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Many of you may have recently gotten a
Progress Report home, or may be getting one very soon. How helpful are the Progress Reports you get? When parents share Progress Reports
with me, I mostly see numbers or letters that stand for Making Progress, or Goal Expected to be Reached, or something equally vague. Yuck! Let’s stop accepting those kinds of Progress Reports, because you know, What We Accept Continues.
Our recent Facebook live show, The Art of Advocacy
dealt with what needs to happen in order for teachers and you to know specifically how much your child is progressing with IEP goals.
Check out these Key Take-Aways by going to the specific time stamp in the video, or on the podcast.
* The 5 things teachers need to do to measure progress 10:52
* How to get teachers to take data 13:37 * A trick I used as a teacher
14:20
* What about having a para do progress monitoring 17:41
* Why just saying, "Show me the data." isn't enough 22:28
* How to get more useful info in Progress Reports
25:37
* You don't have to settle for only getting Progress Reports when you get report cards - Yes, really
31:35
* 5 Advocacy Action Steps to Take
38:10
Here are some quotes from the recent The Art of Advocacy show.
First things first, we have to make sure that your child has a measurable goal because if the goal isn't measurable then it's going to be really hard for
teachers to tell what progress your child has made.
Charmaine Thaner
If teacher observation is one way the teacher is measuring progress, I suggest to amend the IEP to say a weekly log of teacher observations will be
kept and shared with the parent each week. Of course, you also want objective data collected on a weekly basis.
Charmaine Thaner
Data needs to be collected AND actually used to inform instructional decisions.
Charmaine Thaner
If the IEP goal says a percentage of accuracy is used, then in the progress report, I want to know what the percentage of accuracy is. If a number is used in the goal, such as how many more sight words a student will learn, ask that the actual number of words learned
be in the Progress Report. I also suggest the Progress Report list the words the student learned and the ones he/she is still working on.
Charmaine Thaner
Just like everything else in your IEP can be individualized, guess what? The frequency of your Progress Reports can
be individualized.
Charmaine Thaner
Many of you asked for more information about Progress Monitoring and Progress Reports. I love developing resources that will be helpful on
your advocacy journey. Click here to download this handout.
You'll learn more
about:
– What Progress Monitoring Is
– 10 Steps of Progress
Monitoring
– Benefits of Progress Monitoring
– Individualizing Progress
Reports
– Ten Questions Parents Need to Ask About Progress Monitoring
The Star Student of The Week Has a Disability
How do you respond when your child's classmates have
questions about how your child communicates, or they ask, "What's wrong with his legs?", or wonder, "How come she can't read yet?"
I can tell you one thing, don't do what I did when I was a new teacher.
Find out what that was on this week's The Art of Advocacy show!
We'll be on at Noon Mtn. Time, 2pm ET, 1pm CT, 11am PT www.facebook.com/VisionsandVoicesTogether |
********************************* I've designed Inclusion T-Shirts for you too! They can be worn to a Mom’s Nite Out, Book Club meeting, lunch with a good friend, and even to an IEP/ARD meeting for those who care more about the message than business attire! Click
here
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*****************************************************
Let's Stay Connected!
charmaine@cspeda.com 208.340.5874 www.cspeda.com |
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