Systematic Progress Monitoring of Individualized Education Program Goals in Mathematics

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 was 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.

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Project Plan: A Computer-Supported Individualized Education Program

PsycEXTRA Dataset ◽

10.1037/e463452008-304 ◽

1969 ◽

Author(s):

John C. Flanagan ◽

Howard F. Hjelm

Keyword(s):

Education Program ◽

Individualized Education Program ◽

Individualized Education ◽

Project Plan

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Student Involvement in Individualized Education Program Meetings

Council review ◽

10.1177/001440290407000401 ◽

2004 ◽

Vol 70 (4) ◽

pp. 391-412 ◽

Cited By ~ 91

Author(s):

David W. Test ◽

Christine Mason ◽

Carolyn Hughes ◽

Moira Konrad ◽

Melia Neale ◽

...

Keyword(s):

Education Program ◽

Student Involvement ◽

Individualized Education Program ◽

Individualized Education

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An Investigation of Facilitated Individualized Education Program Meeting Practice: Promising Procedures That Foster Family–Professional Collaboration

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406417739677 ◽

2017 ◽

Vol 42 (1) ◽

pp. 67-81 ◽

Cited By ~ 6

Author(s):

Tracy Gershwin Mueller ◽

Anna Moriarity Vick

Keyword(s):

Problem Solving ◽

Education Program ◽

Individualized Education Program ◽

Future Research ◽

Professional Collaboration ◽

Foster Family ◽

Individualized Education ◽

Iep Meeting ◽

Team Planning ◽

Parking Lot

There is limited research about effective Individualized Education Program (IEP) meeting practices that promote family–professional collaboration. One emerging practice, the Facilitated IEP (FIEP) meeting, has recently gained national attention for its team-based approach. In this study, the authors interview 32 FIEP participants about their experiences with the process. Findings reveal five meeting procedures that encourage active team planning, collaboration, and problem solving between families and professionals, including premeeting with families, establishing and following a meeting agenda, using meeting norms, utilizing a parking lot for off-topic issues, and visual charting for graphic support during team discussion and problem solving. In this article, the authors present the implications of these procedural practices as a promising structure for IEP meetings that can be used by professionals to collaborate and involve families throughout the IEP meeting process. Implications for future research are also discussed.

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