How frequently should we analyze data to make formative decisions?

Progress on IEP goals should be reviewed at least once a month. Buildings accomplish this either during SST meetings or through individual meetings between case managers and school psychologists.

Why do we collect and analyze progress monitoring data?

IDEA 2004 specifies that annual goals must be “measurable” and that the IEP must define a process for how progress toward goals will be measured (Section 1414 (d) (1) (A) (i) (II, III)). The U.S. Supreme Court’s 2017 decision in the case of Endrew F. v. Douglas County School District clarified that in order to meet their obligations under IDEA, schools must develop and implement an IEP that is “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” In its guidance to schools based on this ruling, the U.S. Department of Education (DOE) noted that if a student is not making expected progress toward his or her annual goals, the IEP team must revise the IEP, if necessary, to ensure the student is receiving appropriate special education and related services, supplementary aids and services, and to ensure the IEP goals are individualized and ambitious. DOE’s guidance repeatedly references progress monitoring procedures as a key method for meeting this mandate.

Because we write measurable goals, collect high-quality progress monitoring data, and use data-based decision making rules that have been recommended by experts in the field, we are well-equipped to meet our obligations under IDEA 2004 which have been further clarified through the Endrew F. ruling.

My student isn’t making sufficient progress to meet his/her IEP goal. Now what?

1. Ask yourself the self-check questions on the Data-Based Decision Making Flowchart (below)

   • If you need to address identified issues with intervention selection, fidelity, effectiveness, or progress monitoring, do so.

   • If you need to make instructional changes, use the Determining Instructional Changes Chart (below) to determine what changes need to be made.

2. Determine if the changes require a team meeting to make an Amendment to the IEP or if you are able to Amend without a Team Meeting. Follow the amendment process to document any changes.

3. Continue this process. Stay solution-focused and don’t lose hope. You’re doing great work!

• It is recommend six to nine data points to determine whether an intervention is working. A minimum of five data points is required to assess a student’s response to instruction.

If three weeks of instruction have occurred AND at least six data points have been collected, examine the four most recent data points. 

If all four are above the goal line, increase the goal. 

If all four are below the goal line, make an instructional change. 

If the four data points are both above and below the goal line, keep collecting data until the four-point rule can be applied (or consider trend analysis).