Once an IEP team has outlined the measurable annual goals for a child’s IEP, members must describe how the child’s progress toward meeting those goals will be measured and shared with parents.
This tip sheet introduces the explanation of educational setting. It includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.
Helping students to make progress sometimes means taking a risk. This story explains how veteran teacher, Martha Barker from Laramie School District #1 in Wyoming, took a risk to ask for and get the help she needed to make changes to ensure her students could make progress.
Use the quick guide to help facilitate reflection and discussion using this video. The quick guide can be used if you have about 15 minutes to view the video and facilitate a discussion.
This video highlights high-leverage practice (HLP) 11 which focuses on identifying and prioritizing long- and short-term learning goals. This video includes two parts: Part 1 defines short- and long-term goals and provides a rationale for identifying and prioritizing learning goals for students with disabilities. Part 2 demonstrates how various individual student data sources, state standards, and the IEP can be used to identify essential areas of need and develop long- and short-term goals.
In this video, Stacy Hirt a 20-year veteran special educator shares tips for longevity in the field of special education. She highlights the importance of being clear, concise, and consistent, using documented data, being one step ahead of technology, remembering your personal and professional why, and remembering to laugh and embrace change.
Use the quick guide to help facilitate reflection and discussion using this video. The quick guide can be used if you have about 15 minutes to view the video and facilitate a discussion.
In this video, Cheney Jackson a special educator from Charlotte Mecklenburg Schools in North Carolina, describe how she works with her students by focusing on their assets. You will see how she includes her students in examining their data and setting ambitious goals.
Use the quick guide to help facilitate reflection and discussion using this video. The quick guide can be used if you have about 15 minutes to view the video and facilitate a discussion.
By collaborating with her colleagues and carefully planning, Julie Saxe, a special educator from Yarmouth, Maine is able to facilitate her students’ participation in the first-grade spring concert. This is an event that some students might choose to avoid if they did not have the scaffolding in place to feel successful. Listen to Julie Saxe describe how she helps to provide “…the memories and positive experiences that school should be.”
What impact has school closure and disruption to instruction had on student learning? What data can be used to help plan instruction that will meet all student’s needs and support decision-making for system-wide changes? Educators, district leaders and State Education Agencies (SEAs) are asking these question as they prepare to re-open schools after closure due to COVID-19.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.