I’ve always known the importance of making data driven decisions.   More frequently than not, I’m the one taking data of student progress toward  IEP goals.  This year I want to students to be more involved in documenting their progress.   By increasing student participation in this activity, I hope to observe increased engagement, learning and progress toward goal achievement.  Although we review goals on a frequent basis, many students require significant amounts of support to articulate their own goals.  If students are consistently responsible for documenting their responses, I’m hopeful that they’ll be able to better understand the plans created based on identified needs. 

I’ve already started this process with fourth and fifth grade students identified with articulation, fluency and language impairments.  I plan to introduce the concept and practice to third grade students after winter break.

The older students have already created their own set of guidelines for therapy  data collection.

1.  I will do my best work.

2.  I know I will make mistakes, but that means I’m learning.

3.  I am  responsible for writing my own notes and keeping track of my work – not the work of others. 

3.  I will treat the members of my group with respect and kindness. 

It will be interesting to see if students add other ideas as we proceed.  Their excitement for the project is encouraging.  I believe we have a good beginning.