Mr.

Daniel Schafhauser- Special Education Law Co-Teaching Data Collection Plan Sheet
Student Data Collection and Stakeholder Communication Plan
Stakeholders:
- Students
- Parents
- General education teachers
- Counselors (Crisis and Academic)
- Special education manager (LEA)
- Behavioral specialists (deans)
Student Data Collection Plan
In order to best serve my students, formative data is crucial to identify students misconceptions, and
ensure the greatest understanding of objectives. I will identify student behaviors and academic success utilizing an
anecdotal seating chart (see attached). I will specifically note academic data such as:
- Students problem areas (
- Students success areas
- Mastered content
- Content needs to be reviewed
I will
-

specifically note behavioral data such as:

Behavior Specialist/security guard called in
Redirections (warnings, points lost system, detentions issued)
Amount of dean detentions issued

This data will be input into a Microsoft Word document which will aid in easy review of what has happened in both
recent and past history.
Student qualitative data will be taken with mini-assessments on objectives every 5 lessons. Students will be graded
on a percentage scale of 0-100% based upon their performance on given worksheets. This will be input into an Excel
document as well. Finally, student qualitative data will be taken at the beginning of units, and end of units (every 35 weeks).
Student IEP Goals
In addition, students will be assessed on each of their IEP goals at the beginning of the year, and at the end
of each report period (this is mainly accomplished through progress monitoring). These assessments vary based
upon the goal (and various subject areas). The progress monitoring templates provided (and included below) are
shared with the LEA and sent home with the student.
Stakeholder Communication:
As a special educator, I am aware that there are many different people (stakeholders) who are absolutely
needed for my students to have success in English class. I need to constantly let these people know of any student
progress/regression regarding their IEP goals (especially when it comes to meeting the goals required to be met
through various SDIs and any student misbehavior concerns)
- Student Data (note-taking) (academic and behavioral): Notes are taken daily on a Microsoft Word document
about student behavior/off-task and on-task behavior. This document will be shared with appropriate
stakeholders (counselors, IEP Case managers, other general education teachers once every 2 weeks (biweekly basis))

Student Data (specifically: behavioral): This will be shared with counselors, , and our Behavioral Specialists
on a weekly basis. Incident Reports for major incidents are submitted directly after major incident/same
day.
Student Data (both academic and behavioral) will be shared with parents on a weekly basis usually through
phone call. Some of my parents do prefer text message however. Communication may be more often, based
upon the academic or behavioral challenges being faced by a student. Major incidents (negative) get the
foremost priority and attention, but positive improvements/behavior incidents get second priority.
Parents will receive a copy of the students IEP goals and data (progress monitoring) each report period, and
whenever they request this information).
If I need translation service for phone calls, some teachers in my vicinity have this capability so this service
can and will be provided.

Communication with Students

- Students will be communicated with about their behavior goals and academic IEP goals each report period
(through IEP meetings and progress monitoring 1-on-1 times).
- Students receive a participation grade, completion grade, and effort grade for each day of class. Students
are usually let known of where they fall on this through verbal affirmation at some point during the lesson.
Also, informative sheets are handed out every Wednesday stating students grades, what assignments
theyre missing, and how they can improve upon their grade.
Receiving Input
- An input form for IEP needs is sent out every time an IEP is due or when progress monitoring materials are
due so teachers can input behavior of student of my case load, academic achievements, and respect.
- Parents are always contacted first thing when a major event comes up regarding a student on my Cases
academic or behavior improvement/regression/or change. Parents also receive an email so this communication

can also be put in written form. Notes about student behavior are always noted on Word so when email
needs to be sent out to parents the notes are already existent (taken in class).
IEP Development:
- All general educator teachers, counselors and parents will be asked for feedback in the IEP process.
Feedback forms are attached.
Student Data (Behavior and Academic):
Datrell

Anaidi

Behavior:
________________
______

Behavior:
________________
_______

Academic:

Academic:

Jayson

Norae

Cynthia

Johncarlo

Nayelie

Jhan

Progress Monitoring (Student Monitoring of IEP Goals) Template:

Student Name: _______________________________ Progress Monitoring: 2016 - 2017

1st Marking Period:

Date: _______________________________

2nd Marking Period:

Date: ______________________________

Fluency: Level: __________________ WRC: ____________________

Fluency: Level: __________________ WRC: ____________________

Comprehension: Level________

# & % Correct: ______________

Comprehension: Level________

# & % Correct: ______________

Word ID:

Level ________

# & % Correct: ______________

Word ID:

Level ________

# & % Correct: ______________

Numbers & OP: Level ________

# & % Correct: ______________

Numbers & OP: Level ________

# & % Correct: ______________

Numbers & Alg: Level ________

# & % Correct: ______________

Numbers & Alg: Level ________

# & % Correct: ______________

3rd Marking Period:

Date: _______________________________

4th Marking Period:

Date: _______________________________

Fluency: Level: __________________ WRC: ____________________

Fluency: Level: __________________ WRC: ____________________

Comprehension: Level________

# & % Correct: ______________

Comprehension: Level________

# & % Correct: ______________

Word ID:

Level ________

# & % Correct: ______________

Word ID:

Level ________

# & % Correct: ______________

Numbers & OP: Level ________

# & % Correct: ______________

Numbers & OP: Level ________

# & % Correct: ______________

Numbers & Alg: Level ________

# & % Correct: ______________

Numbers & Alg: Level ________

# & % Correct: ______________

IEP Goals Progress Report Template Example:

OLNEY CHARTER HIGH SCHOOL

100 W. Duncannon Street
Philadelphia, PA 19120

Progress Monitoring Report of Progress

Student
Name:

Current School
Assignment:

ID:

Grade:

D.OB:

Age:

Olney Charter
H.S.
9
14

_______progress towards his annual goals and the extent to which annual goals can be achieved by the end of the IEP year are
provided below.
Goal:
Comments:

Goal:
Comments:

Goal:
Comments:

Goal:
Comments:

IEP Goals (including reading, writing, math, life skills examples)

OLNEY CHARTER HIGH SCHOOL

100 W. Duncannon Street

Philadelphia, PA 19120
Progress Monitoring Report of Progress
Student
Name:

Nasir Smith-Raf

Current School
Assignment:

ID:

6907250

Grade:

D.OB:

Olney Charter
H.S.
9

Age:

Marking Period: 1st, 2016

Nasirs progress towards his annual goals and the extent to which annual goals can be achieved by the end of the IEP year are
provided below.
Goal: Given texts on his instructional level (4th grade,) Nasir will identify basic facts and main
ideas in text using specific strategies (e.g. activate prior knowledge, recall genre
characteristics, determine purpose, generate questions, and re-read) as aids to make
predictions, clarify and construct meaning with 4 out of 5 trials at 80% by 2/3/17.
Comments:

Goal: Given feedback on his draft, Nasir will edit writing using the conventions of language
with 4 out of 5 trials at 80% by 2/3/17.
Comments:

Goal: Given a set of problems (5th grade level,) Nasir will add, subtract, multiply and divide
different kinds and forms of rational numbers including integers, decimal fractions, percents
and proper and improper fractions with 4 out of 5 trials at 80% by 2/3/17.

Comments:

As measured by Mastery benchmarks or in-class assessments, will

answer implicit and explicit questions, with 76% accuracy. (Baseline: 69%)
Goal:

Comments:

OLNEY CHARTER HIGH SCHOOL

100 W. Duncannon Street

Philadelphia, PA 19120

Progress Monitoring Report of Progress

Student Name:
ID:

Rafael Galarza-Ortiz
7137458

Olney Charter H.S.

9

Current School Assignment:

Grade:

D.OB:

Age:

Marking Period: 1 , 2016

st

Rafaels progress towards his annual goals and the extent to which annual goals can be achieved by the end of the IEP year are
provided below.
Goal: Given a variety of reading materials on his instructional level (2 grade,) Rafael will utilize context clues and prior
knowledge to answer comprehension questions, as well as locate in text information to support his answers in order to
increase comprehension from the 30 percentile at a 2 grade level to the 80 percentile at the 2 grade level with 3 out of 4
nd

th

nd

th

nd

trials at 80%.
Comments:

Goal: Given a set of mathematical calculations on his instructional level (4 grade) in bi-weekly tests, Rafael will solve
calculations, involving the 4 basic operations, in order to increase his baseline score from 28 points at the 4 grade level to 40
points at the 5 grade level with 3 out of 4 trials at 80%.
th

th

th

Comments:

Goal: Given a reading prompt on his instructional level (2 grade,) Rafael will use decoding and word recognition skills in
order to increase fluency and automaticity from 64 WPM to 130 WPM in 3 out of 4 trials with 80% accuracy.
nd

Comments:

Feedback Form:

Hello! Your feedback regarding this students behavior and academic progress will aid me greatly during this
current IEP process. If you could fill out the below form and send it back to me by Thursday, 12/8 noon that would
so greatly be appreciated. Thank you so much!

Describe students academic levels and

performance. What is his grade? Why is his
grade this way?

Describe student behavior at school. What

are student strengths? Weaknesses?

Describe this students ability to be focused

in your class.

Describe the students social behaviors

and attitude towards peers, and adults.

What incentivizes the student? Is there any

time of positive reinforcement that works
with him/her?

Where does this student excel

academically if at all?

How does this student struggle specifically?

Any other important

information/comments: