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Explanation
Explanation
Despite the unique and challenging circumstances, setting ambitious IEP goals and collecting progress monitoring data continue to be part of our FAPE obligation. Essentially, our way of work in this area should be "normal" with two primary exceptions:
For students participating in a distance learning model, or attending school fewer than five days per week, progress monitoring data may need to be collected differently (i.e., change in frequency, methods used, or person(s) responsible for collecting data).
Per the Director of Special Education's video guidance on priorities, entering progress monitoring data into eduCLIMBER is a low priority.
In-Person/Hybrid Guidance
In-Person/Hybrid Guidance
The resources on the Goals page outline essential information regarding how to write IEP goals and determine progress monitoring procedures. Whenever students receive in-person instruction, standard procedures for goal writing and progress monitoring generally remain the same with the exception that entering the progress monitoring data into eduCLIMBER is currently a low priority.
Distance Learning Guidance
Distance Learning Guidance
The resources on the Goals page outline essential information regarding how to write IEP goals and determine progress monitoring procedures. While most IEP goals can likely be served and monitored in a distance learning environment, it is expected that some goals will need to be amended to adapt to the change in the learning environment. For example, a goal that specifically targets peer interaction may be impossible to measure in the absence of in-person or synchronous virtual learning opportunities; in this case, the student’s social skills need must still be met, but the goal and monitoring tool may need to be altered to align with an asynchronous learning plan.
The Progress Monitoring Guidance for Distance Learning (COVID-19) document provides examples of how data collection can be adapted or — in some cases — modified to work in a distance learning format. Note that — if a goal cannot be measured in the distance learning setting — the IEP team must determine an alternative goal via an amendment or IEP team meeting and this change must be documented in the CLP. Any changes to goals must still address the needs identified in the student’s evaluation, be aligned to grade level standards, and allow the student to meet challenging objectives.
Changing to an accessible progress monitoring tool may need to be considered. If you need assistance, please consult your school psychologist and/or a services coordinator.
Frequently Asked Questions
Frequently Asked Questions
If we have to administer academic probes remotely, will the data be valid and reliable?
If we have to administer academic probes remotely, will the data be valid and reliable?
Yes, it is possible to maintain validity and reliability when monitoring progress remotely. Reliability and validity are impacted when standardized administration procedures are not followed. With the standardization built into the system, the computer administered assessments lend themselves well to remotely conducting progress monitoring. FastBridge has given approval for remotely progress monitoring students as well as provided guidance on their website. For assessments that need to be administered by a teacher (earlyReading English and CBMreading English), it is possible to do so virtually. The proctor would need to schedule a virtual meeting so the student can be observed with student materials either presented via screen sharing or hard copies.
Additionally, data collected in other settings (i.e., in the home during distance learning) will provide teams with important information regarding the generalization of skills.
Should we change the frequency of data collection?
Should we change the frequency of data collection?
In general, no. We advise that you follow standard guidelines regarding frequency of monitoring, which are based on the sensitivity of the measure being used.
However, depending on learning model and building schedule, frequency may need to be modified. For example, if the IEP states that data will be collected daily on a particular goal (e.g., a DBR will be completed daily in each of the student’s classes and then averaged at the end of the week) and the student is only on campus two days per week, it would be reasonable to only have DBRs collected on those two days the score instead averaged bi-weekly.
If you need assistance making this decision, please consult with the building school psychologist or a services coordinator. All changes need to be documented in the student’s CLP.
Will we apply the same Rate of Improvement (ROI) calculation when setting academic IEP goals?
Will we apply the same Rate of Improvement (ROI) calculation when setting academic IEP goals?
Yes. We are changing the delivery model of instruction, but our expectations for growth remain the same. Currently, there is no evidence/research that supports changing expectations for growth. Our FAPE obligation continues to be to "provide programming that will allow students to make progress and meet challenging objectives."
However, there may be circumstances where goals will need to be modified. Please consult with your school psychologist or services coordinator if a change needs to be considered. To change an IEP goal, the IEP team must determine an alternative goal via an amendment or IEP team meeting and this change must be documented in the CLP.
If a parent chooses distance learning, should the student come into school for monitoring?
If a parent chooses distance learning, should the student come into school for monitoring?
No. If a parent chooses distance learning, then progress monitoring needs to be completed using other methods that align with the distance learning model (i.e., utilizing virtual/remote methods). This will depend on the guidelines in each district. If the district guidelines allow parents to bring the student in for monitoring, this would be the best and preferred option.
Since entering data into eduCLIMBER is a low priority, does that mean collecting progress monitoring data is also a low priority?
Since entering data into eduCLIMBER is a low priority, does that mean collecting progress monitoring data is also a low priority?
No. School districts are obligated to continue to provide a FAPE, which includes having data to support whether students are making progress toward their IEP goals. So although entering the data in to eduCLIMBER is a low priority, collecting data in accordance with Contingency Learning Plans (CLPs) is a top priority. If you have questions about how to collect data at this time, reach out to your school psychologist or services coordinator for support.
If a parent chooses distance learning, then progress monitoring needs to be completed using other methods that align with the distance learning model (i.e., utilizing virtual/remote methods). This will depend on the guidelines in each district. If the district guidelines allow parents to bring the student in for monitoring, this would be the best and preferred option.
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