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Managing/Organizing Progress Monitoring Data

Managing/Organizing Progress Monitoring Data

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I teach mild interventions at an elementary school, and have quite a few students who are full inclusion and others that are with me most of the day. So I have quite a range. How is everyone keeping up with all the data that needs to be taken on our kids? How do you organize it in your classroom, and how do you stay on top of it? I've tried a lot of ways, but can't figure out a system that works for me just yet. Suggestions needed please!

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Hubert V. Yee's picture
Hubert V. Yee
social media and marketing manager of startup

Hi Sara,

Does your school district have database software for IEP management?

I've used Filemaker Pro before and Microsoft Access to build a database for my own needs.


Karen Biben's picture
Karen Biben
special ed teacher, oregon

We are required to report progress six times during the school year in our district. This can be very challenging, as each student may have a goal for reading, writing, math, speech, and behavior. Within these goals, they could have 3 objectives for each goal. I have an assessment that I have designed in Math that I give each 6 weeks. This assessment measures most of the basic components that goals are written around. Of course you never know what goals will be coming, but if the team agrees you can alter them to address the student and your system. For reading, I use the Individual Reading Inventory each 6 weeks as well. The information that you get from this assessment will address most goals that are written for reading, such as rate, decoding, comprehension etc. For writing, I do a timed writing sample, and then I measure correct word sequences. For Behavior, if a student has a behavior goal, then I use a behavior card daily. At each 6 week period, I summarize the data collected.
Once you gather this data enter it on the IEP, and send a copy to the parents. That's how I do it anyway :)

Dawn Dillivan's picture
Dawn Dillivan
Elementary Special Education

I agree this is a difficult task to do all of the probes for the IEP's on a regular basis. I take a big 3 ring notebook for each subject( reading, writing, math and behavior) and place dividers with the students name on it and then behind each divider I put all of the assessments for that subject that I will need for the trimester. I then put a checklist at the beginning of each book with the date I will test for that trimester, so I can record with a checkmark if the student took the test or an Ab if absent. This is also where I put special instructions if a student has to have special modifications.
I used to do it all on Friday but it would take the whole day and then I felt like I was missing to much instruction time. So last year on Tuesday I did reading timed probes, Wednesdays we have early out so I usually did math timed probes, Thurdays I gave my writing which was correct word sequences. That left Friday to make sure my behavior data had been collected and would give me the chance to make up any probes with students that missed school that week or had field trips. We are required to do our probes weekly. Some of my students came to school early or stayed after school at our Kids West Program. I would pull them out a little early before the bell and test some of them then. I found that with some students they did not mind being late for recess. I have also trained my paraeducators to administer the math and writing so they can at least administer the test and then I check them and record the information on the IEP Graph.
Last year this helped me stay more organized with all of the papers that were floating around everywhere and made it easier if I needed to take the notebook home.

Eric Urban's picture
Eric Urban
K-8 Life Skills teacher from Oregon

I use a very similar system. My 3 ring biners are organized by child. Each student has their own binder that is divided by IEP goal catagories. My IA's are trained to take data using discrete trial and pivital response training methods. We also save work samples. Behavior data sheets are located at each students work area and known behaviors are listed so that frequency and duration data can be collected as behaviors occur. A cover sheet with days marked for data collection ensures we collect enouh data to report accurate progress. This method works well for my self contained classroom.

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