Assignment #4: Progress-Monitoring Measures (Due Week 9) – Follow Rubric below
This is a measure of your understanding of progress-monitoring tools, and how to gather needed assessment information to monitor the ongoing progress made by a student. All students will create a pair of progress monitoring measures for two different goals. Finished products submitted for the course should follow the rubric provided and will include:
1) Two specific, SMART goals that might be found on an IEP. The course text provides sample goals you could use to generate SMART goals. For each goal, specify what you want the student to achieve or do, how it will be assessed, the frequency of assessment and the conditions under which the assessment will take place.
2) Two valid progress-monitoring measures, one for each goal. Provide a published or teacher-created measure that could be used to monitor student progress for the stated goal, in 3 minutes or less. For each measure, make sure to include a short description of the measure, how it should be administered and why it is valid for the stated goal.
3) Justification paragraph explaining selection of each progress monitoring measure. For each measure, explain why the measure is appropriate for the goal it is meant to assess and provide one reference to a course text to support your thinking.
Assignment #4: Progress-Monitoring Measures Grading Rubric
Student Name: ________ Semester: _________ Score Earned: _____/25
Section Criteria: Exceeds the Standard
Goals
-Identify 2 IEP ready SMART goals Five points
o 2 IEP-ready (SMART) Goals
o Goal 1- includes how it will be assessed, frequency & conditions
o Goal 2- includes how it will be assessed, frequency & conditions
o Section is clear and well written
o Section is proofread
PMMs
-Create or find two progress monitoring tools Ten points
PMM for Goal 1
o PMM tool included (CBMs can be used as PMMs, if valid for IEP goal)
o Use of PMM is described clearly
o PMM is Concise (time < 3min)
o Validity of PMM for goal is explained accurately
PMM for Goal 2
o PMM tool or CBM included
o Use of PMM described clearly
o PMM is Concise (time < 3min)
o Validity of PMM for goal is explained accurately
o Section is clear and well written
o Section is proofread
Justification
-Explain your choices Ten points
Explanation of PMM 1
o Three reasons why PMM 1 is appropriate for Goal 1
o One reference to course materials to support reasons PMM was selected
Explanation of PMM 2
o Three reasons why PMM 2 is appropriate for Goal 2
o One reference to course materials to support reasons PMM was selected
o Section demonstrates clear understanding of role of progress monitoring
o Section is clear, well written and proofread
Goal #1:
Given a fourth-grade narrative story passage that is at least two hundred words in length, Jamal will orally read the story passage at a rate of 95 wpm with no more than two errors. (Writing Measurable IEP Goals and Objectives, p. 35)
Below the published Curriculum based measurement or progress monitoring was taken from acadiencelearning.org. The progress monitoring assessment can be used to progress monitors the students oral reading fluency for the fourth grade. By using this assessment, you would see if the student were able to read the text with, understanding, accuracy, expression, and quickness. It would be assumed that a student that is able to encompass quickness, accuracy, and proper expression, they would be able to understand the material because they “are able to focus on the meaning of the text.” The below assessments is valid because it asks the student to recall details of the passage and in doing so, the student will in fact be monitored for the students present level of performance (PLOP) in reading. If necessary, the curriculum can be adjusted to help the student achieve, maintain, or exceed the stated SMART goal throughout instruction in the school year. The teacher based on the results of the assessment can altered the based information provided from the PMM. With this SMART goal and utilizing this progress monitoring measurement, “some students, develop measurable, intermediate steps (short-term objectives) that will enable parents, students, and educators to monitor progress during the year, and, if appropriate, to revise the IEP consistent with student instructional needs (Writing Measurable IEP Goals and Objectives, p. 16).;” it is not limited to be done during the school year.
PUBLISHED CBM/PMM
For Goal #1
Instructions:
Goal#2:
By the end of the school year, the student will orally read second grade-level text material with the appropriate rate, and expression at 40 words per minute with no more than two errors.
Explanation:
The justification and goal of the below PMM, is to help the student read at the same level as he/she peers by monitoring his current oral reading fluency, at the student’s present level of performance. This particular CBM is: SMART (specific, measurable, attainable, results-oriented, and time-bound) as well as strengths-based. The teacher can see where the student is supposed to be and compare it to the current state reading standards. My goal/aims are to have the child read quickly and accurately by the end of the school year.
The published CBM is specific about how progress will be measured. “The purpose of objectives is to allow us to mark progress. Progress markers, objectives, and benchmarks are the same thing. A goal is just a one-year progress marker.” (Writing Measurable IEP Goals and Objectives pp. 11-12) The CBM provided addresses the child's academic and functional needs. The goals given are specific at stating: 40words a minute, no more than two errors and it should be achieved by the end of the year. Although the CBM Factors in Projecting Progress and the Annual Goal “Courts unanimously agree that in judging whether a child’s progress has been sufficient, we must make an individualized determination, considering the child’s intellectual ability and unique circumstances (Writing Measurable IEP Goals and Objectives, p. 62).
PUBLISHED CBM/PMM
For Goal #2
Instructions:
SOURCES:
1. Writing Measurable IEP Goals and Objectives (p. 16). Attainment Company, Inc. Kindle Edition.
2. Writing Measurable IEP Goals and Objectives (p. 18). Attainment Company, Inc. Kindle Edition.
3. Writing Measurable IEP Goals and Objectives (pp. 11-12). Attainment Company, Inc. Kindle Edition.
4. Writing Measurable IEP Goals and Objectives (p. 62). Attainment Company, Inc. Kindle Edition.
5. www.acadiencelearning.org/acadience-reading-k-6-benchmark-goals
6. www.understood.org