For students age 3-21, progress on the Goals is to be reported as often as their non-disabled peers. So if all general education kids receive reports quarterly, then parents must receive progress reports on the IEP goals at least four times a year. (Now we can see the need for data-based goals.)
The frequency and method of progress reporting must be documented in the IEP. Be blatantly clear to parents that this is a progress report. State "This is progress report #___ of ___. For goal #1, ..."
To be an "official" progress report, three parts are required FOR EACH GOAL in the current IEP:
- current data that reflects the attainment level of the goal
- a clear statement of student's progress status: improving, maintaining, regressing
- a statement as to whether or not the student "will most likely" reach the goal by the end of this IEP
Let's look at two examples:
Sean will improve his organizational skills from a non-existent system (35 or more missing assignments) to one that improves his assignment completion to less than 18 assignments missing.
1/16/06 #2 of 4 progress reports - Called, talked to Mr. Pann
- missing 22 assignments at current time
- Has 2 Bs, 4 Cs and one F
- End of quarter is January 24th
- Should reach goal by end of IEP
Charlie will improve his writing from above to writing 10 sentences and earning 45 base points and at least 5 bonus points.
1/16/06 This progress report is the 3rd of four reports. The next progress reort will occur just prior to Charlie's annual IEP date (4-6-06). Charlie writes 10 sentences 90% of the time. He is averaging 44.2 base points on his writing samples. He writes at least one complex sentence each time and is now capitalizing proper names of people and places. He averages 3 bonus points on his writing samples. It appears that Charlie will reach his goal by April.
Life gets interesting, when you have data that does NOT show the student is improving. One progress rotation you could say maintaining, but seems on the cusp of improvement. The next progress report MUST show improvement.
If the student is not improving, you need to indicate in the progress report what YOU are going to do differently (teaching method, procedures, cuing, etc) so that the student will most likely improve on the next report. That report MUST show improvement or you need to call another IEP meeting to discuss the lack of progress.
Ever wonder how you might reduce YOUR work in writing progress reports?
As a member of The Club, you can find out how to have students do their own progress reports.
Included in the Progress Reporting section, an outline of how to include students in the process, 3 incredible reasons for having students do their own reports and the forms to do so!!