● 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
NJAEL Leader’s Edge Magazine 21
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