Progress Monitoring Project
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School
Bridgewater State University *
*We aren’t endorsed by this school
Course
MISC
Subject
Mathematics
Date
Jan 9, 2024
Type
Pages
14
Uploaded by CaptainElectron12246
Stephen Murphy
Progress Monitoring Project
Use this outline for the Progress monitoring Project. Please leave the headings,
descriptions, and guiding questions, I will need this as a reference when I review the
information that you add.
Each time you upload the document for my review and feedback, be sure to include the
entire document. I’ll need the already completed information as a reference when I
assess the newly added parts and information.
1.
Narrative Report
Learner descriptions are specific, observable, and professionally written. Report
provides reader with insight and useful descriptions based on quantitative and
qualitative analysis of
learner abilities, attitudes, interests & values.
Student demographic and background performance information
Provide a Name that isn’t the student’s, as well as age and grade
Does the student have an individualized education program or 504 plan? If so, what
type of program is being used? (inclusion, pull-out, in class with small group instruction,
etc.)
Is the student an English language learner? If so, what information is available
concerning ACCESS scores?
Has the referring teacher communicated with the classroom teacher or previous
teachers to get information about the student’s performance?
What is the level and type of involvement with the parent/guardian?
Summary of current performance in relevant content areas
Describe the present level of performance in the relevant content area (e.g., reading,
mathematics, behavior/social skills).
Describe strengths in the relevant content area.
Describe and prioritize concerns in the relevant content area.
Describe the student’s attitude toward school, school work, peers, teachers,
learning,
and about life in general.
JJ's is a 15 year old, sophomore, with an IEP student at Braintree High School. Prior to
attending Braintree High School, JJ attended the Developmental program at Morrison
Elementary school. JJ currently receives ELA, Math, and Resource instruction from a
special educator within the ILC small group setting with 1:1 support from his para
educator. JJ integrated into 8th grade Social Studies, Science, Art, and Music
mainstream classes with direct 1:1 support from his para educator. JJ also attends
Adaptive PE. At this time due JJ receives direct (2 x 30) minutes services for OT and
PT each cycle as well as speech and language services (2x 45 minutes) each 6 day
cycle.p. JJ’s mother is incredibly proud of her son JJ, and has seen growth in his
increased sense of responsibility for completing his work, homework assignments and
most importantly his self esteem. This past year, she has seen that he has shown
greater confidence in self advocating for his needs, wants and worries. She would like
to see him become more responsible with his own self care and responsibilities of
managing his daily life (waking up in the morning, making his own meals, chores,
managing his own time, and belongings). He is taking responsibility for managing his
school materials at night and making it charged. She would like to see him decrease
reliance on her reminders for self care (deodorant, proper clothing, brushing his teeth).
He has started to show interest in helping out around the house (mopping, taking out
the trash, and sorting the laundry). JJ's mother would like to see him start initiating
these along with other tasks more independently. JJ’s mother is concerned with his
health and would like to see him pick better choices to eat for breakfast and lunch while
at school. JJ's mother would like to see him work on understanding multi step
directions. JJ can struggle when provided multiple directions at once, and JJ’s mother
would like to see him be able to complete the tasks given more independently. He is
helpful at home but can become easily confused or forget a step when he is given more
than one direction at a time. This is something we are able to work with him on at
school. JJ is an extremely hard worker and his mother would like to see him hold a part
time or full time job by the time he graduates. JJ works well with others and is often a
great role model for others. While working in the Bistro cafe at Braintree High School,
JJ is able to complete sandwiches, coffee orders, and deliveries with minimal
assistance. JJ’s mom would like to see JJ continue to be happy and a good peer
model. JJ wants to become a car salesman upon graduating high school.
2.
Designs Assessment Plan
Plans target specific assessment options that are related to the
identification of
individuals with exceptional learning needs
. Parental/student input is skillfully
integrated into
plan
and the timeline allows for
implementation of age and ability
appropriate instruction for individuals with exceptional learning needs
.
Relevant Background Information:
What are the student’s current grades?
If applicable, what were the student’s scores on standardized state assessments?
What behavior data exist for this student (e.g., office disciplinary referrals, daily report
cards from current year, historical data)?
What is the student’s attendance record?
What screening data do you have for the student? If available, include both the student
score and the norm or benchmark for each assessment.
What diagnostic assessments do you have in the area of concern?
What work samples do you have in the area of concern?
What formative assessments do you have in the area of concern?
How is the student’s progress being monitored? Are data graphed?
Is there any input from the student’s parents/guardians?
JJ has a B- in ELA, a D in Math, and Resource instruction JJ has a C in Social Studies,
C+ in Science and a C in Art, and Music. There are office disciplinary referrals, daily
report cards from current year and past years as well as historical data available on JJ’s
file. Additionally, we can access JJ’s attendance which is found below. I have received
work samples on JJ’s past work in Math from his freshman year as well as the current
year. We have worked on fractions, mean, median, mode, and the pythagorean
theorem in the current school year. The students progress is being monitored by work
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samples, quizzes, and general outcome measurement.
Hypotheses:
Based on this information, what academic skill will you be addressing for this project
and why?
We are working on money skills with JJ. We want to address his ability to count money
so he can work at a register in a workplace. This is an important skill for JJ to learn as
the type of jobs JJ wants to be working often include a register or involve money in
some fashion. We will work on IDing coins and money as our focused skill. This is the
most important being able to identify the correct change quickly and correctly to have
smooth transactions while working on the register.
Methodology:
What Curriculum Based Measurement (CBM) will you use, and how does it address the
student’s abilities in the targeted skill?
The type of math probe we are going to focus on is multiple-skill. Being able to correctly
identify coins and money to appropriately provide change to customers is vital at the
jobs JJ is working. These assessments are experiential, as we will be completing them
while he works in the Bistro during the school day. We want JJ to be able to complete a
transaction on a register within 2 minutes.
How will you establish a baseline score?
We will have JJ complete multiple transactions without any assistance. We will not
guide JJ, or inform him if he is right or wrong. By completing these transactions we can
see what parts are strengths and weaknesses with JJ.
How will you determine the growth rate?
We can determine growth rate by making transactions longer each time JJ has to work
the register. JJ will begin by ensuring he can complete a transaction with one item. We
then work our way up with more items to determine the max amount of items JJ can ring
in at a time with no problems. We also want to focus on the speed of the transaction.
We want JJ to be able to provide customers with the correct change 90% of the time.
How long will you be measuring CBM, and why?
We are going to measure JJ’s performance over a month. Since JJ will complete Bistro
shifts at least one period a day, we will have lots of data and experience to look at JJ’s
performance.
What will be the final goal?
The final goal will be to make JJ comfortable with addition and subtraction with money
to complete a transaction with at least 3 items.
Be sure to include a graph or chart neatly drawn on graph paper and
photo-copied and pasted into this space.
3.
Learning Standards Identified Based on General Education
Curriculum Based Measurement (CBM) identifies the
scope and sequences of
general and special curricula
that target learner capacities and individual
competencies.
What academic skills will be addressed in this project?
Mental Math
Use the current Massachusetts Curriculum Frameworks to list 3 or 4 specific standards
that will be used to address specific academic skills for this student in this project, e.g,
for literacy, find standards for phonics, phonemic awareness, word recognition, fluency,
and/or comprehension that are appropriate based on your knowledge of the students’
abilities and strengths.
1.
7.NS.3 Solve real-world and mathematical problems involving the four
operations with rational numbers
-
The skill of being able to solve real-world mathematical problems involving four
operations will help JJ be able to complete addition, subtraction, multiplication
and division problems. While being at the register, we will need to be able to add
our items totals together, subtract the amount that a customer may pay for the
item and give the correct change.
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2.
7.NS.2 Apply and extend previous understandings of multiplication and
division and of fractions to multiply and divide rational numbers.
-
This is an extension of the first framework, and it is appropriate for him to learn
so he can master all operations. He will work with both rational numbers and
irrational numbers while on the job (e.i. Providing $2.00 back versus $2.35).
3.
7.RP.3 Use proportional relationships to solve multi-step ratio and percent
problems. Examples: simple interest, tax, markups and markdowns,
gratuities and commissions, fees, percent increase and decrease, percent
error.
-
Being able to calculate interest, tax, markups and markdowns are vital for JJ to
learn. If he is going to be able to hold a job, he will need to understand most of
these terms as they will be relevant at the job site. If there is a discount on an
item, JJ will need to know how to apply that to our original total and calculate the
change. Being able to tip appropriately when going out to dinner, or knowing that
you must tip at all is important for JJ to learn. As JJ will encounter fees and
increases in insurance, bank fees, fees for streaming services, we want to
ensure he can recognize what is being presented.
Explain why these skill areas and the standards are appropriate for this student.
4.
Designs Curriculum Based Assessment
CBM targets embedded curricula skills within content areas that reflect
evidence based
practices validated for specific characteristics of learners and settings.
Based on the information from the Narrative Report, and the resources from the
readings in your course, why is the CBM you will use the most appropriate measure of
your student’s academic skill? You may have already stated this above, but you can
repeat it here.
-
Being able to calculate interest, tax, markups and markdowns are vital for JJ to
learn. If he is going to be able to hold a job, he will need to understand most of
these terms as they will be relevant at the job site. If there is a discount on an
item, JJ will need to know how to apply that to our original total and calculate the
change. Being able to tip appropriately when going out to dinner, or knowing that
you must tip at all is important for JJ to learn. As JJ will encounter fees and
increases in insurance, bank fees, fees for streaming services, we want to
ensure he can recognize what is being presented. While being at the register,
we will need to be able to add our items totals together, subtract the amount that
a customer may pay for the item and give the correct change. Being able to ID
the correct coins and change is a key component when completing a register
transaction. We want to ensure JJ can complete this smoothly and efficiently
while at the job site.
5.
Implements Learner Objectives
Individualized learning objectives are multi-tiered, sequenced, implemented, and
evaluated.
Data form is descriptive, easily completed and easily tabulated.
List and describe the skills that will be addressed in this project.
Stop! Evidence Based Lesson Plans will be added later, as you continue to learn about
them in this course.
Lesson Plans:
Only include lesson plans in this project that address the skills that you previously listed
above in Part 5.
Be sure to complete the “Reflection” section for these lesson plans, since you will be
teaching them.
Lesson plan
for Mathematics
Grade: Ninth Grade
Linkage to Curriculum Frameworks
Subject:
Mathematics
Strand:
Algrebra
Standard:
7.RP.3 Use proportional relationships to solve multi-step ratio and percent
problems. Examples: simple interest, tax, markups and markdowns, gratuities and
commissions, fees, percent increase and decrease, percent error.
JJ is a ninth grade student and is in a special education classroom. He benefits from the use of visuals to
break down concepts and shared support from a paraprofessional. JJ enjoys working with money and
working on the cash register. He can identify some coin values but not all.
The Plan
Identifying Coins and Money
Adaptations for Individual Students per
IEP/504/or other
Goal:
Given a coin value Card Sort Strips the students will
identify coin values up to ten million with 80% accuracy.
JJ will be able to identify and indicate
coin values. He will be able to write coin
values as well as verbally identify coin
values
Measurable Objective(s) for lesson:
Given multi-step problems, JJ will be able to successfully set
up, follow necessary steps, and check his answers for
correctness and completeness and fade teacher cues.
Given a modified coin value card
organizer, JJ will be able to clearly state
the correct coin value indicated. With
support, JJ will be able to identify
multiple coin values.
Activity:
Students will pick a coin value and will create a paper
exam, a slideshow, or a song about the coin value they chose.
When JJ chooses a format for his coin
value work, he will be provided with a
study guide, slideshow or assistive
song/rap. If he chooses the slideshow,
the slides will be set up and labeled for
him.
Materials
This math lesson involves a coin value slideshow, coin value
card sort strips, cut and laminated (one set per group), a
video, an assessment, and two coin value puzzle worksheets.
Three Options: Letter directions, slideshow directions, and
picture directions
Enough Chromebooks for all students that choose to use one
coin value Card Sort Strips, enough for all students to use
Writing utensils
Introduction to lesson --
Students will turn and talk to a peer
about their knowledge of coin values. After a minute, the class
will share their conversations. They will discuss how their
conversations would have been different if they had known
what coin value we were focusing on. Then, the teacher will
display a coin value chart on the board and the class will set
up an example of a coin value together.
A paraprofessional will join in JJ’s turn
and talk with a peer, asking guided
questions for support.
Lesson activities and procedures
After the mini-lesson and practice as a whole group, students
will be choosing one of the following to complete about coin
value.
Students can choose to:
a)
write a song/rap about your coin value. Use examples
of your coin value in your song.
A paraprofessional will work with JJ for
support. JJ will be reminded of the coin
values and where they are located.
a)
coin value card strips will be
provided.
b)
Slides will be set up for JJ and
will be formatted as a template that
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b)
Explain your coin value and how it differs from other
coin values with Google Slides.
c)
Take a paper exam showing their knowledge of coin
values and where they are located.
Whichever format the students choose, they will be provided
with a template modeled after their choice. Students will have
the option to collaborate with peers or complete individually.
In the following lesson, students will have the opportunity to
meet in small groups or with the teacher.
resembles the coin value card strip. The
coin value they are focused on will be
highlighted in each slide.
c)
A template of verses will be
organized for JJ to use. A sample verse
will be provided to JJ. Examples of
sentences or rhymes that JJ could use
will be provided.
Closure/Conclusion
Students will have multiple opportunities for the way they
share their project. If they chose to write a song, they may
sing it to a group of friends, perform it in front of the
classroom, or submit it for the teacher to read independently.
If they choose the slideshow they will have the choice to share
it with the class on the board, share it with the class through
Google so that peers can view it on their own time, or share it
with only the teacher.
If they chose to take the paper exam, the teacher will grade
the exam and provide the student with a corrected version
JJ’s final product will be shorter than
some others.
Adaptations for Individual Students per
IEP/504/or other
Assessment options:
Students will be evaluated based on our
coin value rubric. Students will have access to this rubric and
will be aware of the expectations. The rubric will focus on
clearly stating the coin value, providing three examples of the
coin value, and providing two examples of real world
examples of that coin value.
JJ will be evaluated on his ability to
clearly identify a coin value in a number
and provide at least one real world
example of that coin value.
Generalization:
This lesson is the four coin value lectures. The students work
on identifying the coin values they are assigned on the first
day. The second day they will work on identifying real world
examples of their coin value. The third day they will meet
with peers to discuss their findings. The fourth lecture will be
In the following lesson, JJ will join a
small group for teacher-led instruction.
Although his requirements vary from his
general ed peers, he will be learning the
same skills. He will participate
meaningfully and appropriately in the
learning. In the final lesson, JJ’s focus
finding coin values within decimals. For the remainder of the
year, the coin value skill will be revisited with each new lesson
we learn.
will be on identifying coin values in
decimals.
Reflection:
In some cases, partnering students who have a
better understanding of coin values with students who may
struggle could be beneficial. Being able to learn from a friend
or another student can help.
JJ will benefit from multiple days of
practicing identifying coin values. He
would benefit from teacher-led
instruction and repetition/clarification
of directions. These lessons will be a
starting point for JJ’s progress toward
grade level mathematics.
6.
Graphs Learner Progress
Chart is well described, clearly illustrated and there is clear evidence of learner
progress. The presentation format lends itself to
identifying levels of support needed
by the individual and
draws other meaningful academic conclusions about the learner.
After 6 or 7 weeks, insert the graph with the additional weekly CBM scores here.
Describe what the data represents regarding the student’s performance.
After roughly six weeks of instruction, I decided to allow JJ to begin to complete
transactions on his own around week 4. Since the student had achieved the goal in
week 3, I decided it would be beneficial to remove myself from the register to allow JJ to
complete transactions freely. I was still in the room when JJ was completing the
transactions, however, I was not directly working with him. I worked more as a
coworker would and completed other jobs while JJ rang out customers. The data
represented that over time, JJ was able to lower his mistakes made during a
transaction. It was interesting to see how JJ would do without any supervision,
however, there were very few times where JJ needed some extra assistance.
7.
Learner Progress Informs Instructional Plans
Instructional plans are consistently altered to address learner progress patterns.
Generalization of skills is enhanced
and probes are adjusted as needed.
Continue to instruct the student using an evidence-based practice or program (and
remember, be careful with fidelity).
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Give students frequent CBM quizzes and graph their data. Having students graph their
own data is a great way to improve motivation, self-determination, and goal-setting
skills.
Use the data to determine whether or not to adjust your instruction.
8.
Integrates Appropriate Use of Te
c
hnology & Augmentative Devices
Planning demonstrates
appropriate technology adaptation
and/or augmentative
devices that are matched to learner needs.
The register that JJ works with is not a computer screen based register, it is an older
model. It would be interesting to see how JJ could work with an updated register rather
than the one we have at school to see if it was easier for him to complete transactions.
I did show JJ a few online videos of how people act while working on the register,
however, there was no other technology used.
What technology are you providing the student to augment learning?
9.
Results and Reflection
What are the results of your progress monitoring of your instruction?
Insert a chart or graph of the data collected concerning the student’s progress.
Describe new knowledge you have gained about the effectiveness of your instruction.
Describe how this knowledge will inform your future instruction of this student.
Refer to the progress monitoring data and discuss how it assisted you in goal planning
and instruction for this student.
How would you evaluate the success of this instruction in terms of the results of using
the progress monitoring tool and this student's engagement?
Discuss any successes, problems, and missed opportunities.
Based on your analysis of the instruction and progress monitoring, what changes would
you make?
Describe any ways that you might conduct this instruction and/or progress monitoring
differently if you were to do it again.
As you reflect on what has transpired, how would you refine your subsequent instruction
and why?