V.I Issue I, Summer 2024
Growing an Organization: Impacting the Educational Landscape - One Leader at a Time Dr. Richard Tomko leads the call for an organization like NJAEL to be the true voice of all leaders in education
Leader’s
Edge
The Official Magazine of the New Jersey Association of Educational Leaders
NJAEL Leader’s Edge Magazine 1
Building Leaders for the Future
Create a Championship Culture with former Super Bowl Champions from the NY Giants and educational administrators by empowering students to become effective leaders. Through interactive activities, discussions, and hands- on exercises, participants will learn essential leadership skills, teamwork, problem-solving, decision-making, and goal- setting. The workshop explores self-reflection, leadership, mindset, relationships, and perseverance.
Our workshops empower students to develop and enhance their leadership skills and capabilities to promote positive change in our schools. Participating schools will be encouraged to create student leadership teams that work collaboratively with school administrators to identify issues and create solutions. Our engaging, inspiring, and interactive workshop will equip your students with the tools to understand and navigate the positive impact their attitude and leadership will have in their personal life, schools, and community.
Book Your Leadership Workshop Today! 973-214-2590 @WeSpeakVictory
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INSIDE THIS ISSUE 5 President’s Message Jeanene Dutt, Ed.D. 7 Executive Director’s Notes Timothy Frederiks, Ed.D. 9 Viewpoint It's Time to Stop Ranking the Worth of a District Based on State Assessments – Richard Tomko, Ph.D., M.B.A., M.J. 10 Member News Beyond Status Quo: A Chronicle of Risk-Taking, Transformation, and Growth of Becton Regional High School – Dario Sforza, Ed.D. When the Going Gets Tough, Greenwich School District Teachers Take Action! –Tina Neely Clifton Hires New, Furry, Four-Legged Staff Member – Danny Robertozzi, Ed.D. Leading the Way in Career and Technical Education: Delsea Regional School District's Vision for Student Success – Anthony Fitzpatrick, Ed.D. 16 Leader Corner Elevating Student Voice While Breaking Down Barriers: How Passion Periods and Enrichment Periods are Transforming Student Engagement – Kathleen Walsh and Jennie Rider 17 Research Spotlight Navigating Progress Monitoring One Step at a Time: Practices Leading to Success Procedural Guidance for Success – Jenine Kastner, Ed.D. 26 Members in Print
One Leader at a Time Building Strong Partnerships to Enhance Leadership Roles Having served as a college professor and in positions that support K-12 school districts, municipalities, and non-profit organizations, I have witnessed firsthand how building partnerships across different levels in multiple settings is imperative to the success of any individual leader or the organization that she/he represents. As networking is a major tenet that the NJAEL has instilled as the basis of its foundation, it is imperative to acknowledge that the servant leaders, aspiring administrators, and allied professionals who support the mission continue to come together – regardless of their rank or their experience – to ensure that everyone works together to advance the students and families in every community around the state. Building these strong partnerships with individuals from an inclusive cast of leadership experts with decades of experience will only continue to positively impact the landscape and ensure that the next generation of educational leaders continues to make a difference in the lives of those individuals they serve – one leader at a time!
Jaimie Tomko, M.P.H. Coordinator Leader’s Edge Magazine
Cover Photo by Sam Mallon
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New Jersey Association of Educational Leaders
Jeanene Dutt, Ed.D. President
Matthew Beck, Ed.D. Vice-President
Nicole Shanklin, M.A. Secretary
Matthew Paladino, M.A. Treasurer
Timothy Frederiks, Ed.D. Executive Director
Jaimie Tomko, M.P.H. Coordinator, Leader’s Edge Magazine
Want to be a contributor in the next issue of Leader’s Edge Magazine? Leader’s Edge is accepting original research, scholarly articles, anecdotal stories, member news features and opinion pieces related to leadership and education. To submit, please email your article in word format to info@NJAEL.org. All submissions are subject to editorial review processes associated with scholarly journals. Legal Disclaimer This magazine contains various materials that have been prepared by members of the NJAEL in their individual personal capacities. Please be advised that any views expressed in said materials are neither attributable to NJAEL as an organization nor attributable to any organization or school district to which the corresponding author may be a member.
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President’s Message
• July 17-19, 2024: NJAEL/MRA AI Workshop. • Summer Lunch and Learn Events. • Onsite and Virtual PD Sessions. • Monthly Networking Dinner & Events. Together, we have the power to shape the future of education and live up to our mission to inspire, empower, and transform leaders to drive positive change in their organizations and communities and to cultivate a vibrant network of exceptional leaders who embody integrity,
" Every accomplishment starts with the decision to try ." - John F. Kennedy As we approach the end of our inaugural year together, I wanted to take a moment to reflect on the journey we've embarked upon as members of NJAEL. It has been an honor and privilege to serve as your first president and witness the incredible progress we've made collectively in a short matter of time. In our first year, we set
ambitious goals to establish membership, partner with allied members and vendors, provide professional development activities, and engage with our members through networking and
innovation, and inclusivity. As we continue to grow and evolve, I am confident that we will build upon our successes and overcome any challenges that may arise. With your continued support and
connecting. I am thrilled to report that we have made significant strides in these areas, thanks to the dedication and hard work of our Trustees, Officers, Committees, and you, our members. One of the most rewarding aspects of our journey has been the sense of community and collaboration in our first year. Through successful networking events sponsored by our generous vendors and monthly PD sessions with topics requested by our members, we have facilitated the exchange of ideas and enriched the professional lives of many. And we have more planned! Looking ahead, I am excited to share some we are planning future events that will further enrich our professional development and foster community engagement:
engagement, we will make an impressive impact on those around us. Thank you for your unwavering commitment to NJAEL. Again, I am deeply grateful for the privilege of serving as your president, and I look forward to our journey together ahead. Warm regards,
Jeanene S. Dutt, Ed.D. President, NJAEL
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This year, MRA International is pleased to announce its collaboration with the esteemed organization, New Jersey Association of Educational Leaders (NJAEL), in spearheading the coordination of the professional development components within the framework of interNETworking 2024.
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Executive Director’s Notes
counsel, develop and adopt by-laws, secure officer and member insurance, figure out our banking and reporting, design our logo, develop our social media presence and draft our vision statement. That all happened within a few months – and at significant time and personal expense for our founders. Now we are the fastest growing professional organization in New
“Great leaders don’t set out to be a leader. They set out to make the difference. It is never about the role - always about the goal.” ― Lisa Haisha Last summer, I was approached by a group of passionate educators and asked if I would consider becoming the Executive Director of a brand-new state-wide organization dedicated to supporting educators in New Jersey. I must admit, I was skeptical at first – after all, didn’t we already
Jersey. But we are not done – to the contrary, we have only just begun.
All through this whirlwind of behind- the-scenes activity, Lisa Haisha’s words reminded me that together we can tackle any and all challenges, while keeping the well-being and achievement of all of our students in mind. After all, isn’t that what
have a myriad of professional organizations in the state with similar goals and visions? I quickly learned why NJAEL was different and why I wanted to be part of this movement. Why, you may ask? What was going to be “different” about this organization? The biggest difference that I
we are all about together? Our roles, locations or experiences do not define us – we are all leaders in our own way and we all have a voice. NJAEL is the vehicle to let all those voices be heard. I hope you will continue to support us and join in the work. Tell your colleagues about us and encourage them to join. They will be combining with the very best minds in our field and will grow professionally while they are making a difference in the lives of their students. Our mission, “to inspire, empower, and transform leaders to drive positive change in their organizations and communities. We are dedicated to cultivating a vibrant network of exceptional leaders who embody integrity, innovation, and inclusivity”, is at the core of all we do. The best is yet to come! Timothy Frederiks, Ed.D.
noticed initially was that this organization was not exclusive based on a job title – rather it welcomed all dedicated educators and professionals regardless of title. From Aspiring Leaders to Retired Educators, from Business Administrators to Athletic Directors, everyone was welcome. The proverbial light went off in my mind as I envisioned the powerful collective of professionals committed to excellence in New Jersey public education. And so, I signed on. Little did I know how quickly this organization would grow and how it has been embraced by like-minded educators of all types. Starting as an idea by our founding trustees, the work began in earnest. We needed to establish our corporate identity, register with the state and the IRS, select legal
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GAIN ACCESS TO NEW JERSEY’S PREMIER NETWORK OF EDUCATIONAL LEADERS
BENEFITS OF BECOMING A MEMBER OF NJAEL Peer-Reviewed Publication Portal Legal Representation Life Insurance Professional Development Series/Micro PD Debate and Advocate for Challenging Issues Become a Part of Educational Leadership History Access to Survey Populations Networking Events and Convention
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Viewpoint It's Time to Stop Ranking the Worth of a District Based on State Assessments
The days of relying on the aggregate score of how students fared on state assessments as an indicator of the success of a school district are over. The lack of equity in so many other areas can no longer be overlooked, especially as we continue to recover from the drastic learning loss realized on a national scale in a post-pandemic world. One can easily argue that the equity hurdles become even more painstakingly apparent as we see specific districts recover quicker than others due to the sustainability of programs established through federal funding and then continued based on the monies available through the local tax levy. As the federal funding provided for learning loss through state departments of education are no longer available, districts that find themselves spending below adequacy, absent of teachers, and still struggling to update and maintain aging facilities and infrastructure must attenuate or even remove learning recovery programs and other post-Covid initiatives that other districts can still maintain with “local” dollars. In the last fifteen years of serving communities that rest on the "urban rim" in the assistant superintendent and superintendent roles, I can attest first hand to how certain districts, rife with overwhelming and increasing barriers, will never (and I mean never) have the ability to compete with affluent districts - in consideration of percent proficient scores - where those same hurdles are limited. However, those challenges and outside factors are in no way an indication of the progress, growth, and other pupil performance indicators that districts must be recognized for when preparing students to be upstanding citizens, leaders in business, entrepreneurs, and productive members of the workforce. What’s even more egregious is when both public and private polls and ranking systems utilize these assessment scores and other elite programs as factors to enhance competitive rankings among schools in dissimilar groupings. For example, the ranking indicators described in the methodology section of certain ranking reports claim that states and localities look closely at student performance on standardized tests while taking into consideration student backgrounds to determine whether learning in core subjects is achieved and to review how well schools are educating their students. However, in many state and private district ranking scales, no special dispensation is given or consideration afforded to schools in higher poverty areas or with larger percentages of special populations with respect to ranking or performance indicators. The only factors considered for those subgroups are growth. Other important metrics to boost state and national ranks include districts that run the International Baccalaureate and dual college enrollment programs and have larger enrollment numbers of Advanced Placement students taking AP exams. These
potential enhancements to ranking scales are directly tied into additional funding needed by the district. But what is far worse is when districts in individual states are compared and ranked based on aggregate numbers of students who reach proficiency levels without taking into account unavoidable factors that must also be considered by those same districts on a daily basis. Some rankings include chronic absenteeism as a coefficient in the ranking equation regardless if a district has followed every possible protocol to return a student to school or not. Further, one can argue that as chronic absenteeism would presumably lower proficiency rates, for a district to be penalized a second time for those students - even after the district has exhausted all possible avenues of assisting a family and a child - is very questionable. Furthermore, students, who move to one district/state from another, may not have assessment scores counted towards the aggregate data sets the year they transfer, but the fact remains that the "new" district/school inherits not only the scores for that particular student in the following year, but the curriculum and assessment preparation from that student's former district for a number of years. As many communities across the country appreciate local control for their school boards, the preparation, interventions, lesson objectives, and pertinent resources are seemingly different from one district to the next as we lack any type of standardized educational component across the United States. There needs to be a movement in education to only support reports and ranking structures that focus on district indicators that are fair, equal, and relevant to the growth of every student. Such true methods would include pre and post testing data analysis for students; investment for continued teacher professional development; inclusion of social emotional/wellness program opportunities; extracurricular programs; and graduation rate that signifies a student’s competency in mastering a standard level of basic skills. Also, school systems should not be penalized for students who choose to enter a trade or the workforce in lieu of a 2- or 4-year post-secondary experience, especially with skyrocketing tuition increases and greater access to college courses on a part time/online basis. What must happen is a true look at where an individual “is” at the beginning of a school year, and what he/or she “has” accomplished 10 months later. The work performed during that time shows the true worth and work ethic of that district, its students, faculty, administration, and all stakeholders. Richard Tomko, Ph.D., M.B.A., M.J
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Member News
Beyond Status Quo: A Chronicle of Risk-Taking, Transformation, and Growth of Becton Regional High School
What started as a simple letter of interest from the Maywood School District back in 2018 has developed into a unique lesson built on taking risks and embracing transformation. The past four years at Becton Regional have been anything but “status-quo,” and the ever-changing, positive evolution that we embrace daily continues to fuel our mission of providing the absolute best for our regional school community. In 2020, Becton was faced with the unique and inconceivable challenge of integrating over 340 Maywood students in the midst of the pandemic. With not a single school closure, we defied the odds and not only returned to in-person learning, but also celebrated an undefeated football championship as we simultaneously embarked on a new journey with Maywood Public Schools. Tackling the difficulties of the pandemic provided us with the foundation, resilience, and discipline to handle this integration. Fast forwarding to the 2023-24 school year and to what some have categorized as the “perfect partnership,” we now have four years of sufficient data, and the numbers speak for themselves. The Becton-Maywood merger has served as a blueprint for districts looking to partner as we did and has transformed the high school experience for students in all three communities and will continue to do so well into the future. The exponential growth would never have been possible without the additional revenue, added resources, and, most importantly, the students and staff. Due to the 2% tax levy cap, in addition to rising and inflation costs between 4-12%, many academic, athletic, and extracurricular programs were in jeopardy of being cut. Instead, Becton Regional has grown by double and triple digit figures in nearly every aspect of our organization from student life, academic offerings, community involvement, athletics, extracurriculars, staffing, and school pride and spirit.
Dario Sforza, Ed.D. Superintendent of Schools, Carlstadt-East Rutherford (Becton) Regional HS District
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discussing current events, enjoying poetry, and even trying some karaoke. Her goal is to expose students to authentic cultural products, as per the standards, while keeping all students highly engaged. Students often tell her how they add this music to their personal
When the Going Gets Tough, Greenwich School District Teachers Take Action! Greenwich Township School District has faced many fiscal challenges over the past 8 years. Cutting all music and arts programs has been devastating. GTSD is beyond elated to have both of these positions back plus three basic skills instructors for next year based upon a successful November 2023 Referendum. While these cuts were drastic, teachers stepped into
playlists and take what they learn beyond the classroom. To cap off our "Locura de Marzo" (March Madness) activities, she held a dancing
competition. The focus was on whole-class collaboration, exploring Latin genres, and celebrating Hispanic culture. It was exciting to see the great participation from so many
of her students. They all worked together for a chance to win a small prize: going outside with ice pops. On the day we felt the earthquake in school, we originally thought it was the great excitement of the students competing that day! Thank you
action to meet the standards. Below find an example of how Senorita Repmann embedded culture, music and art into her work in Spanish class this year.
Ms. Repmann for integrating the arts into your classroom and creating such a dynamic experience for our students.
Locura de Marzo, Cultural Experience and Dance Competition This year Ms. Repmann launched an art, music and dance culture project within her Spanish class. She collaborates with Spanish teachers nationwide to share resources. This year, she focused on creating artwork (displayed outside her classroom), exploring different sounds and Spanish genres,
Tina Neely, Superintendent of Schools Greenwich Township School District
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CLIFTON HIRES NEW, FURRY, FOUR-LEGGED STAFF MEMBER As Superintendent of the Clifton Public Schools District, I was delighted this year to introduce our newest staff member, Chewbacca, affectionately known as “Chewie.” This gentle Golden Doodle has completed extensive training to provide emotional support and comfort to students and staff across our district. His warm, friendly nature makes him the “pawfect” fit for our schools.
I believe therapy dogs like Chewie have immense power to enhance the educational
experience. According to the National Institutes of Health (NIH), "The presence of a dog in an educational setting seems to support concentration, attention, motivation, and relaxation reflecting reduction of high stress levels which inhibit effective learning and performance." Chewie had a very successful school year, visiting schools, assisting staff, and supporting students across the district. After this promising beginning, Chewie is eager to continue working. He will be available for crisis intervention, stress relief during exams, incentives for positive behavior, reading programs, and much more. I have no doubt Chewie will be a beloved member of our #OneClifton community.
When not on duty, Chewie will reside with our Assistant Superintendent, Mark Gengaro. We are grateful to Mr. Gengaro for providing a loving home for our newest four-legged staff member. The Clifton learning community could not be more excited to have Chewie supporting the social- emotional growth of our students and staff. His comforting presence will help make our schools places where every learner feels cared for, motivated, and able to thrive.
Danny Robertozzi, Ed.D. Superintendent of Schools Clifton Public Schools District
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Leading the Way in Career and Technical Education: Delsea Regional School District's Vision for Student Success In an era of tightening budgets and evolving educational demands, the Delsea Regional School District has exemplified leadership and innovation in the realm of Career and Technical Education (CTE). By leveraging attrition and strategically utilizing Perkins V funds, we have not only maintained but expanded our CTE offerings, ensuring our students are prepared for diverse career paths. Strategic Repurposing and Budget Management Faced with declining budgets, many districts are forced to cut programs, but at Delsea, we saw an opportunity. Through careful planning and leveraging attrition, we repurposed positions to sustain and expand our CTE programs. This approach allowed us to introduce new courses without additional financial strain. By reallocating resources from vacated positions, we have been able to strategically invest in areas that align with both student interest and market demand. Expanding Opportunities with Perkins V Funds The Perkins V funds have been instrumental in supporting our vision. These funds have enabled us to introduce cutting-edge programs such as Sports Marketing, Law Enforcement, Plumbing, and Electrical. Each of these additions is carefully designed to provide students with practical skills and real-world experience. For instance, our Sports Marketing program offers insights into the dynamic world of sports business, while our Law Enforcement course prepares students for roles in public safety. Integrating CTE into District Culture
CTE is not just an addition to our curriculum; it is woven into the fabric of our district's culture. Our Building and Construction courses are a prime example. Students in these courses recently built vertical whiteboards for our math classrooms, enabling the implementation of the Building Thinking Classrooms model. This hands-on project not only enhanced our math instruction but also showcased the tangible impact of CTE skills on everyday learning environments. Our students even built our new baseball dugouts!
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Partnerships that Enhance Learning Our partnerships with organizations such as Habitat for Humanity exemplify our commitment to community and practical education. Students gain invaluable experience while contributing to meaningful projects. Furthermore, support from business partners like Milwaukee Tools, the NJ State Police, and local tree nurseries enriches our programs with resources and expertise. These collaborations ensure that our students have access to the latest tools, technologies, and professional networks.
A Comprehensive CTE Program Our CTE offerings are broad and diverse, spanning various fields to cater to different student interests and career aspirations. Here is a glimpse into our comprehensive CTE program: ● Technology: Web Design and Development, Computer Programming, Computer Systems and Networking
● Arts : Digital Arts, Music Technology, TV/Video ● Trades: Building and Construction, Electric, Plumbing ● Engineering: Computer Aided Design, iSTEM ● Professional: Law Enforcement, Horticulture ● Business: Marketing, Retail Store Management, Sports Marketing, Accounting
Visionary Leadership for Student Success At the heart of our CTE expansion is a leadership
vision that prioritizes the needs of our students. We are dedicated to providing them with opportunities that pave the way for successful futures. Our commitment to integrating CTE into
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the core of our educational approach ensures that every student can find a path that aligns with their interests and strengths.
By leveraging attrition and Perkins V funds, and fostering strong community and business partnerships, the Delsea Regional School District stands as a model of how visionary leadership can transform challenges into opportunities. Our goal is to equip our students with the skills, knowledge, and experience they need to thrive in a rapidly changing world.
The expansion and support of our CTE department is a testament to our dedication to student success. As we continue to grow and innovate, we remain committed to creating a learning environment where every student has the opportunity to achieve their full potential.
Anthony Fitzpatrick, Ed.D. Assistant Superintendent of Curriculum and Instruction Delsea Regional School District
Leader’s Edge is accepting original research, scholarly articles, anecdotal stories, member news features and opinion pieces related to leadership and education. To submit, please email your article in word format to info@NJAEL.org . All submissions are subject to editorial review processes associated with scholarly journals.
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Leader Corner Elevating Student Voice While Breaking Down Barriers: How Passion Periods and Enrichment Periods are Transforming Student Engagement Kathleen Walsh, Superintendent; Jennie Rider, Supervisor of Curriculum, Instruction, and Intervention Netcong School District
In the ever-changing world of education, middle schools continually face challenges in engaging students while meeting their diverse needs. These challenges are even more evident in smaller, one-school districts where much of the focus is on the needs of elementary school students. To address these challenges, during the COVID-19 pandemic, staff members of the Netcong School District worked together to develop an innovative passion period program and flex period to increase middle school students' access to MTSS while also promoting a positive school culture and climate. The outcome has been a more personalized and enriching educational learning experience for middle students at Netcong Elementary School. Passion Periods: Fostering Student Engagement Passion periods, which are offered on Mondays and Fridays, provide students with an exciting opportunity to explore topics that spark their curiosity outside of the traditional curriculum. From coding to chess to swing dancing, these courses are entirely student-chosen and teacher-designed. The process of implementing the passion period program was born out of discussions with middle school and related arts faculty in PLCs during the COVID-19 pandemic. Faculty members pitched ideas, developed course descriptions, and sought input from students on topics they would like to study. This process not only empowers students to select courses they are interested in learning about, but it also fosters students’ engagement in their learning. Furthermore, utilizing staff expertise and leveraging the use of Google Forms for the course selection process, we have created a system that fosters an innovative way for students to explore different topics without requiring significant additional resources. Enrichment Periods: Multi-Tiered System of Supports (MTSS), What I Need Now (WINN) Beyond Enrichment periods take place for middle school students on Tuesdays, Wednesdays, and Thursdays, providing dedicated time for students at the middle
school level to receive Tier II and Tier III interventions in ELA and math. Counseling services, ESL services, supplemental reading, additional band and choir opportunities, along with personalized learning opportunities utilizing the IXL and iReady platforms, are available to middle school students during the enrichment periods. During the enrichment periods, students are provided with the flexibility of determining their WINN and this allows for comprehensive supports to be provided to them thus ensuring that students’ needs are being met which fosters an environment of academic growth and holistic development. Building a Positive School Culture and Climate: The House Points System To further enhance student engagement and promote a positive school culture and climate, the Netcong Elementary School recently implemented a points behavior management system utilizing the RCA House Points platform. The House Points system is integrated into the passion period and enrichment programs as well as the school day of middle school students at Netcong Elementary School. Through the House System, the students earn points for demonstrating good character, academic success, and school spirit. This not only celebrates student achievement but also encourages collaboration among students and staff, parent engagement as parents have access to their child’s house points and a sense of belonging in the Netcong school community. The integration of the passion periods, MTSS, WINN, and House System provides students with a voice in their education while breaking down barriers and increasing access to a variety of courses and topics. Furthermore, the comprehensive supports provided to students under this model, along with promoting a positive school culture and climate, fosters a learning environment for middle school students at Netcong Elementary School where they can thrive academically, socially, and emotionally by exploring their passions and achieving their goals while becoming lifelong learners.
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Research Spotlight
Navigating Progress Monitoring One Step at a Time: Practices Leading to Success Procedural Guidance for Success Jenine Kastner, Ed.D. Introduction Research supports the power of data in promoting school improvement and student learning. With continuous technological advances and federal and state mandates to ensure students meet academic standards, data, and data systems are easily accessible to educators. Change is challenging, as with any initiative or change in our educational system. Many aspects of data-driven decision-making cause teachers in the classroom and administrators to become hesitant to begin the change process. This is an essential, yet often overlooked aspect of special education. As Individual Education Plans (IEPs) are transferred from one district to another, the same issues are evident, and the need for more knowledge about data-driven IEPs and progress monitoring reveals a global problem. The selection process for goals and objectives in IEPs needs to be done through an analysis of student needs or utilized to target interventions and instruction. Progress monitoring is a practice that guides teachers to utilize individual student data to evaluate the effectiveness of instructional practices in place frequently and to use data to make informed instructional decisions. Based on the immediate need to change, the district transitioned to develop and enhance progress monitoring procedures. This has proved to be a challenging change and required careful and strategic planning which took place over three years. This paper aims to share procedures to make this necessary shift in writing IEPs and to change educators’ perspective and understanding of the IEP process. This paper will offer procedural guidance for using comprehensive data, writing IEPs, developing goals based on individual needs, establishing progress monitoring procedures and practices in schools, and using data to make informed decisions. This change requires time and practice. By taking this process one step at a time, districts are ensured meaningful success, a higher buy-in rate, and effective use of data in instructional practices. Background Information Over the past 40 years, special education programs and interventions have significantly changed. Federal and state laws have been enhanced to ensure equal opportunities are provided for students with disabilities and regulations have required school districts to improve their
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practices. Research has provided us with substantial knowledge and understanding about best practices and research-based interventions to meet the needs of diverse learners. We have new programs, a greater understanding of the neurological implications of learning, and how to provide effective interventions tailored to individual learners. Despite these changes and new developments, school districts continue to write IEPs with similar goals and rate these measures using a subjective lens. Unlike current procedures and practices, progress monitoring requires frequent collection of data based on a targeted area of need for an individual learner. This process includes a careful and frequent analysis of the data, a review of the rate of progress, and data-driven-decision-making. This data is consistent with the needs of the learners and written in their IEP as measurable goals and short-term objectives. Progress monitoring is crucial in enhancing learning outcomes, ensuring program effectiveness, and maintaining legal and ethical compliance in educational settings. Based on an expansive review of research, it is evident and proven that progress monitoring results in higher student learning rates, improved decision-making, and students becoming more aware and driven to succeed. Over the past 30 years, research has shown that this method is a reliable predictor of future performance and can measure response to interventions using individualized outcome measures and standards. Therefore, this is a highly effective way to make instructional decisions (Good & Jefferson, 1998). Further, Fuchs and Fuchs (2002) completed an analysis of research that reviewed student progress monitoring. These researchers found that teachers using a ‘systematic progress monitoring’ (p. 1) procedure to track student learning and progress “are better able to identify students in need of additional or different forms of instruction, they design more robust instructional programs, and their students achieve better. (p. 1) In 2017, the U.S. The Supreme Court law case helped to transform the landscape for Local Educational Agencies and IEP development, specifically focusing on monitoring individualized goals and objectives. Endrew F. v. Douglas County School District, established a substantive standard for achievement and accountability, underscoring the imperative to ensure that special education services furnish meaningful educational benefits to students with disabilities. Notably, it emphasized that "to fulfill its substantive duty under the Individuals with Disabilities Education Act (IDEA), a school must provide an IEP reasonably crafted to facilitate a child's advancement considering the child's unique circumstances." The Endrew case ruling reinforced the notion that progress is both attainable and anticipated for students with disabilities, thereby mandating IEP teams to establish ambitious yet attainable objectives. A recent case continues to change and challenge how local educational agencies address free and appropriate public education (FAPE) by providing appropriate services and adequate progress monitoring, which impedes students' educational advancement. In Perez v. Sturgis Public Schools (2022), the school district failed to provide supplemental aids and services for the student based on the notion that the student was making educational gains. However, the district was unable to validate the progress with data. Such shortcomings prevented educators and parents from making well-informed decisions and adjusting Individualized Education Programs (IEPs) to ensure meaningful educational benefits for students with disabilities. Moreover, in this particular instance, subjective progress reports indicated that the student was making progress, leaving his parents unaware of his lack of progress. This case highlights the critical need for accurate and objective progress monitoring. Nevertheless, following the Perez decision (2022), parents are no longer obligated to complete the administrative due process procedures outlined in the Individuals with Disabilities
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Education Act (IDEA) before initiating a lawsuit under the Americans with Disabilities Act (ADA). This change leaves districts more vulnerable to lawsuits alleging denial of free appropriate public education (FAPE) and inadequate progress monitoring. To assist districts in mitigating the risk of litigation, utilizing progress monitoring procedures is imperative as part of a results-driven approach. In addition to the legal considerations outlined in such laws as IDEA, districts have an ethical responsibility to ensure that every student has the opportunity to reach their fullest potential. This responsibility extends beyond simply providing access to education and attending different educational programs as outlined in their IEPs. It entails a commitment to equity, inclusivity, and the holistic development of each student. Comprehensive assessments serve as the cornerstone of this endeavor, and identify patterns of strengths and weaknesses across various learning and cognitive domains. As often referred to as the 'numbers game," the discrepancy model for identifying students eligible for special education under the classification of Specific Learning Disabilities (SLD), educators often miss these patterns in the learning process, which are essential in the planning and implementing comprehensive interventions. With this meaningful data, districts can develop personalized interventions and supports tailored to each student's individualized needs. Within this framework of comprehensive evaluations, districts should be completing a functional analysis of these patterns and obtaining baseline information to gauge future progress. Ultimately, this ethical responsibility underscores the importance of ensuring procedures are aligned with best practices and provide valuable information about student learning and progress. Procedural Guidance The IEP provides a channel for effective communication, problem-solving, and compliance. Based on a student's individual needs, the IEP also provides goals and objectives that should be measurable and based on student needs to instruct the learners in the least restrictive environment (LRE). While the IEP includes many different sections, the goals and objectives are considered the backbone of the plan and provide a framework of what needs to be done to meet the student's needs. The IEP is a legal document that should be technologically sound, meaning a trained reader could replicate and understand the student's needs by reading this document. The procedures are written well enough to produce the same results, given only a description reading. Several years ago, the district faced a legal case highlighting deficiencies in our system for justifying goals and monitoring progress for students with Individualized Education Programs (IEPs). In response, we implemented a comprehensive three-year plan to address these issues and ensure each student receives the support they need to succeed. The district realized quickly that this was an overwhelming task to change quickly. Strategic planning and chronological planning were required to make necessary changes. This procedural guide outlines our steps to improve goal justification and progress monitoring in special education. Step 1: Professional Development We initiated a focused approach to goal setting as part of our ongoing efforts to improve goal justification and progress monitoring in special education. As part of the initial phase of our plan to implement targeted goals and objectives for progress monitoring in special education, comprehensive professional development was provided to all stakeholders. The professional development plan was divided into several modules, each focusing on specific content areas
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related to implementing targeted goals and objectives. The modules include case studies highlighting best practices, legal guidelines about special education, an overview of progress monitoring methods and tools, and procedures for collecting and analyzing data. The key to the professional development was to ensure stakeholders understood how to target skills and develop progress monitoring plans. Instructional strategies throughout the modules incorporate a variety of formats, such as presentations, interactive discussions,case study exercises, and hands-on activities, to engage participants and enhance learning.
Figure 1: Professional Development Modules
Step 2: Goal Identification and Progress Monitoring Plan Development Every special education teacher identified the primary need of each student and collaboratively developed a progress monitoring plan. We focused on getting to 'why' and what each learner needed to be successful. We reviewed comprehensive evaluations completed by the Child Study Team and carefully analyzed the patterns of strengths and weaknesses. In teams, we met to review the collected data and how the student progressed. Based on the skills identified, we developed a plan to collect baseline data for the targeted specific skills. At this point, we ran an annual review throughout the school year, and IEPs included several goals and objectives. The district did not change IEPs to reflect the new progress monitoring plans but focused on writing one goal for each student receiving services, which would be used to implement this process. The current goals and objectives, but found that many of the goals needed to be skill- focused or even measurable enough. Most of these goals were also projected to be mastered or achieved based on an 80% target. Recognizing the limitations of using 80% mastery as a benchmark and the lack of skill-focused and measurable goals in our special education programs, we have initiated efforts to enhance our goal-setting practices in consideration of the following:
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● Goals are rewritten to be concise and focused. ● Each goal is aligned with baseline data and norm-based information to determine the expected rate of progress over a specific time. ● Set realistic expectations for student achievement, avoiding arbitrary benchmarks such as 80% mastery. ● Instead, appropriate goals and objectives should be established by considering individual student needs, baseline performance, and the trajectory of progress.
Figure 2: Goal Development Cycle
The progress monitoring plan procedures encompass a systematic approach to assessing student performance, collecting data, and analyzing results to gauge progress toward specific goals and objectives. The plan included baseline data and data collection sheets for each student. The progress monitoring probes were consistently administered according to a predetermined schedule (weekly), ensuring that all assessments were conducted under similar conditions (such as a specific grade level text). Following assessment administration, data is collected systematically and recorded to allow for an analysis of progress. Teacher training focused on the alignment between instruction and the probes used to measure whether the instruction was adequate. A continued misconception in Response to Intervention practices, which need to be better developed, is that data can be used from instruction to gauge progress, such as a worksheet targeting a specific skill. While this is valuable information, progress monitoring probes are more systematic and based on an anticipated rate of progress, which helps determine if that instruction (in this case, worksheets) effectively targets the skill being measured. Using baseline data, the progress monitoring plan included starting data and projected rate of progress. Once data is collected, a thorough analysis is conducted to interpret assessment
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results and determine student progress. Quantitative data, such as scores or percentages, is compared to baseline data and progress monitoring targets to assess growth over time. Progress monitoring sheets were kept in binders to track progress in an organized manner.
Figure 3a: Sample Progress Monitoring Sheet
Figure 3b: Sample Progress Monitoring Graph with Instructional Changes
Progress monitoring graphs, including objective data for targeted objectives, are crucial for tracking student growth and communicating outcomes to stakeholders. This data is essential for making educational decisions and tracking responses to interventions. If the initial interventions did not yield the desired results, the teachers were trained to adjust their
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intervention plan and reassess the data. By presenting a progress monitoring graph with instructional changes, data-driven decision-making, and problem-solving can be successfully implemented to ensure student success. Step 3: Progress Reports and Present Levels of Academic and Functional Performance (PLAAFP) The next shift was rethinking how to write data-based present-level statements for IEPs. Using progress monitoring data to write a present-level statement involves a systematic process to capture the student's current performance, identify trends, and project future needs. Making the shift from a less structured process, rethinking how to write data-based present-level statements for Individualized Education Programs (IEPs) involves a deliberate and systematic approach. Utilizing progress monitoring data to develop PLAAFPs requires describing the student's current performance accurately. This included the identification of trends within the data and projecting future needs based on how the student responded to interventions and observed learning patterns. This shift signifies a move towards more data-driven decision- making, ensuring that present-level statements are grounded in objective evidence and clearly understand the student's strengths, areas of growth, and anticipated requirements for continued progress. This focus was embedded in the professional development modules and continued as
teachers worked collaboratively to enhance their practices. Figure 4: Example of Module Training on PLAAFP Writing
A quality PLAAFP statement must provide enough information about the student so that the IEP team can design specialized instruction to address areas of critical need. By adopting this systematic process, educators can enhance the precision and effectiveness of PLAAFP statements, facilitate more targeted interventions, and develop IEPs that are internally consistent based on the student's needs. Progress reports are completed quarterly and based on data crucial for tracking student growth and communicating outcomes to stakeholders. The teachers were trained on progress reports and inputting specific data for each objective during one of the professional development modules. This was frequently reviewed as it was a new approach to reporting progress on the goals and objectives. By providing teachers with the necessary tools and support, we aimed to enhance the effectiveness of progress monitoring and foster a shared understanding of student
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progress among all stakeholders involved in the educational process. Figure 5: Example of Module Training on Progress Reporting
Step 4: Developing School Year IEPs Developing internally consistent Individualized Education Programs (IEPs) involves ongoing refinement in the process and product. Our plan focused on enhancing our practices by shifting toward school-year plans for IEPs. This approach entailed holding two IEP meetings for many students in the first year: one at their annual review date and another in the spring to develop an IEP that spans the following school year. This shift ensured that IEP goals and objectives aligned seamlessly with instructional plans and student needs, promoting greater consistency and continuity in support services. By adopting this approach, we aimed to streamline the IEP development process and, ultimately, better meet the individualized needs of each student throughout the academic year. The educators inputted their PLAAFPs and indicated how the goal would be enhanced the following school year. This data-driven process ensured that the development of IEP goals was not solely based on current performance levels but also considered anticipated growth and progress over time. By considering how each goal would be strengthened and expanded in the upcoming school year, educators could tailor interventions and instructional strategies to promote continued growth and development for each student. Conclusion Transitioning to a data-driven progress monitoring process in special education presents challenges but offers significant long-term benefits for all stakeholders. At the forefront of this process, it is essential to understand that progress monitoring is crucial in enhancing learning outcomes, ensuring program effectiveness, and maintaining legal and ethical compliance in educational settings. While the initial stages of implementing a data-driven approach may require adjustments to existing practices and procedures, the investment in making a systematic shift in collecting, analyzing, and using data effectively can lead to improved outcomes for students with special needs. This paper provided step-by-step guidance on essential steps to this overwhelming
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