Professional
Development
Professional
Development
Professional
Development
®
n2y
Professional
Development
®
n2y
Professional
Development
ESSENTIALS
COURSE ACTIVITY GUIDE
Tracking Skills
Made Easy
2
Overview
This module demonstrates how to track individual student
and group skills, and shows you how to analyze the data to
monitor student progress.
Learning Objectives
After you've completed this module, you should be able to:
Describe the purpose of Individual Skill Tracking
Describe the purpose of Group Skill Tracking
Explain how Skill Tracking informs instruction
Explain how Skill Tracking assists with assessment selection
Demonstrate how to track skills for your students
Standard I: Knowledge of Students
Standard V: Assessment
Standard VIII: Curriculum and Instruction
Standard XII: Reflective Practice
ISTE (International Society for Technology in
Education) Standards
Leader
Analyst
Standards for Professional Learning
(Learning Forward)
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
Learning Communities
Resources
Data
Outcomes
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Follow-Along Guide
1. Use Skill Tracking as a road map to help determine which __________________ to administer, which
________________to target and which ______________________ to use.
2. ____________________ skills can include skills addressed in __________ goals or skills that may be a part of
______________, ______________ or _________ initiatives.
3. Track individual skills from the current ____________________________ __________________ of your students
or you can track it directly from the _______________________assessment.
4. To access Tracked Skills from the GPS main page, select __________________ ____________________ ____________
OR from a student’s Profile Summary Report, select “______________ ________________ ___________” from the
top right.
5. The report shows a ________________ displaying the student’s _________________performance on
assessments that address the targeted skill.
6. Below the _____________________ _____________________are the results of any _____________________ assessments
pertaining to the targeted skill.
7. The next section includes the ________________ ______________ _______ _________________________ and a
______________ __________________ taken directly from the profile and ready to use in ___________
development.
8. Below the Skill Goal is the ________________ ________________ section.
9. In Group Skill Tracking you create _________________ of students to measure _________________ progress on a
selected skill.
10. There are ________________ ways to set up ___________ Skill Tracking, from the main level of
____________under Group Skill Tracking or from the _______________________ _______________
using the Track Skill button.
ACTION ITEM!
Write down how you currently track your students’ skills. How do you collect data for IEPs, Parent-
Teacher Conferences, or Transition Meetings?
4
Activity 2
Activity 1
Take a moment to open a student’s profile and track skills that align with their IEP goals.
Set up Tracked Skills for one of your students. Select one of your students, open their
Observational Profile and select three skills to track that align with their current IEP. Once
completed, open the skill tracking report and look at the information provided to assist you in
further development of the targeted skill.
Activity 3
In your Activity Guide, write down how you will use collected data.
5
Using your student roster, create a group. Identify two skills to track for your group. In your
Activity Guide, write down how the displayed assessments and resources will support your
planning for further skill development.
Activity 4
Write down how the data collected in the Tracked Skills feature strengthens IEPs,
Parent–Teacher Conferences, and Transition Meetings.
Activity 5
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Self-Evaluation Checklist
I know the purpose of both Individual and Group Skill Tracking.
I can explain how Skill Tracking informs instruction.
I can explain how Skill Tracking assists with assessment selection.
I can track skills for my students.
Vocabulary
Benchmark Assessments performance-based common assessments; allow you to collect baseline data and
then monitor progress in targeted skills areas including reading, writing, math and emerging skills; suggested
administration 2-4x year.
Course contains a prescribed number of modules to provide detailed instruction to support mastery of a larger
topic
Module an organized collection of content presented together to address a specific learning objective
supporting the overall concepts from the course. Each module links to specific teaching standards, learning
objectives and opportunities for the learner to engage with the content. An assessment of what is learned is
included with each module.
Observational Profile provides information on a student's current levels of performance and defines a
suggested differentiation level for daily instruction; three profiles available dependent on grade band:
Preschool, K- 12 Student Learning and Transition Profiles; a fourth optional profile, Self- Help Skills, provides a
list of skill levels for students requiring significant assistance in the areas of eating, dressing, toileting and
grooming, and is available to all students
Student Learning Objectives (Student Learning Targets) a specific learning goal and a specific measure of
student learning used to track progress toward that goal; an evaluation method to incorporate student growth
and help improve instructional practice
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