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It links the setting of measurable behavioral IEP annual goals to frequent, ongoing assessment, emphasizing defensible, timely changes to instruction when needed. The document explains what quality behavioral IEP goals include, how to identify and operationalize target behaviors and functionally relevant replacement behaviors, and how to determine measurement, establish baselines, set realistic goals, and evaluate progress using graphed data.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strategies-for-setting-data-driven-behavioral-individualized-education-program-goals-february-2020/535664/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strategies-for-setting-data-driven-behavioral-individualized-education-program-goals-february-2020/535664.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of behavioral progress monitoring in an IEP context?","Question",{"text":113,"@type":114},"It collects frequent, repeated, and ongoing information about student performance to support timely, defensible decisions about behavioral supports. 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Marx, PhD, and Faith G. Miller, PhD  \nStrategies for Setting Data-Driven Behavioral Individualized Education Program Goals  \nTeri A. Marx, PhD  \nNational Center on Intensive Intervention at the American Institutes for Research  \nFaith G. Miller, PhD  \nUniversity of Minnesota–Twin Cities  \nThe authors would like to thank Dr. Chris Riley-Tillman and Dr. Mitchell Yell for their helpful feedback on this guide.  \nFebruary 2020  \n1000 Thomas Jefferson Street NW Washington, DC 20007-3835  \n[www.intensiveintervention.org](www.intensiveintervention.org)  \nContents  \nPage  \nIntroduction .................................................................................................................................... 1  \nWhat Do Quality Behavioral IEP Goals Include? .......................................................................... 2  \nHow Do We Know Which Behavior(s) to Address Through an IEP Goal? ................................... 2  \nIdentify, Prioritize, and Operationalize Behavior(s) ................................................................. 3  \nIdentify the Function of the Student’s Behavior ...................................................................... 3  \nIdentify and Operationalize a Functionally Relevant Replacement Behavior That Can Be Taught and Progress Monitored .................................................................................. 3  \nWhat About the Behavior(s) of Concern? ..................................................................................... 4  \nHow Do We Set Goals and Progress Monitor? ............................................................................ 4  \nDetermine the Measurement.................................................................................................... 5  \nEstablish Baseline of Student Performance ............................................................................ 5  \nSet a Measurable and Realistic Goal ....................................................................................... 6  \nEvaluate Progress Using Graphed Data ................................................................................... 6  \nWhat Are the Common Challenges and How Can We Address Them? ...................................... 6  \nResources and Tools ..................................................................................................................... 6  \nGlossary .......................................................................................................................................... 8  \nIntroduction  \nThe purpose of this document is to provide an overview of behavioral progress monitoring and goal setting to inform datadriven decision making within tiered support models and individualized education programs ( IEPs) .  \nThe 2017 Supreme Court decision Endrew F.  \nv. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately ambitious IEP annual goals and making changes to students’ educational programs when needed. The process for setting an IEP goal should be closely tied to progress monitoring, a valid and reliable method for providing frequent, ongoing assessment of a student’s performance.  \nWhat is the purpose of behavioral progress monitoring?  \n􀂄 To collect frequent, repeated, and ongoing information regarding student performance to support timely and defensible data-based decision making about behavioral supports.  \n􀂄 Helps ensure links between assessment and  \ninstruction/intervention within databased decision-making processes, including data-based individualization (DBI) .  \nWhy is setting goals important?  \nWe can’t determine if what we’re doing is working if we don’t know what success looks like and track progress across time!  \nWhat Is DBI?  \nDBI is an ongoing, systematic process that integrates assessment and instruction.  \nWhat Do Qualit","cbCaih8itFxjXKVy","https://ap.wps.com/l/cbCaih8itFxjXKVy","pdf",622333,"English","# Introduction\n## What is the purpose of behavioral progress monitoring?\n## Why is setting goals important?\n## What Is DBI?\n# What Do Quality Behavioral IEP Goals Include?\n## How Do We Know Which Behavior(s) to Address Through an IEP Goal?\n## Identify, Prioritize, and Operationalize Behavior(s)\n## Identify the Function of the Student’s Behavior\n## Set Goals and Progress Monitor","[{\"question\":\"What is the purpose of behavioral progress monitoring in an IEP context?\",\"answer\":\"It collects frequent, repeated, and ongoing information about student performance to support timely, defensible decisions about behavioral supports. It also helps ensure assessment links directly to instruction or intervention through data-based individualization (DBI).\"},{\"question\":\"What should quality behavioral IEP goals include?\",\"answer\":\"Quality goals specify a time frame, assessment conditions, an observable functionally relevant target/replacement behavior, supports needed (including reminders or prompts when applicable), and proficiency expectations or timelines. They also define how progress will be measured (e.g., direct observation, direct behavior rating, or frequency counts).\"},{\"question\":\"How does the guide recommend selecting which behaviors to address through an IEP goal?\",\"answer\":\"It recommends focusing on behaviors that are observable, measurable, and amenable to change, and ensuring the goal addresses student behavior rather than educator behavior. It also directs goal development toward present levels identified through data collection and functional relevance.\"}]","Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals - February 2020 | PDF",1791600865,33]