# data[].attributes.body
Strengths are:
1.  What they will do - included
2.  To what level of mastery - included
3.  Under what condition - included
Needs are:
1.  How progress will be measured is not in the goal but in the checkbox.
2.  Make sure goals are individualized and objectives support the goal
3. Measurable and observable behavior goals

# data[].attributes.body
Strengths are:
-All goal components are in the goal.
-Goal is directly related to identified need.
-Baseline data in PLOP.
Needs are:

# data[].attributes.body
Strengths Are:
1. Who
2. Criteria
3. Condition and time
Needs Are:
1. Area needs to be more specific to what was identified in the ETR as well as what the general category
2. How progress will be measured included in the goal.
3.

# data[].attributes.body
Strengths include:
1.) Typically the Criteria and degree are stated, however needs to be more parent friendly
2.) The behavior is stated

Needs include:
1.) The goal is not specific to the child’s need
2.) The child is not compared to typically development peers
3.) Multiple data points are not used
4.) Not all teachers place under what conditions within the goal

# data[].attributes.body
Strengths include:
1.who
2. Will do what
3. In what length of time
4. progress monitored

Needs include:
1. A lot of information/wordy
2. Rarely missing the accuracy
3. Need for condition

# data[].attributes.body
Strengths:
1. All components
2. Measurable

Needs:
1. How to have separate clearly defined reading and writing goals when they are dependent on each other.

# data[].attributes.body
Strengths:

Needs:

# data[].attributes.body
Strengths are:
-Easy to measure
-Have all the components

Needs are:
-Identify either objectives or benchmarks
-Make sure there is more than one objective to the goal
-ETR information is in the PLOP when ETR is done within a year

# data[].attributes.body
Strengths:
1) Goals and objectives include Who, level/criteria, and under what condition
2) Goals and objectives are related to the needs stated in the profile

Needs:
-degree of mastery for the goal needs to be added-it's listed in the objectives

# data[].attributes.body
Strengths:
1. Measurable
2. Objectives work towards the goal
3. The goal is specific, has levels
Needs are:
1. Understanding an objective or benchmark is not to repeat in the goal.
2. Instructional level needs to be in the objectives
3. The condition needs to be specific in objectives

# data[].attributes.headline
Fort Recovery- Goals & Objectives Analysis

# data[].attributes.subject
Fort Recovery- Goals & Objectives Analysis

# data[].attributes.body
STRENGTHS:
Goals met 6 components of measurable goals.

NEEDS:
Identifying baseline data to establish current performance and connect to goal. Without baseline, how do we know how to establish/base criteria of goals.

# data[].attributes.body
Goal strength: measurability in objectives
Goal weakness: specify more measurable items in goal
Data collection strength: info was in goal
Data collection weakness: data is not recorded, add provider title and location in  Section 7
Data tools and schedule strengths: meeting with my students daily to record work and support room actovities
Data tools and schedule weakness: time to collect data, method for data collection for high school
Visual data strength: useful for determining patterns in behavior
Visual data weakness: unrealistic use of time for academic goals
Evaluate data strengths: google forms can be easy to use and share
Evaluate data needs: training on google forms and teachers helping record data
Instructional adjustment strengths: there is one kind we do this for
Instructional adjustments needs: trying to get parents to attend or sign for an additional IEP meeting would be very difficult
Communication strengths: we all do progress reports every cycle

Communication weaknesses:
We spend all the time doing reports and students throw them away

# data[].attributes.body
Strengths: all components are included

Needs: have more varied objectives, be more specific with "under what conditions"

# data[].attributes.body
Strengths
1. Measurable goals are  clear
2.    Objectives follow measurable goal

Weaknesses
1.  PLOP needs more details
2. Objectives need more variety

# data[].attributes.body
Strengths
1. Includes all components
2. Clear and concise

Needs
1. Need to differentiate between objectives and benchmarks
2. Relating goals back to the ETR needs

# data[].attributes.body
Strengths:
Good progress monitoring program

Needs:
Hard to write a goal that carries overs  from grade level to grade level

# data[].attributes.body
criteria/accuracy
condition is met
will do what is met

# data[].attributes.body
level of mastery for some ieps

# data[].attributes.headline
team feels data collection is an area of strength--through work samples, programs like AIMSweb plus, teacher checklists, and data is kept in binders for a year

# data[].attributes.subject
team feels data collection is an area of strength--through work samples, programs like AIMSweb plus, teacher checklists, and data is kept in binders for a year

# data[].attributes.body
Strengths:
1. STAR assessment results are utilized and reviewed quarterly
2. IS staff progress monitor and collaborate with gen ed teachers to document progress
3. Recognizing a need for more universal tools to allow for progress monitoring, data collection, and decision making
Needs:
1. Effective data collection tools for IS and classroom teachers to collect data on behavior goals
2. Visually presenting the data at meetings to the parents

# data[].attributes.body
Strength:
1. Trials and accuracy, date, who are listed

Need
1. More trials need added to the objective

# data[].attributes.body
Strength
1. sufficient work samples
2.

Needs:
1. more specific on how often data will be collected
2.

# data[].attributes.body
Strengths:
1. Who
2.Where
3. How

Needs:
1. Behavior goals are harder to collect data.

Comments: We need to determine where we want it in the IEP.

# data[].attributes.body
Strengths:
all K-3 progress monitor reading

Monitor not only identified kids but at risk kids also

Needs:
Need to better progress monitor math when there is an at risk kid

Need a collection to monitor writing goals

# data[].attributes.body
Strengths are:
-Data collection is present in IEP
Needs are:
-Possibly create a heading in PLOP to address all data collection analysis.

# data[].attributes.body
Strengths: Compliant with state law that they go home every time there are reports (mid-terms/grade cards)

Needs:
1. refine how we collect evidence of progress monitoring
2. Have weekly hard documentation

# data[].attributes.body
Strengths:
1. Who will collect the data
2.
3.
Needs:
1. Where is data going to be collected (math class, math related activities, etc)
2. Add how often or a minimum of.. times that the data will be collected to the goal.
3.

# data[].attributes.headline
Fort Recovery- Make Data Collection Decisions Analysis

# data[].attributes.subject
Fort Recovery- Make Data Collection Decisions Analysis

# data[].attributes.body
1- Where will data be collected: Process is understood that date will be collected in a classroom setting. (Referenced in Section 7) STRENGTH
2- Who will collect the data: see above comment STRENGTH
3- How often will data be collected: somewhat unclear as a district overall. NEED. We need to make team aware of expectation for frequency of data collection (consensus needed to determine frequency) Make clear to staff the importance of data collection- frequency will inform instruction and revisions based on data.
4- NEED- see above.

# data[].attributes.body
1. Where - Classroom
(Behavior) all school grounds
2. Who - Intervention Specialists,
Classroom teachers
3. Often -

# data[].attributes.body
Strengths
1. Who
2. Where
3. How

Needs
1. More explicit how often data will be collected

# data[].attributes.body
Strengths Include:
1.) Students are being progress monitored

Needs Include:
1.) The frequency of how often data will be collected is not clearly stated
2.) The person that is supposed to collect the data is not clearly stated

# data[].attributes.body
Strengths:
1. Methods used to collect data.
2. Schedule to use/review

Needs:
1. Schedule to use/review
2. Not as many scaffolds for use

Comments: Scaffolds based on what the district provided

# data[].attributes.body
Strengths:
1.   Schedule of data collection times & expectations.
2. STAR Reading and Math, DIBELS Reading and Math, Informal Reading Inventory, Spelling Inventory
3.  Determining at risk readers at Kindergarten level and intervening early - phonemic awareness instruction and progress monitoring
Needs:
1.  More data collection tools for math and behavior progress monitoring
2.  Sharing data with the entire team that is working with a student
3. PD for general education staff on assisting IS staff with data collection in the classroom

# data[].attributes.body
Needs
1. Need more running records
2. Making sure we are progress monitoring more frequently.

# data[].attributes.body
Strengths:
* K-8 have a monitoring system for math and reading

Needs:
* No systematic tool for collecting writing data towards IEP writing goals

# data[].attributes.body
Strengths:
1. We have work samples

Needs:
1. come up with a data collection binder to keep work samples
2. Create a form for observations

# data[].attributes.body
Strengths include:
1.) Teachers have at least 1 tool they are comfortable with.

Needs Include:
1.) Bank of tools and how to use the tools effectively and efficiently
2.) Progress Monitoring needs to be more consistent and frequent

# data[].attributes.body
Strengths
1. Atleast  1 tool is marked

Needs
1. Continue the conversation of starting portfolios for students
2. Share data with entire team

# data[].attributes.body
Strengths
Where? The resource room
Who? Intervention specialists
How often? weekly

# data[].attributes.body
Strengths:

Needs:

# data[].attributes.body
Strengths & Needs- continuing to make progress with developing embedded data collection and routines for collecting data. Still a work in progress. Regarding consistent routine and time (making it ‘sacred’ and not homework/test help)

# data[].attributes.body
Strengths:
1. effective at showing progress
2. early intervention of struggling learners
3. related services data
Needs:
1. More collection resources
2. consistent data collection
3. something concrete for observations

# data[].attributes.body
Strengths:
1. have data collection tools for reading and math
2. ProCore
3.
Needs:
1. need to keep work samples
2. look into data collection on google drive - staff training
3. how will we visually display their data and use the data

# data[].attributes.body
Strengths:
1. have tools to use
2. related service support
3.
Needs:
1. more understanding of what measurement using/don't just check a box
2. use the tools we have consistently and appropriately
3. develop routine schedules to collect data to match the goal

# data[].attributes.body
Strengths: Data collection is listed in the iep, but it is scattered
We are collecting data and the progress measurement tool is written on the iep as well

Needs: Data decisions-district needs to incorporate this within the IEP

# data[].attributes.body
Strengths:
Needs: System wide tools to make us more efficient and consistent

# data[].attributes.body
Strengths:  We do have data tools listed on the iep with a schedule
Needs: Making sure that we are using the correct tool for collecting the data

# data[].attributes.body
Strengths
1. Google sheet for reading and math assessments
2. samples of data progress
3. STAR graph data

Weaknesses
1. District collection collection tool

# data[].attributes.body
Strengths:
1.  STAR data graph results
2.  ETR bar graph for parents to show standardized scores
Needs:
1.  PD on how to use Roy Gordon graphs in the program
2.  PD on utilizing Google Docs to collaborate with general education teachers
3. Using visual representation at IEP meetings and discussing those results with the family

# data[].attributes.body
strengths:
aimsweb plus- visual data on command when needed

needs:
need a tool to visually represent goals that are not reading and math on aimsweb plus

# data[].attributes.body
Strengths
1. Elementary buildings do a good job of collecting data

Need
2. MS & HS need to improve on collecting data

# data[].attributes.body
Strengths
1. Able to show data from various district wide programs

Needs
1. Explore tools system wide to become more efficient

# data[].attributes.body
Strengths:
1. IEP feedback form (not every teacher)

Needs:
1. This is a major area of need for us. We need to come up with a way that we can compile the data and give everyone access.
2. keeping hard copies of data

# data[].attributes.body
Strengths:
1.able to show data using iReady reading and math

Needs:
1. Limited use of internet.
2. Special education needs specific support and vertical alignment.

# data[].attributes.body
Strengths:

Needs:

# data[].attributes.body
1. Bring progress reports to meetings, bring in work samples

# data[].attributes.body
Strengths
1. Universal elementary assessment charting/data collection
2.

Needs
1. classroom data for all teachers/team members access
(especially middle school/high school level)

# data[].attributes.body
Strength- specific staff knowledge to connect with for developing methods for visuals (Google, excel, etc.)
Needs- to explore tools/ways to represent data visually. District discussions on making efficient and embedded, to avoid ‘extra work’ if not meaningful and useful. Need to explore Google add-ons/extensions

# data[].attributes.body
Strengths:
1.  Evaluation of Student Data
2. Collaboration with general teacher

Needs:

# data[].attributes.body
Strengths:
aimsweb plus creates the visual we need

Needs:
Need to evaluate the data more and make determinations

# data[].attributes.body
Need:
Decision Rules

# data[].attributes.body
Strengths
1. STAR data
Needs
1. No written policy
2. up to each specialists to do it

# data[].attributes.body
Strengths:
1.  Quarterly evaluation/review of STAR assessments
Needs:
1. Develop district guidance document for analyzing data and knowing when an intervention is successful and when a teaching strategy needs to change.
2.  More frequent assessments of progress vs quarterly

# data[].attributes.body
Needs
1. attempt more with behavioral goals
2.

# data[].attributes.body
Strengths: Collect data to complete the progress reports and use this information for the annual review.

Needs: Use the progress reports to adjust intervention and goals/objectives

# data[].attributes.body
Strengths:
1. We use progress monitoring programs. (i-ready, STAR reading)
2. CFA data

Needs:
1. using the data to make instructional decisions

# data[].attributes.body
Strengths include:
1.) Some teachers are familiar with data analysis

Needs include:
1.) There is not a district procedure in place for data analysis
2.) Built in time

# data[].attributes.body
Strengths- monitor and evaluate data each nine weeks.

Needs- use the data to adjust instruction and evaluate more than once per nine weeks.

# data[].attributes.body
Strengths
1. Use multiple data points from various district wide programs/assessments

Needs
1. Use progress reports to adjust goals/objectives

# data[].attributes.body
Strengths: Make adjustments based on student's response to intervention and how they are performing in the class.
Needs: not formally documenting the instructional adjustments

# data[].attributes.body
Strengths
1. adjusts lesson after assessments if needed
2. TBT meetings allow shared data
Needs
1. not seeing much growth (very low to start)

# data[].attributes.body
Strengths:
1. TBT & PAT meetings allow us to know which students need interventions (at-risk kids).

Needs:
1. Written documentation of adjustments

# data[].attributes.body
Strengths:
1. We make instructional adjustments based off of data from formative assessments.
Needs:
1. Documenting everything

# data[].attributes.body
Strengths:
1.  Amending IEP's when goals are met and making adjustments to the document with parent input
2.  Introduction of DIBELS to allow for more informed decision making
3. Good collaboration with classroom teachers on decision making process for goals
Needs:
1.  Introducing new interventions/teaching strategies when a student is not responding as would be expected.
2.  Making sure goals are challenging but accessible to the students

# data[].attributes.body
Strengths:
Changing interventions as needed

Needs:
We need to make sure we are writing what interventions we are doing in Aimsweb

# data[].attributes.body
Strengths include:
1.) We make instructional adjustments based on student performance

Needs include
1.) There isn’t a record indicating this adjustment has occurred and why.

# data[].attributes.body
Strengths:
1.
2.
3.
Needs:
1. Progress reporting
2.
3.

# data[].attributes.body
Strengths
1.TBTs

Needs
1. Trying new interventions for students when not making adequate progress—too inconsistent

# data[].attributes.body
Strengths:
-Instructional adjustments made during TBT and RTI meetings
-Universal screeners

# data[].attributes.body
strength
Change goals frequently depending on progress

Needs
update IEP to reflect goal adjustment with data to reflec

# data[].attributes.headline
Hardin-Houston, Fort Loramie, RussiaStrengths: Progress reports are reported as stated on the IEPNeeds: Add more detailed data to the progress reportAttach progress report to IEP

# data[].attributes.subject
Hardin-Houston, Fort Loramie, RussiaStrengths: Progress reports are reported as stated on the IEPNeeds: Add more detailed data to the progress reportAttach progress report to IEP

# data[].attributes.body
Strengths include:
1.) Providing data to parents accordingly

Needs include:
1.) The progress is not communicated to families clearly as in parent friendly terms.

# data[].attributes.body
Strengths:
1.  All IEP student's families receive progress reports each nine weeks when the student receives grade cards
2.  System in place presently to allow for IS and classroom teachers to collaborate on student progress related to IEP goals through the TBT process
3. Parent Teacher conferences at each building in which IS and Gen Ed teachers meet with parents to discuss progress in general curriculum and progress on IEP goals
Needs:
1.  Need a policy and procedure for the district to outline how this will be done.
2.  Explore opportunities to communicate additional progress between the nine weeks to families and students.

# data[].attributes.body
Strength
communicate with all team members

Need
communication between buildings

# data[].attributes.body
Strengths:
1. compliance

Needs:
1. communicate more with each other

# data[].attributes.body
Strengths:
1. Communication to parents reported every 4.5 weeks.

# data[].attributes.body
Strengths
1. Progress notes are done well
2. Communication with parent
3. parent teacher conferences
Needs
1. more parent involvement
2. policy is not written down

# data[].attributes.body
Strengths:
-progress reports
-parent teacher conferences
-daily behavior plans - daily communication
-parent contact (Class Dojo)

# data[].attributes.body
Strengths:
Send out progress reports
parent teacher conferences
newsletters
Class Dojo
Elementary Parent night to describe interventions that are happening and how the parents can help at home

Needs:

# data[].attributes.body
Strengths
1. Progress is communicated by progress reports every 4.5 weeks by intervention specialist, every 9 weeks by related services

Needs
1. Need district outline

# data[].attributes.body
Strengths: Data collection happens in different ways for various programs and teachers.

Needs:  Work to find continuity and consistent processes for documenting and gathering data.

# data[].attributes.body
Need:
District-wide expectations

# data[].attributes.body
Need:
Annual summary - email to staff