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The special educational landscape has constantly been reshaped by policies and legislation as we continue to define FAPE. The Supreme Court ruling, Endrew F v Douglas County, has warranted increased attention towards student progress pertaining to functional skills. Technology to enhance data collection has become a common practice for measuring academic growth; however, its application for measuring functional growth is uncertain. Results from a mixed-methods study examine current practices and rationales for implementing technology-based progress monitoring focused on functional skills. Findings highlight factors impacting the use of technology-based progress monitoring and summarize perceived barriers and benefits to implementation. Based on results and conclusions, recommendations are made for IEP teams and school districts to improve progress monitoring processes.