both graphs into the progress report for the families to see.

If they worked on it and you added data points from during that marking period you are reporting on, then you MUST include the graph that has the data of the work that you did with the student." (i.e. if the student mastered objective 1 and moved onto objective 2 you should share graphs and the progress on both.)

some quick guidance:

When you graph and report on these it is best practice to graph each objective and goal seperately.

graphing and reporting

If you and the learner worked on it and you have data (including "no show" data, absences, and PM data) from during that marking period you are reporting on that goal and/or objective. And you MUST include the graph(s) that has the data of the work that you did with the student. (i.e. if the student mastered objective 1 and moved onto objective 2 you should share graphs and the progress on both.)

A good rule of thumb...

When you graph and report on these it is best practice to graph each goal and objective seperately so families can see the progress across each part of the overall goal.

graphing Example

Please note: You will only take a snip of the actual graph to show familites how students are doing on their IEP goal. This is here for your reference.

However if the goal and objective are working on the same skill you can graph it as shown in this image, just document at what point the objective was mastered for your records (in the notes section) and state in the progress of summary paragraph that you put into the progress report for that marking period as documentation too.

When you graph and report on these it is best practice to graph each goal and objective seperately so families can see the progress across each part of the overall goal.

graphing Example

Please note: You will only take a snip of the actual graph to show familites how students are doing on their IEP goal. This is here for your reference.

If the goal and objectives do not work on the same skill you will have to put the graph that represents what was worked on during that quarter. For example if the learner worked on and mastered the first objective, and moved onto the next objective OR the overall goal there should be 2 graphs with data showing this and also in the progress report.

obj. 1

obj. 2

Progress reporting Example

Summary of Progress: Sample is making progress toward their IEP goal and objectives related to counting backward. Their scores have consistently improved with each progress monitoring session. During the first marking period, Sample mastered the first objective on October 21, 2024, and also began working on the overall goal. The IEP team will continue to monitor and support Sample in achieving this goal.

IEP Matrix Tool

What is it?

• The Matrix helps you, as the case manager, as well as your supervisor, get a snapshot of learner progress over the marking period.

You will need one IEP Goal Matrix document for your caseload for the school year. This will be stored in Microsoft Teams. What about after the first marking period? ​In the same Excel document, create a copy of the sheet from the first marking period. At the end of the school year, you should have 4 tabs, one for each marking period.

The IEP Goal Matrix

This Matrix will be specific to each program, therefore will be shared to you from your supervisor.

The Goal Matrix

Color Coding​

• Green: Is showing that the learner is making progress, and to continue instruction and progress monitoring. ​
• Red: When the IEP Matrix contains a red block, it is necessary for an intervention to be implemented. This could be an IEP revision due to a goal being mastered OR a learner needing more support. ​
• Yellow: When a goal has been mastered. This mastered goal will require a revision to the IEP
• Orange: Make sure you as the casemanger are making attempts for missed data points (use all modes and try to call at different times of day.

An IEP Matrix guide:

OR something else based on data and the IEP team's discretion.

FINAL STEPS:

Once you have:

• Collected and graphed your data
• Analyzed the data
• Created and sent progress reports
• Completed the IEP matrix

You are ready to follow through with those next steps depending on what you have determined is best for each learner's goal.

• revise the goal entirely

• continue instruction and monitoring

• put an intervention in place

• provide additional support

OR something else based on data and the IEP team's discretion.

One more thing!

Here are some additional resource to help you with graphing, analyzing and reporting on your caseload's progress.

FAQ from Special Education Department on IEP PM Tool and IEP Matrix from 23-24 school year.

Location of the IEP PM Tool in Special Education Department Teams Channel

Reach out to a Program Specialist, your mentor, or supervisor with questions.

Thank You

Click Here for ACT 48 credit for this session.

FAQ:

Question: Should we be logging in Edio every successful or unsuccessful Progress Monitoring sessions with learners?

Answer: Yes! We need the documentation to show students are attending or not attending sessions. This is also very helpful when your supervisor or other special education team members need to see what is going on with a student. "If it's not logged in Edio, it didn't happen."

Question: If a learner has a blank graph other then the baseline data should we include that in the progress report?

Answer: This is up to case manager discretion. While it can be helpful to have a visual that shows lack of engagement to the family, there may also be other factors specific to that situation that may be better explainined in the summary of progress which is written out explaining why there is no data on the progress of the learner. DO NOT just list dates of attempts, provide a narrative that shares this information.

Question: If a related service is on hold or declined, what indicator inside IEP Writer should you choose to complete that progress report?

Answer: Use the "Insufficient Data" indicator in IEP Writer and then write in the summary of progress the reason why. (i.e. "Due to the service being placed on hold there is not progress to report on this goal at this time."

FAQ:

Question: Are we working off of last year's graphs to include previous data or are we starting with a clean slate?

Answer: You are to continue using graphs for learners from last year so that all the data for that IEP year and that IEP goal are together. New students to CCA and new goals for this year need to start with new graphs.

Question: Would we use insufficient data for newer implemented IEPs too?

Answer: Yes, any instance where there are 2 or less data points on a graph this is the indicator to use. It is important in your summary of progress that you address the reason why this indicator was chosen and make sure it is backed by data.

Question: If a STO is mastered is a revision needed, or we just keep going until the goal is mastered?

Answer: Once a STO is mastered the next step is to work on the next STO (if they have more) and then the overall goal, track progress, and support the student with gaining mastery in the goal as well. No need to revise an STO.

POLARIS FAQ:

Question: In Polaris, there is no "baseline line" on graphs. When we are sending progress reports home to families and telling them we have insufficient data (which should be 2 data points or less) and the baseline adds another point on the graph, should we not send those graphs to families?

Answer: You are to still send the graph home to families. We do not need to share that "insufficient data" means 2 or fewer points with families. We can explain if they have further questions about the graph that the first data point does represent baseline data which helped determine the need for the goal. It is on the graph to help show the progress or lack of progress the learner has made from the baseline date to the current date.

Question: In Polaris, when you implement an intervention, the trend analysis says after that there must be 6 points... what should you put for the progress?

Answer: This is Polaris making sure we are giving proper time to see how the intervention is or isn't supporting the learner.

Step 5: Once all goals have a report of progress entered, Press on "Print Goals Section" .

Step 6: Press on the PDF Link that appears at the top of the screen to download the document.Save the document using the format as follows: Year.Month.Day CCA LearnerName PRMP12024.6.10 CCA Sally Sample PRMP4

Step 2: Press on the green plus sign to add a progress report

Step 1: On the learners home page, click "maintain progress report"

Step 3: Insert the Progress Report for each goal.

• For Marking Period Indicator: Select the corresponding Marking Period
• The Progress Indicator should correspond with the Progress Indicator on your graphing template.
• For the Progress Report, make sure to include dates and data points, all attempts made with mode of attempt, and a graph of the data.

Then Click "Save and Return".

Email the completed Progress Report to the family of the learner. Emails can be drafted in advance to be sent on the intended due date. SAMPLE EMAIL: Dear _____________________, Attached you will find your learner's CCA IEP Progress Report for the ___Marking Period. This document reports on the IEP goals. If you have any questions or concerns please feel free to to contact me directly. Thank you kindly, Mr. /Mrs. / Mrs. ______________Log the email correspondence in edio communication log