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
NJAEL Leader’s Edge Magazine 19
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