Systematic Progress Monitoring of Individualized Education Program Goals in Mathematics

Autor/inn/en	Rojo, Megan; Nozari, Maryam; Bryant, Diane P.
Titel	Systematic Progress Monitoring of Individualized Education Program Goals in Mathematics
Quelle	In: Intervention in School and Clinic, 57 (2022) 5, S.322-328 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rojo, Megan) ORCID (Nozari, Maryam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512211032616
Schlagwörter	Individualized Education Programs; Guidelines; Curriculum Based Assessment; Mathematics Instruction; Students with Disabilities; Court Litigation; School Districts; Inclusion; Educational Benefits; Student Evaluation; Strategic Planning; Instructional Effectiveness; Educational Objectives; Mathematics Tests; Mathematics Achievement; Achievement Gains; Vignettes; Elementary School Students + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Richtlinien; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rechtsstreit; School district; Schulbezirk; Inklusion; Bildungsertrag; Schulnote; Studentische Bewertung; Strategy; Planning; Strategie; Planung; Unterrichtserfolg; Educational objective; Bildungsziel; Erziehungsziel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung
Abstract	The review of "Endrew F. v. Douglas County School District" case revealed that an Individualized Education Program (IEP) requires inclusion of specific measurable goals to ensure educational benefit. The purpose of this article is to provide a systematic approach to progress monitoring IEP goals in mathematics, which monitors whether a student is benefiting from the mathematics instruction being provided. Using curriculum-based measures (CBM) is discussed as a feasible tool for monitoring the progress of students and creating specific measurable IEP goals. The article includes step-by-step strategies and guidelines for teachers to collect CBM data, create strategic IEP goals, and evaluate student progress. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01