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

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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)

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

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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