{ "media_type": "text", "post_content": "How do you collect data on writing goals/objectives? I struggle because it’s hard for me to judge how much the student did independently or whether they had help from a para, classroom teacher, peer editor, etc. I can’t be in every class every time they are working on writing!", "post_id": "60e793f2810510002b7c6292", "reply_count": 16, "vote_count": 7, "bowl_id": "5c903cf9d82a66001d25e34b", "bowl_name": "Special Education Teachers" }

How do you collect data on writing goals/objectives? I struggle because it’s hard for me to judge how much the student did independently or whether they had help from a para, classroom teacher, peer editor, etc. I can’t be in every class every time they are working on writing!

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I hear ya. Have the student self assess by using a simple rubric and/or have the para make a note or use a simple rubric. I teach Mod/Severe so mine are: I did it independently (with a picture of a trophy) I had a little help (showing a high-five graphic) I needed a lot of help (showing an emoji with no smile) Sometimes students circle the wrong one and the para simply puts his/her initials on the level of support that was actually needed and they sometimes leave comments.

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I usually put an “I” beside the work completed independently and I use a highlighter to differentiate the assistance I gave the student and out “ with help” on the paper. The highlighter is specific to the area I assisted the student.

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This year I blocked out time (10-15 minutes) for each kiddo and each goal within the time frame indicated on the IEP to assess goals (when appropriate - some social emotional goals weren't possible. I use easycbm.com for a LOT of the data! I purposely try to only put the most important skills that will help the student succeed the most on their IEPs - usually no more than 2 goals for math and reading so I have time to do this! I also had an aide that I really trusted to pull some kids at the same time as me to do 2 at once and we switched kids every other data point! It was TOUGH to get everything worked out with schedules and I really felt like I was running around the school like a chicken with its head cut off at first but in the end I was more organized than ever and had such great data for meetings and for progress notes!

likesmart

Use a rubric and include levels of independence/support.

This year I plan on asking my paras to rate their involvement with the students goals on a scale of 0-5 (with descriptions) such as a 1 would be 1-2 prompts, a 2 would be 3-4 prompts, etc. I’m hoping it works well but will probably tweak it based on para feedback and feedback from colleagues

likehelpful

Based on the standard/goal/objective: Students have many practice opportunities with feedback and opportunities to edit/revise (completion grades). In many situations, and over time, you become familiar with each student’s individual level and products. The summative assessment is generally a project/product, completed over time and making it difficult for someone else to complete on their behalf. ... or assigned to be completed when we are in class together.

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I do give a 3 to 5 min times writing prompt. You can go to intervention central website and find the writing prompt generator. You can score it as words written or writing sequence. The directions are in the links on intervention central. It is easy to establish a baseline and then progress monitor. I have also created it in a google form so I can send the link to students and collect it on a spreadsheet.

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I pull mine for data collection whenever possible; in fact, I put it in my plans.

smart

Using Google Docs, I now have a concrete method of collecting data. If a student requires more than typical support, then the data will show either accommodations or modifications. I always take into consideration the amount of support a student might receive in the GE class and go from there. I use Membean to provide data for vocabulary building 3 days per week for 15 minutes where students now gauge their own growth by the number of words viewed and monthly assessments. Mine loved seeing their numbers go up. I also use Commonlit for comprehension and responding to the prompt. Commonlit provides standards and grade level readings in an online version where students can either read material themselves or have it read aloud based on short passages, response to questions, and then moving on. Commonlit also provides teachers with a sample response that I share with students after the assignment has been completed. In either case, I keep a copy of their original composition and then I will save the final project composed with support. That way, I have reminders as to new goals and their own independent work.

You can use the Curriculum Based Measure - Written Expression as a regular probe. Google CBM-WE and you can find information. It is easy to write goals/ objectives against it.

I have a rubric. It addresses how much help was needed and academic areas as well. It is scored on a point system.

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