task. This process took one goal for each student to ensure practices were implemented with fidelity and expanded to a district that provides data-driven instruction for all students with IEPs. This was achieved by carefully and systematically formulating goals tailored to individual needs, setting up progress monitoring plans and protocols, and utilizing data for informed decision- making. Implementing these changes requires a step-by-step analytical process. By approaching this transition gradually, districts can guarantee success, a shift in mindset, and efficient utilization of data in instructional methodologies. References Endrew F. V. Douglas County School District, 15-827 U.S. 16 (2017) https://www.supremecourt.gov/opinions/16pdf/15- 827_0pm1.pdf Fuchs, L. S., & Fuchs, D. (2002). What is scientifically-based research on progress monitoring? (Technical report). Nashville, TN: Vanderbilt University. Good, R., & Jefferson, G. (1998). Contemporary perspectives on curriculum-based measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 61–88). New York: Guilford Press. Miguel Luna Perez V. Sturgis Public School, 21-887 U.S. (2022)
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NJAEL Leader’s Edge Magazine 25
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