Does anyone else have to do progress monitoring? This is bull!

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The program makes the graphs. The problem is us that I have 55 students on my case load. I teach in a middle school where I can’t take the kids out and we don’t do groups. I can’t even teach the goals let alone monitor them.

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Don't teach the goals see which objectives in the core curriculum fits your goal. In excel check it off . You should collect work samples that address the goal. These are necessary tasks to write effective IEPs and stay in compliance.

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All the time it’s tedious

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Been doing it for years. Use Excel. Easy to make the graphs you need for RtI, etc.

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Do you mean IEP progress monitoring? If so, that is a key role in special education. If you are not regularly monitoring their IEP goal progress, why are you in special education? But, if you're referring to progress monitoring that occurs in general education outside of IEP goals, I agree that can be frustrating and I don't see the point... The way we monitor general education students is different than special education. Part of why we monitor general education is to monitor for possible intervention or special education needs. But if students are already in special education, the progress monitoring that truly matters is their IEP progress, additional monitoring is just extra work for the teacher and probably either repetitive to what you're already doing or unnecessary.

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I feel like quitting

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Why do you have 55 students on your caseload? If they can't hire another teacher they should be paying you more or giving you more prep time!

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The alternative is due process.

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Are you getting info from the reg ed teachers? They should be collecting data and sending it to you. Depending on what IEP program you use (I use Spedtrack, you can put that teacher in as a data collector on goals and let them add to the documentation.

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One thing you have to remember is that when you write goals write ones that can be addressed within your curriculum and use work samples from all classes. Tell the kids to bring their notebooks from other classes. Go to those teachers and get the work they do before it is returned. Also, don't lock yourself into two criteria or specific requirements. For example, just write ? % accuracy ; don't say out of 5 consecutive trials or given 10 problems, 5 paragraph essay ect. I know some districts want to IEPs written like that but that is not a federal regulation. My 6th graders come from elementary school with all that additional wording and I take it out when I write my goals and objectives so they look like the exemplar they gave us in the last training.

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I’m talking about monitoring 55 ESE students who are in gen Ed classes.

We cap at28 in CA but the districts give way above that because they state initial students do not count.

I've been progress monitoring 150 kids a year for the past 20 years. You get good at it. I'm glad we dropped regress/recoup on most of them about 5 years ago.

How do you have time to teach with all this monitoring going on?

All the time. And we have so many hands in this pot I don't even know who does what so my numbers are all jacked.

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