Middle School Special Education Progress Monitoring and Goal- Setting Procedures. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)}

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1 Middle School Special Education Progress Monitoring and Goal- Setting Procedures Section 1: General Guidelines A. How do I determine the areas in which goals are needed? a) Initial/Re- evaluation IEP s: Consult with the School Psychologist to identify areas of deficit based on evaluation results. b) Annual IEP s: Refer to previous year s IEP to determine previous goals. **Goal areas cannot be added or dropped without a re- evaluation. If after reviewing the student s data there is evidence that a change in goal area is needed (i.e., add or remove goal area), consult with School Psychologist to initiate a domain meeting. See Special Education Adding/Dropping IEP Goals and Services memo for additional information. B. Who is responsible for Progress Monitoring? Communications/Reading Intervention teachers monitor all students with goals in Reading and Writing Math teachers monitor all students with goals in Math Teachers should share students progress monitoring data with special education case manager monthly. Section 2: Reading {Reading- Curriculum Based Measurement (R- CBM)} A. Who should be monitored? 1. Any student who has an IEP goal for reading **Students who have a reading goal but score above the 25 th percentile should be progress monitored to make an educational decision to possibly exit the student from special education services in reading. See Section 5- D- 3 for additional information. B. How often should they be monitored? 1. Students above the 25 th percentile (district norms) i) Biweekly 2. Students whose score fell between the 10 th and 25 th percentile i) Biweekly 3. Students whose score fell below the 10 th percentile i) Weekly C. How do I set goals in AIMSweb? 1. All goals should start new each year no later than the first week of October and end the first week of May. 2. Look at the previous year s IEP to determine the goal grade level.

2 3. If the student s IEP goal is set at grade level, begin by entering the student s fall benchmark score under initial score within the goal section of the progress monitoring tab. 4. If the IEP goal is set below the student s grade level, administer 3 probes at the goal grade level and calculate the median to determine the baseline. 5. Refer to the district norm chart Spring norms at the goal grade level according to the following guidelines to determine the target score. <5 10 th %ile th %ile 6. The number of errors you should allow for a student is based on 5% of the goal correct. (e.g., if a student s goal was 140 words read correctly based on the spring 25 th percentile; he would be allowed 7 errors (95% accuracy).) 7. Enter the assessment grade level, baseline score, and goal score on the progress monitoring page in AIMSweb. D. How do I set IEP goals and objectives? 1. Look up student s 3 most recent progress monitoring scores in AIMSweb and determine the median score (scores must be within 6 weeks of IEP meeting date). 2. Using the district norm chart, compare the student s median progress monitoring score to the previous benchmark data for the assessment grade level. If within 4 weeks of the next benchmark period, use the norms from the upcoming benchmark period. (ex. IEP meeting is Nov. 1, most recent benchmark was Sept 6-11, Use Fall norms. IEP meeting is Dec 1, most recent benchmark was Sept 6-11, next benchmark is Dec , use Winter norms) 3. Set the IEP goal based on the norms for the projected grade level (the grade that the student will be in at the time of the next IEP) at Fall, Winter, or Spring as determined above. **If the student s placement is less than 40% of the school day within the general education setting (e.g., self contained), refer to Section 2- E to determine whether a Survey Level Assessment should be administered and the student s goal should be adjusted to instructional level. 4. The target score should be set according to the following guidelines: <5 10 th %ile th %ile

3 5. Set one objective based on the student s target rate of improvement using the following formula: 6. IEP Goal Score Baseline Score at time of IEP/36 weeks 7. Example: Student is currently reading 43 correct words. The student s IEP goal is to read 55 words correct. (55-43)/36=1.5 correct words per week. 8. Objective: Student will read 1.5 additional words correct per minute each week. E. When and how do I complete a Survey Level Assessment (SLA)? 1. A Survey Level Assessment should be administered only to students who meet all of the following criteria: a. IEP placement is <40% in general education (i.e., self- contained) b. Student is receiving instruction in a Tier 3 replacement reading curriculum (e.g., Reading Mastery, Language!, System 44) c. Student is reading at least 20 words fewer than the 10 th percentile cut score at their grade level 2. Using the benchmark probes, give 3 probes that are 2 grade levels below the student s actual grade level. a. Find the median score. 3. Compare the median score to the district norm chart. a. If the median score falls between the 25 th to 75 th percentile, the grade level probe you have given is the student s correct instructional level. b. If the student s median score is below the 25 th percentile, move down one grade lower and repeat the process until you find the grade level where he does score between the 25 th and 75 th based on district norms. 4. Once you have found the student s instructional level, you will set the IEP goal 2 years past instructional level (not to exceed the student s grade level) to begin bridging the gap. a. Using the district norm chart, find the score at the 25 th percentile at the goal grade level for the benchmark period preceding the IEP date (If IEP date is less than 4 weeks before the next benchmark window, use the upcoming benchmark data). This will be the annual goal. b. Set the AIMSweb goal based on the district norms at the 10 th percentile for the Spring benchmark for the grade level being assessed. c. The number of errors you should allow for a student is based on 5% of the goal correct. (e.g., if a student s goal was 140 words read correctly based on the spring 25 th percentile; he would be allowed 7 errors (95% accuracy).) d. Enter the assessment grade level, student s baseline score for the grade level being assessed, and the goal score into the progress monitoring goal page on AIMSweb.

4 Section 3: Math {Math- Computation (M- COMP) and Math- Concepts & Applications (M- CAP)} A. Who should be monitored? 1. Any student with an IEP goal for math. **Students who have a math goal but score above the 25 th percentile based on national norms should be progress monitored to make an educational decision to possibly exit the student from special education services in math. See Section 5- D- 3 for additional information. B. Which measure(s) should I use to monitor and set goals & objectives? 1. Administer MCAP to all students with goals in math. Set IEP goals using MCAP 2. If the student scores below the 10 th percentile on MCAP, administer MCOMP 3. If the student scores below the 10 th percentile on MCOMP, set one IEP objective using MCOMP C. How often should I monitor? 1. Both M- CAP and M- COMP should be given biweekly. D. How do I set goals in AIMSweb? 1. All goals should start new each year no later than the first week of October and end the first week of May. 2. Look at the previous year s IEP to determine the goal grade level. 3. Using the benchmark probes, you will give one probe at the goal grade level. 4. Refer to the AIMSweb national norm chart to determine the cut score for the Spring according to the following guidelines: <10 10 th %ile 5. Enter the assessment grade level, initial corrects and goal corrects on the progress monitoring goal page in AIMSweb E. How do I set IEP goals? 1. Look up student s 3 most recent progress monitoring scores in AIMSweb and determine the median score (scores must be within 6 weeks of IEP meeting date). 2. Using the district norm chart, compare the student s median progress monitoring score to the previous benchmark data for the assessment grade level. If within 4 weeks of the next benchmark period, use the norms from the upcoming benchmark period. (ex. IEP meeting is Nov. 1, most recent benchmark was Sept 6-11, Use Fall norms. IEP meeting is Dec 1, most recent benchmark was Sept 6-11, next benchmark is Dec , use Winter norms)

5 3. Set the IEP goal based on the norms for the projected grade level (the grade that the student will be in at the time of the next IEP) at Fall, Winter, or Spring as determined above. **If the student is receiving all math instruction in a Tier 3 replacement curriculum, refer to Section 3- F to determine whether a Survey Level Assessment should be administered and the student s goal should be adjusted to instructional level. 4. The target score should be set according to the following guidelines: 5. If student is being monitored at grade level, set the IEP goal based on the AIMSweb national norms for the projected grade level (the grade that the student will be in at the time of the next IEP) at Fall, Winter, or Spring (use the previous benchmark period, unless IEP is within 4 weeks of next benchmark window) according to the following guidelines: (at projected grade level) <10 10 th %ile 6. If student is being monitored below grade level, follow the Survey Level Assessment procedure described in Section F. F. When and how do I complete a Survey Level Assessment (SLA)? 1. A Survey Level Assessment should be administered to students who meet all of the following criteria: a. Student is receiving instruction in a replacement math curriculum b. Student functioning at least 3 years below grade- level 2. Using the benchmark probes, give one probe that is 2 years below grade level. Score the probe. 3. Compare the score to the AIMSweb national norm chart. a. If the score falls between the 25 th to 75 th percentiles, the grade level probe you have given is the student s correct instructional level. b. If the student s median score is below the 25 th percentile, move down two grades lower than their actual grade level and repeat the process until you find the grade level where he does score between the 25 th and 75 th based on national norms. This is the student s instructional level. 4. Once you have found the student s instructional level, you will set the IEP goal 2 years past instructional level (not to exceed the student s grade level) to begin bridging the gap. a. Using the district norm chart, find the score at the 25 th percentile at the goal grade level for the benchmark period preceding the IEP date (If IEP date is less than 4 weeks before the next benchmark window, use the upcoming benchmark data). This will be the annual goal for the IEP. b. Set the AIMSweb goal based on the district norms at the 10 th percentile for the Spring benchmark for the grade level being assessed.

6 Section 4: Writing {Written Expression- Curriculum Based Measurement (WE- CBM)} A. Who should be monitored? Any student with an IEP goal for Writing Note This section is intended for students with Academic goals in Writing, not Functional or OT writing goals. **Students who have a writing goal but score above the 25 th percentile based on national norms should be progress monitored to make an educational decision to possibly exit the student from special education services in math. See Section 5- D- 3 for additional information. B. How often should I monitor? Students with IEP goals for writing take the WE- CBM monthly. C. Which measure should I use? Correct Writing Sequences (CWS) D. How do I set goals in AIMSweb? 1. All goals should start new each year no later than the first week of October and end the first week of May. 2. Refer to the AIMSweb national norm chart to determine the cut score for the Spring at the student s grade level according to the following guidelines: (at projected grade level) <10 10 th %ile 3. Enter baseline and goal scores on the progress monitoring goal page in AIMSweb. E. How do I set IEP goals? 1. Set the IEP goal based on the AIMSweb national norms for the projected grade level (the grade that the student will be in at the time of the next IEP) at Fall, Winter, or Spring (use the previous benchmark period, unless IEP is within 4 weeks of next benchmark window) according to the following guidelines: (at projected grade level) <10 10 th %ile

7 Section 5: Frequently Asked Questions A. How do I track interventions? 1. All students with a progress monitoring schedule should have interventions entered into AIMSweb that are in addition to the core curriculum. 2. Enter the name and description of the intervention given 3. Update intervention if student is moved into a new class or if they are not making adequate progress. B. How do I know if a student is making adequate progress? 1. Five to seven data points are required to determine if a student is making adequate progress. 2. A student is making adequate progress if they are maintaining performance clustered around or above the solid black aim line of the progress monitoring graph and the dotted trend line appears to be closing the gap. C. What do I do if the student is not making adequate progress? 1. After 5 to 7 data points, if a student is not making adequate progress: 2. Student s case manger or the Core Team initiates a Special Education Individual Problem Solving meeting. 3. The Individual Problem Solving team will evaluate instruction and student s current interventions in order to determine what adjustments need to be made to accelerate academic growth. 4. Changes in intervention should be reflected in the student s progress monitoring chart. D. What do I do if a student meets or exceeds their goal? Reading/Math/ Writing 1. If monitoring below grade level with a 10 th or 15 th percentile goal and the student meets/ exceeds the target score: a. On the progress monitoring data entry screen in AIMSweb, click the goal change icon b. Change the goal to the 25 th percentile cut score at the assessment grade level 2. If monitoring below grade level with a 25 th percentile goal and the student meets/exceeds target score: a. Move up one grade level and administer 3 benchmark probes to establish a baseline b. Compare the student s median score to the district norm chart (Reading) or AIMSweb national norm chart (Math) c. Create a new goal in AIMSweb at the new grade level, using the 25 th percentile cut score as the target. d. Select the checkbox next to the old progress monitoring schedule and click File to remove it from your progress monitoring page in AIMSweb.

8 e. If the student is being monitored at grade level with 10 th or 15 th percentile goal and the student meets/exceeds the target score: f. On the progress monitoring data entry screen in AIMSweb, click the goal change icon g. Change the goal to the 25 th percentile cut score at the assessment grade level 3. If the student is being monitored at grade level with a 25 th percentile goal and the student meets/exceeds the target score: a. Continue monitoring until the student obtains 3 consecutive scores that meet or exceed the goal b. Confer with school psychologist to determine next steps, which may include initiating a domain meeting and re- evaluation to consider dropping goals(s) and services in that area We hope that this memo answers most of your questions regarding the district s procedures for progress monitoring. Please feel free to contact your internal special education coach, school psychologist, or external RtI coach to access support.

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