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
24 NJAEL Leader’s Edge Magazine
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