Education for all students, including students with disabilities, looks very different across the nation, across states, and even within the same school districts as classes resumed for the 20-21 school year amidst the continuing COVID-19 pandemic. Some students with disabilities are returning to the classroom, in person; others, virtually. Given the interruptions during the spring of the 19-20 school year, many of these students now require different, and often more intensive interventions, support and accommodations than they did in the previous year.
During this time, it is important for special education professionals to take the time to adequately identify and collect data on each student’s skill level and any increased or new needs. Clear identification and communication of this data is key to ensuring students are getting the supports and services they need for educational success. But often documentation and confidentiality methods can be complicated and cumbersome (we have a solution for that – keep reading!)
Once collected, discussions around individual student data are made possible and can help shape educator responses and instruction. The data gathered may help identify where students may need additional support, interventions, or in-depth instruction. Conducting thorough assessments of students’ gaps in skills and knowledge, tracking the services and progress students are making toward IEP goals and convening regularly to evaluate progress data will encourage data-driven decision-making. These protocols can help schools ensure that they are identifying and addressing individual student needs to increase positive educational outcomes.
And Athlos can help. With our software, special education teachers can reduce the time (and paper!) needed to track services and progress monitor.