Chapter 6

Monitoring Individual Child Progress

 Learning Objectives

After studying this chapter, you will be able to:

1. Describe the Individualized Family Service Plan (IFSP) process and
content.

2. Explain the Individualized Education Program (IEP), including the

components of instructional objectives.

3. Discuss the rationale for and techniques to monitor progress.

4. Elaborate on techniques for planning that result in effective inclusion

support.
 The Individualized Family Service Plan (IFSP)
•Written document specified in the law to guide the implementation of services
for infants and toddlers from birth to age 3 and their families.
•Formats vary
•The IFSP should result from collaboration between families and professionals
including a service coordinator, person(s) involved in the assessment process
and others who may provide direct services to the child or family.
•Two parts related most closely to the goals for the child and family:
◦ Family Concerns
◦ Outcome Statements
 IFSP Outcome Statements: What are They?
Outcome Statements = changes family members want to see
for their child and/or themselves.
Each outcome should be stated functionally to reflect:
◦what will occur (process), and
◦what is expected as a result of these actions (product).
Phrase statements as “in order to” and identify the context for
the behavior.
For example,
Robert will pull to stand and cruise along the couch in order
to begin walking.
From: Cook, Klein & Chen (2016) Adapting Early Childhood Curricula for Children with Special Needs. Boston: Pearson.
 The Individualized Education Program (IEP)
•The IEP is the legal document that directs services for children 3-21.
•Formats vary
•The collaborative team includes:
◦ The child’s parents or guardians
◦ A general education teacher if the children is or will be in an inclusive setting
◦ A staff member qualified to provide supervision of any special instruction
◦ An individual who can explain assessment results
◦ A school administrator who can make commitments for the district
◦ An interpreter, if appropriate
◦ Others whose expertise may be desired by the family
 IEP Goals
Required Annual Goals = A statement of measureable annual goals, including
academic and functional goals designed to:

Meet the child’s needs that result from the child’s disability to enable the child
to be involved in and make progress in the general education curriculum.

Meet each of the child’s other educational needs that result from the child’s
disability.
 IEP Objectives
(included at each state’s discretion)

Well stated instructional objectives will contain:

1. Under what conditions the child will be expected to

demonstrate the desired behavior.
2. Exactly what behavior the child will be expected to
demonstrate.
3. How well or how often the child will be expected to
demonstrate the behavior (criteria).
 Appropriate Verbs for Writing Goals and Objectives
Goals – Less specific verbs such as:
To decrease To discover To improve To develop To increase
Objectives - More specific verbs such as:
To color To name To recall To say To recall To follow
To cut To hold To list To draw To pick up To look at

(from: Cook, R.E., Klein, M.D. and Chen, D. (2016). Adapting early childhood
curricula for children with special needs. Boston: Pearson.)
 Types of Data Recording When Monitoring Progress
Informal Assessment

Activity/Standards Inventory

Anecdotal Record Keeping

Progress Monitoring Charts

 Guidelines for Successful Observation
1. Observe exactly what the child does.
2. Record the observational details immediately.
3. Observe in a variety of settings and at different times.
4. Be realistic in scheduling observations.
5. Focus on one child at a time.
6. Avoid being obvious.
7. Always ensure confidentiality.
8. Choose a workable recording system.
 Types of Observational Samples
1. Photographs
2. Electronic recordings
3. Collection of children’s work
4. Activity lists
5. Anecdotal records, diaries, logs
6. Time sampling and event recording
7. Checklists, progress summary sheets, rating scales, activity standard
inventories
 Issues Related to Resources for Progress Monitoring
Can be time consuming:
Elicit help of inclusion support specialists
Teach assistants how to collect data
Keep Post-Its handy, record data, paste into record book at day’s
end
Keep duplicates of forms on clipboards on wall hooks near each
activity center with a top sheet marked confidential
 Observable Signals Suggestive of Visual Difficulties
Tilts head (possibly to use one eye) or thrusts head forward
Tries to avoid or complains about light
Complains of ache or pain in eyes
Holds objects close to face
Avoids or is irritable when doing close work
Moves head rather than eyes to look at an object
Tires easily after visual tasks
Frequently confuses similarly shaped letters, numbers or designs
Is unusually clumsy or awkward; trips over small objects
Has poor eye-hand coordination
 Observable Signals Suggestive of Hearing Difficulties
Turns or cocks head to hear speaker
Scans environment when called rather than turning to source
Does not pay attention
Is especially inattentive in large groups
Exhibits extreme shyness in speaking
Has difficulty in following oral directions
Acts out; appears stubborn, shy, or withdrawn
 Observable Signals Suggestive of Health/Physical
Difficulties
Moves extremely slowly or in a sluggish manner
Is excessively hungry or thirsty
Complains of pains in arms, legs, joints or other areas
Is excessively restless or overactive
Is extremely inactive; avoid physical exercise
Faints or flushes
Is extremely inattentive
Is unable to chew and swallow well
Exhibits difficulty with motor tasks, including balance
 Observable Signals Suggestive of Potential Learning
Difficulties
Works very slowly or rushes through everything
Has difficulty working independently
Is highly distractible, impulsive
Has an extremely short attention span
Is unable to remember or follow directions
Perseverates
Seems to catch on quickly in some areas, but not in others
Is extremely inconsistent in performance
Does not transfer what is learned in one area to another
Actively resists change
 Read-Reflect-Discuss: Lazaro’s Potty Learning
Experience (p. 108)
1. Careful data collection and record keeping are often labor
intensive. What are some creative ways of collecting data,
especially when programs are short-staffed?

2. How might better communication between the school and the

parents have been helpful in Lazaro’s toilet training at school?

3. Can you think of ways of structuring the daily schedule of a

child care program that would build in support for toilet training
for all the children who need it?