How is assessment used in creating specific, measurable mathematics goals for a student
with an individualized education program (IEP)?
What are some progress monitoring tools specific to mathematics?
When creating measurable IEP goals, you need to be aware of your student’s baseline data.
This includes understanding where they are now (what concepts they are able to understand
without assistance), as well as understanding what skills they need in order to reach grade level
expectations. In order to obtain this information, assessment has to take place. Assessment
does not always have to be in the form of formal tests. Assessments can include asking and
answering questions in group settings, observing students working in groups and tracking which
students are demonstrating understanding, or having students complete projects that
demonstrate understanding of the skill being taught.
One progress monitoring tool that could be used for mathematics include progress monitoring
checklists that include the activity/standard and whether the student is demonstrating
understanding or not. Other progress monitoring methods include curriculum embedded
measures and general outcome measures (CoMMiT, 2016). Curriculum embedded measures
include chapter tests, teacher materials, and curriculum based assessments. This progress
monitoring method assesses students progress based on the local curriculum (University of
Minnesota, 2024). General Outcome Measures focus on the students long term objectives
versus the specific standards in the curriculum. In my experience, both of these methods of
progress monitoring are necessary, especially when developing and tracking individualized
goals for student’s IEPs.
References
University of Minnesota. (2024).
Formal Processes.
Education Resources for Teachers.
https://dhh-resources.umn.edu/assessment/literacy-assessment/formal-processes/#:~:text=The
%20outcomes%20used%20may%20be,(e.g.%20decoding%20and%20comprehension).
