IEP Goal Based Progress Monitoring Web Resource
Data collected through subjective methods of the monitoring of Individualized Education Plan (IEP) goals lead to inconsistent perceptions of student performance levels by education specialists and IEP placement teams. This discrepancy compelled this researcher to: (a) investigate existing progress monitoring procedures education specialists use to assess IEP goal mastery; and (b) establish a website, aligned to California State Standards Based IEP Goals, with materials and resources for special educators to utilize for improved consistency in monitoring and communicating student annual IEP goal progress. Through literature review, Curriculum Based Measurement (CBM) was established as the progress monitoring routine utilized most successfully and frequently to observe student improvement during skill-based fluency probes. Since consistent CBM probes are proven to prompt instructional change, the researcher employed a similar concept for evaluating student progress on standards based IEP goals. The IEP Goal Based Web Resource was created using California State Standards based IEP goals for English Language Arts, grades two through five. The materials for specialists to utilize include word lists, reading fluency charts, vocabulary activities and reading comprehension graphic organizers. The researcher conducted an anonymous survey seeking feedback regarding the IEP Goal Based Web Resource. Education Specialists who serve students with mild/moderate disabilities participated in the survey, yielding results which guided the website product. Survey results suggested that other education specialists feel that current progress monitoring strategies are somewhat subjective and inconsistent with other specialists within the same school district. One hundred percent (100%) of survey participants concurred that that this type of IEP Goal Based Web Resource is beneficial for consistent monitoring and communication of student performance. These results support the view that education specialists can utilize this resource which provides for continuity amongst assessors, the outcome of which ensures greater consistency and objectivity when assessing student progress towards annual IEP goals, thus promoting consistent instruction and greater student success.