As new federal mandates require that schools help every child make progress, it's more important than ever for teachers to collect data regularly, make data-based instructional decisions, and monitor student progress toward goals. This is the practical, teacher-friendly guide you need to harness the power of progress monitoring and uncover what is and isn't working in your classroom.
As new federal mandates require that schools help every child make progress, it's more important than ever for teachers to collect data regularly, make data-based instructional decisions, and monitor student progress toward goals. This is the practical, teacher-friendly guide you need to harness the power of progress monitoring and uncover what is and isn't working in your classroom.
> Rachel Folmer is a special education teacher for students with moderate to severe disabilities. She is entering her fourth year of teaching and has prior experience teaching and working as a paraprofessional at a local Non-Public School focusing on behavioral interventions. She is currently working toward her M.A. in Education at Sonoma State University, while simultaneously completing her courses and supervised experience in Behavioral Analysis through Florida Institute of Technology. Her current professional focus is becoming a BCBA specializing in behavioral interventions for children and adults with Autism Spectrum Disorder. Lejf Hansen has been a special education teacher for students with moderate to severe disabilities for four years. Prior to becoming a credentialed special educator, Lejf spent 14 years working as a substitute teacher in special and alternative education classrooms across Sonoma and Contra Costa Counties, and he worked with developmentally disabled young adults during his teen years through In Home Support Services and on the campuses of his junior high and high school. Emily Hanson is a special education teacher for Healdsburg Unified School District. She has been teaching third, fourth, and fifth graders for 3 years. She loves learning and continuing to grow in order to best meet her students' needs. Kaley Mounts is a special education teacher for students with moderate to severe disabilities at Lattice Educational Services, a Non-Public School focusing on behavioral interventions. She is currently in her fifth year teaching and her eighth year working in Non-Public Schools, and she is working to complete her M.A. in Special Education at Sonoma State University. Her professional focus is working with students with significant behavioral challenges, as well as working with students who have dual diagnoses of developmental disabilities and mental health issues. Shahin Pamatmat, is currently a board member for the Schoolbox Project and an independent education consultant. A credentialed special educator in the State of California, his focus is providing equitable, post-secondary vocational opportunities for students with exceptionalities. Shahin's research interests include special education policy at the local, state, and federal level; virtual reality educational environments for individuals with moderate to severe disabilities; and using block-chain technology to rethink education funding models.
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