Teacher-Reported IEP Goal Data Collection Methods

Autor/inn/en	Swain, Kristine D.; Hagaman, Jessica L.; Leader-Janssen, Elizabeth M.
Titel	Teacher-Reported IEP Goal Data Collection Methods
Quelle	In: Preventing School Failure, 66 (2022) 2, S.118-125 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1980849
Schlagwörter	Data Collection; Progress Monitoring; Individualized Education Programs; Special Education; Special Education Teachers; Teacher Attitudes; Elementary Secondary Education; Barriers; Faculty Development; Teacher Education Programs; Mentors; Kansas; Missouri; Nebraska; Oklahoma + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Utilizing effective data collection methods to track student progress on Individual Education Program (IEP) goals is essential to quality programming and meeting each student's specific needs. This study surveyed special education teachers in four midwestern states to understand IEP data collection methods and assessment training. Results indicated that IEP data collection methods varied by state and teaching level (elementary, middle, and high school), with the most frequently reported methods as observation (elementary and middle levels) and grades (high school level). Teachers reported lack of time, resources, and training as barriers to data collection. Recommendations provide specific areas of focus for professional development, educator preparation programs, and mentoring based on the results of this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01