I’m excited to be joining the Frenzied SLP’s to chat and share ideas about progress monitoring.
I find it so much easier to progress monitor the IEP goals of my articulation and phonology students. There is less grey area with articulation, it’s either correct or incorrect and this makes it easier for gathering quantitative data! Progress monitoring the language goals of my students is more challenging! There are so many more variables to consider, such as level of cueing, visual supports and reminders. Many of my language goals also contain different skill areas too. I have found a few tricks that make it easier that I’d like to share!
- Remember that in the public schools, we are progress monitoring our IEP goals. So, when you write your IEP goals for your students, that’s the time to consider how you will progress monitor that goal! Write your goal with your progress monitoring tool in mind or you will drive yourself crazy figuring out how to progress monitor your goals. There’s nothing worse than doing a progress report and discovering that you don’t have enough data to comment on the goal because you didn’t have a rubric or data collection system set up!
2. Use rubrics as a tool for progress monitoring your IEP goals for language (including social language). Measuring of language goals, especially ones that contain multiple skills areas are most efficiently measured using a rubric that is tailored to all aspects of the goal! Take a look at the generic sample rubric I use for language goals that contain multiple skills below:
With the four different levels already written into the rubric, it is less cumbersome to measure, document and report on this goal, even with the 3 skill levels of wh questions, main idea and story retelling! I designed the rubric to be used for language goals with multiple skill levels but it can also be used to augment your articulation progress monitoring tools too! Best of all, I’ve uploaded an editable copy of this form onto TPT so you can have it for free! So easy!
Catch the Editable Special Education Rubric here!
Here’s how I use it: I write my IEP goal. I use “rubric wording” (move from baseline level on the rubric to a higher level) such as “move from the level of “full support” to “assisted skill” instead of using a numeric measurement in my goal. Then, I copy and paste the IEP goal into the “goal” box of this document and add in the skill levels (I never have more than 3-I want my goals and the process of measuring progress to be easy and sustainable). Then, I print it off and keep it in my student’s working folder. When it’s time to progress monitor, I pull out the rubric and all I need to do is add the date and an x or check mark to show where the student is at on the rubric!!
Happy Progress Monitoring!!
If you have other great tips for progress monitoring language goals,