progress report examples for special education students

IEP Progress Report Examples

Are you exhausted from continually paging through IEP progress reports, attempting to grasp the information presented? Are you reading a foreign language regarding your child’s development? If so, you’re not alone. IEP progress reports can be intimidating and perplexing but do not need to be. That is why we’re here to assist you. We’ve compiled a list of real-life IEP progress report examples that summarize the information clearly and concisely. 

These examples can assist you in comprehending precisely what is being stated and offer you a clearer picture of your child’s development. Therefore, kick back, relax, and examine some IEP progress report samples that will simplify your life.

What Is an IEP Progress Report?

An IEP (Individualized Education Program) Progress Report aims to document and summarize a student’s progress toward the goals and objectives set in their IEP. An Individualized Education Program (IEP) is a legal document that is created for students with disabilities and details the particular support and accommodations that are needed for them to enjoy a free, adequate public education (FAPE) in the least restrictive setting (LRE). You can read more about this on the Understood website.

Teachers, parents, and other members of the Individualized Education Program (IEP) team frequently use the IEP Progress Report to assess whether or not the student is making adequate progress toward their goals. An academic, behavioral, and social-emotional snapshot of the kid, the report is compiled halfway through the school year or at the year’s conclusion.

These details are included in the report:

• Summarize the learner’s strengths and areas for improvement.
• Assessment of how well the kid is doing in their Individualized Education Program
• Evaluation of the student’s present standing about their past accomplishments.
• Details on what has been done to aid the student’s development are included below.
• Suggestions for ongoing help and modifications
• Include a place for input from parents and other team members on the progress of the Individualized Education Program.

An IEP Progress Report is a group effort that necessitates input from everyone on the IEP team. This report is essential to ensure the student’s Individualized Education Program (IEP) is being carried out correctly. The Individualized Education Program (IEP) Progress Report is crucial for keeping tabs on students’ academic development and ensuring they get the help they need to thrive in the classroom. You can learn more about this process from the National Center for Learning Disabilities .

What Should Be Included in an IEP Progress Report?

An IEP (Individualized Education Program) Progress Report should contain a complete and detailed review of the student’s progress in achieving their IEP goals and objectives. The report should offer an overview of the student’s strengths and shortcomings, academic development, and social-emotional growth. Include the following information in an IEP Progress Report:

• Student Information: The report should contain the student’s name, grade, school, and report date.
• Summary of Student’s Strengths: This part should include an overview of the student’s strengths, including academic, behavioral, and social-emotional qualities.
• Evaluation of Progress Towards IEP Goals: This part should analyze students’ progress toward their IEP goals and objectives. It should include a summary of the student’s current performance, a comparison of their recent performance to their previous version, and an assessment of the student’s progress in fulfilling their IEP goals.
• Strategies and Interventions: Describe the strategies and interventions utilized to support the student’s success in this area. It should also include information on the interventions’ frequency, length, and efficacy.
• Recommendations for Future Support: This section should guide future support and accommodations that will assist the student in achieving their IEP objectives. It should include ideas for IEP changes and recommendations for extra help or interventions.
• Feedback from Parents and Members of the IEP Team: This part should provide parents and other IEP team members with an opportunity to give feedback and comments on the student’s progress and IEP implementation.
• Signature Block: The report should include a signature block for parents, teachers, and other IEP team members to indicate that they have read and discussed the information.

It is essential to remember that the IEP Progress Report is a collaborative document that should be created with the participation of all IEP team members. The report should be concise, straightforward, and presented in language that all stakeholders easily understand. The IEP Progress Report is vital for monitoring students’ progress and ensuring they receive the necessary educational support to succeed. You should know the sample IEP progress report examples.

How Do You Write an IEP Progress Report?

This report is meant to keep parents and teachers apprised of how well the kid is doing about the goals and objectives outlined in their individualized education program (IEP).

• Start with an informative and concise introduction, explaining why this report is being written and highlighting the student’s academic status.
• Give a summary of the student’s existing IEP targets and aims. Please detail the student’s progress toward each target and goal.
• Use objective criteria to back up your assessment of the student’s development. Scores on standardized tests, records of observations, and examples of past work could all fall under this category.
• Talk about the student’s accomplishments and where they can grow. Include details and give evidence to back up your claims.
• Assess how well the student is doing about the IEP’s stated expectations. The student’s progress should be discussed regarding whether they are meeting, exceeding, or needing further support to accomplish their goals.
• Assess how well the present Individualized Education Program (IEP) and school setting work. Consider whether the student’s current situation can use tweaks or improvements to meet their needs better and help them achieve their goals.
• Talk about any difficulties the student has had and how those issues were resolved or are being dealt with.
• Give a quick rundown of how the student is doing in school, behaviorally and emotionally.
• Provide a summary of the student’s development and the next steps that should be taken to sustain that development as the report’s final section.
• Before signing off on the progress report, ensure everyone who needs to be notified has been.

At the end of the report, we will summarize the student’s strengths, areas for growth, and overall progress toward achieving their IEP goals. It’s a great way for everyone involved in a student’s life to stay in constant contact and work together for the best possible outcome.

What Are Some IEP Progress Report Examples?

The following are samples of IEP progress reports:

• Academic Progress Report: This report focuses on the student’s academic progress about their IEP goals and objectives. It summarizes the student’s grades, test scores, and other academic measures. The report also offers a comprehensive review of the student’s academic strengths and opportunities for improvement.
• Behavioral Progress Report: This report focuses on the student’s behavioral growth and evaluates their behavior in the classroom, during transitions, and in other relevant contexts. The report reviews the student’s positive actions and areas where they require self-control assistance.
• Social-Emotional Progress Report: This report focuses on students’ social-emotional development and evaluates their social skills, emotional regulation, and overall well-being. The report reviews the student’s relationships with peers, instructors, and other staff members and their capacity to regulate emotions in different scenarios.
• Physical Development Progress Report: This report focuses on students’ physical development and assesses their gross and fine motor skills. The report describes the student’s progress toward meeting their physical development objectives and areas requiring extra support.
• Communication Skills Progress Report: This sort of report focuses on the student’s growth in speech, language, and other types of communication. The report summarizes students’ progress toward communication objectives and areas requiring extra assistance.

In each of these cases, the IEP progress report thoroughly assesses students’ progress toward their goals and objectives. It contains concrete, quantitative data to support the evaluation and recommendations for the student’s continued development. The report is a crucial instrument for ongoing communication and collaboration among all parties involved to ensure the sustained success of the student.

How Do You Collect Data for IEP Progress Reports?

Data collection for IEP progress reports is crucial for gauging the student’s development regarding the IEP’s stated objectives. Data collection for Individualized Education Program (IEP) progress reports are described below.

• Observations: One of the most important ways to get information about a student’s development is through observations made in a formal learning environment like a classroom or a therapy session. Keep careful notes on the student’s demeanor, grades, emotional health, and physical growth.
• Standardized Tests: Achievement tests and behavioral assessments are two examples of standardized exams that can be administered to students to help teachers evaluate their development. Use assessments relevant to the student’s age, skill level, and learning objectives.
• Work Samples: Data on Student Progress may be Obtained by Collecting Examples of Student Work Collecting samples of the student’s work, such as writing samples, math assignments, or projects, can provide valuable data on the student’s progress toward their academic goals.
• Self-Reflection: A helpful method of data collection is student self-reflection, in which the student is prompted to consider their performance and tries to pinpoint both areas of strength and weakness. This can be done in various ways, including through written reflection, student discussions, etc.
• Teacher and Staff Feedback: Getting input from the student’s regular educators and therapists is a great way to gauge their progress. It could be helpful to have teachers and other staff fill out a form or provide written comments on the student’s development.
• Parent Feedback: Collecting comments from a student’s parents or guardians is a great way to get insight into how their child is doing in and out of the classroom. Think about discussing this with parents or sending them a questionnaire to complete.
• Progress Monitoring Tools: Progress Graphs and checklists are only two examples of progress monitoring tools that can be used to observe a student’s development over time as they work toward a set of objectives.

These data collection techniques paint a complete picture of the student’s development toward their Individualized Education Program (IEP) targets. An accurate assessment of the student’s development requires the integration of multiple data sets.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Students’ Progress Report – A Comprehensive Guide

Our students’ progress report pages are essential for students with special education IEPs.

As students progress through their academic careers, there are many 📝 factors that need to be taken into consideration when determining how well they are performing.

From grades and test scores to attendance and behavior, there are numerous metrics that can be used to assess a student’s progress.

But understanding how to interpret and analyze this information can be daunting for even the most experienced educators.

This comprehensive 📒 guide will help you navigate the complex world of student progress reporting.

In this blog post, we’ll explore what student progress reports are, why they’re important, and how to create a comprehensive report that accurately reflects a student’s performance.

We’ll also examine different methods of students’ progress report examples such as using rubrics.

I’ll also provide recommendations on the most effective strategies to use for different types of students.

Whether you’re a teacher, administrator, or parent, this guide will equip you with the tools you need to better understand how to 🕵️‍♀️ monitor and support students’ academic growth.

So, let’s get started!

Definition of a Progress Report

A progress report is a document that summarizes a student’s performance and accomplishments during a specific period, typically a 📆semester or year.

It aims to provide an overview of a student’s progress in their academic pursuits and highlights areas of improvement where necessary.

Progress reports serve as an essential communication tool between students, instructors, and parents.

Their purpose is to give an insight into a student’s 💪 strengths, weaknesses, and overall academic performance.

The students’ progress report should be comprehensive, transparent, and factual, reflecting the student’s academic efforts and performance over the reporting period.

A well-crafted progress report can help students 🎯 identify areas for further improvement.

Progress monitoring also provides important feedback to enhance their academic success.

Thus, it is crucial to ensure that a progress report is clear, concise, and accurately reflects a student’s academic progress.

The Purpose of Progress Reports

The purpose of progress reports is an important topic that needs to be 🤔 understood by both teachers and parents.

Progress reports provide an opportunity for teachers to update parents on their child’s academic performance, behavior, and/or any social or emotional issues.

Progress reports can help parents ✅ identify areas of strength and weakness in their child’s learning and provide a guide for areas that need more attention.

They also allow teachers to spot any potential challenges early on and work with parents to develop strategies to help the child succeed.

If students have been identified with a special education need, students’ progress report summaries are a required component of the IEP.

Documenting goals through 💻 progress reporting, typically quarterly, track the progress or lack of progress a student is making.

Furthermore, progress reports can also serve as a motivational tool for students, allowing them to reflect on their progress and set learning goals for the future.

Overall, progress reports are a critical tool in monitoring and supporting students’ academic success.

They ensure a collaborative effort between teachers and parents in achieving positive outcomes.

Types of Progress Reports

Effective progress 📋 tracking is essential part of any educational program to ensure students’ success.

Progress report is one of the important tools that provides regular assessment of student’s development in a given course.

It serves as an effective tool for communication between teachers, students, and parents to monitor academic progress, identify areas of improvement, and set future target goals.

There are three main types of students’ progress report documentations: narrative, single point, and rubric based.

Each of these reports have their own specific features and purposes that serve different needs of academic institutions.

I often use single 👉 point documentation as my go to as I can easily show the assessment score going up or down on a chart.

Parents seem to easily understand this type of students’ progress report.

Also, I add in a short 1-2 sentence narrative summarizing the progress.

Components of a Progress Report

A progress report is a document that provides information on the development and completion of a given project or task.

The report is designed to give a clear 🤳 picture of the status of a project or task and the progress that has been made towards its completion.

In order to create an effective progress report, it is important to include four essential components:

• The date of collection
• The assessment tool
• The students’ scores
• The baseline score

Each of these components provides specific information that is necessary for the progress report to be complete and informative.

Make sure you include all of the information when reporting out on students’ progress report summaries.

Correct documentation is important so that you are compliant with the laws associate with IEPs.

Having all of your documentation recorded properly is essential if there is ever a situation involving due process or educational lawsuits. 👩‍⚖️

When to Give Progress Reports

Giving ✉️ progress reports to parents and guardians is a crucial aspect of a teacher’s responsibility.

Progress reports communicate how students are performing in relation to their IEP goals.

The ⏳ frequency of progress reports will typically depend on your school district’s policies or the individual student’s needs.

However, it is generally recommended to provide students’ progress report summaries a few times a year.

This allows parents and guardians to have a clear understanding of their child’s continual progress and helps to 🛑 prevent any surprises during report card season.

In addition to regularly scheduled progress reports, it’s essential to consider special circumstances.

This includes changes in behavior or sudden dip in academic performance, necessitating that you share an update with parents or guardians.

Effective communication with parents and guardians through progress reports is a vital component of creating successful student-teacher-parent/guardian partnerships.

Tips for Writing a Progress Report

In order to create an effective progress report, it’s essential to 🏎️ follow a specific set of guidelines.

These guidelines will help ensure that the report is clear, concise, and provides all relevant information for the stakeholders involved.

Here are six tips for ⌨️ writing students’ progress report summaries:

1. Define the purpose and scope of the report: Before writing the report, it’s crucial to determine the purpose and scope. This includes identifying the stakeholders, explaining the goals, and outlining the timeframe.

2. Use a specific format: Decide on a format for the report that works best for the project or program. This could include a table, spreadsheet, or written summary.

3. Include quantitative data and qualitative 🧐 observations: Reports should include data to show progress towards goals. Qualitative observations help to contextualize these data points.

4. Use clear and concise language: Avoid using complex technical jargon or confusing language. Use clear and concise sentences to communicate the information effectively.

5. Include recommendations and future plans: Provide recommendations for next steps based on the report and any identified areas for improvement. This demonstrates a forward-thinking approach to the project.

6. Seek 🙋‍♀️ input from stakeholders: Before finalizing the report, seek input from the stakeholders involved. Their feedback will provide additional insights and help.

Want to see this set on Caroline’s TPT store? Click here to check it out.

Benefits of Progress Reports

Progress reports are an essential tool used in tracking and reporting students’ learning progress.

They act as a comprehensive guide towards the improvement of the 🎓 learning process and the eventual success of each student.

These reports allow students, parents, and educators to monitor progress, focus on strengths and weaknesses, and adjust strategies.

The benefits of progress reports include providing a transparent method of reporting progress, and creating a collaborative approach between educators, parents, and students.

Additionally, progress reports allow educators to provide feedback to students on their achievements.

This could open the door to provide more support and resources to students who might be struggling.

By using students’ progress report pages, educators can tailor their 👩‍🏫 instruction to meet the needs of each student.

A personalized learning experience that promotes academic success is what an IEP is all about.

Preparing and Presenting a Progress Report

Preparing and presenting a progress report is a crucial part of monitoring and evaluating the progress of students in any educational institution.

A progress report is designed to provide comprehensive information about the students’ 🏫 academic progress throughout a designated period.

As such, it requires thoughtful preparation and careful presentation to ensure its effectiveness.

It is essential to maintain a 📣 professional tone when writing a progress report to reflect respect and objectivity.

The guide will discuss the 🗝️ key components of a progress report, the importance of collecting and analyzing data, and best practices for presenting information clearly and effectively.

By following this guide, educators can create insightful and meaningful progress reports that support student learning and success.

Challenges of Writing Progress Reports

Writing progress reports is an essential part of special education teacher’s paperwork.

However, these reports can present certain challenges that must be addressed in order to provide accurate and meaningful feedback to parents or guardians.

One common challenge is ensuring that the report accurately reflects the student’s progress without being too ➕ positive or – negative.

Finding the right balance and tone is important.

Avoid giving too much praise as this leads to overlooking areas that need improvement.

Of course, always be careful of being overly critical as this can harm a student’s self-esteem and damage relationships.

Another challenge is ⌚️ time management, as teachers must balance writing detailed and informative reports with other responsibilities.

Ultimately, effective progress reports require educators to not only assess and report on a student’s academic progress, but also their emotional development and behavior in the classroom.

Best Practices for Writing Progress Reports

Writing ✏️ progress reports is an important skill that is essential for effective communication and feedback in academic and professional settings.

Progress reports are used to update stakeholders on project progress, identify issues and risks, and to set expectations for the next phase of work.

In order to write an effective progress report, there are several 🙌 best practices that you must follow.

These include clearly defining your goals and objectives, documenting your progress, highlighting achievements, identifying areas for improvement, communicating regularly, and using visuals to support your content.

This comprehensive guide provides the top ten best practices for writing progress reports that will help you to effectively communicate your progress and results to your stakeholders.

To conclude, a student’s progress report is an important document that 🪞 reflects their academic and non-academic growth.

It provides valuable information for parents, teachers and students to identify areas where improvement is needed and celebrate the areas of strength.

Regular 📧 communication and collaboration between parents, teachers and students can lead to better educational outcomes.

Therefore, it’s important for all stakeholders to understand the purpose and significance of students’ progress report to support the student’s holistic development.

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Initial Thoughts

Perspectives & resources, what is an iep.

• Page 1: Overview of High-Quality IEPs
• Page 2: Endrew F. & IEP Standards

What is the IEP process?

• Page 3: The IEP Process
• Page 4: Procedural Requirements: Guidelines & Common Errors

What is included in the IEP document?

• Page 5: The IEP Content
• Page 6: High-Quality PLAAFP Statements
• Page 7: Challenging, Ambitious, Measurable Annual Goals
• Page 8: Individualized Services & Supports

Page 9: Monitoring & Reporting Student Progress

• Page 10: Substantive Requirements: Common Errors
• Page 11: References & Additional Resources
• Page 12: Credits

Document how, and how frequently, a student’s progress toward his or her IEP goals will be measured and reported.

As we discussed on previous pages, a student’s PLAAFP statements inform her annual goals, which inform decisions about the special education and related services she will receive. Once these services and supports are identified, the IEP team needs to decide how they will determine whether the student’s program is effective (i.e., helping the student make appropriate progress). IDEA requires that every IEP contain a component in which IEP teams document:

• How a student’s progress toward meeting each annual goal will be measured
• When periodic reports on that progress will be provided to parents

Developing a Progress Monitoring Plan

To monitor student progress, IEP teams must make decisions about the nature of the data that will be collected and analyzed relevant to each annual goal. The most appropriate progress monitoring systems are those in which objective numerical data are collected frequently, graphed, analyzed, and then used to make instructional decisions. Anecdotal data and other subjective procedures are not appropriate for monitoring student progress and should not be the basis of a progress monitoring system.

To determine how a student’s progress toward meeting his or her annual goals will be measured, the team members can consider the guiding questions in the table below. The team’s collective responses to these questions should align with each annual goal and therefore be specific, measurable, realistic, and relevant to the timeframe.

A good practice for assessing student progress is to use data from formative assessments to measure progress on the academic skill or functional behavior specified in the annual goal. These data can also be used to inform instructional decision making. Regularly and systematically collecting and monitoring student data allows the IEP team to evaluate the appropriateness of the student’s IEP. It also gives the team time, when the student is not making progress, to make adjustments to the student’s educational program so that she might still achieve the annual goals. These adjustments might include using different instructional methods, providing different services and supports, or reconsidering the student’s LRE.

formative assessment

A system of providing continual feedback about students’ preconceptions and performances to both learners and instructors; an ongoing evaluation of student learning.

The plan for monitoring and reporting student progress need not be cumbersome or overly time-consuming. In fact, plans that are too unwieldy or burdensome are less likely to be implemented with fidelity, if at all. IEP teams should consider monitoring and reporting methods that are user-friendly and time-efficient.

In this interview, Tamara McLean explains how different types of assessments help to inform both general education and special education teachers on a student’s progress (time: 2:54).

Tamara McLean Exceptional Education Teacher

View Transcript

Transcript: Tamara McLean

Every school is different and every district is different. In our school, we do progress monitoring, and that progress monitoring happens weekly. Now not every goal may be monitored every week but it needs to be regular. To make our instruction valid we need to know exactly where they are. Because if we’re redoing skills that they really already have a reasonable grasp of, and we’re not checking in on that regularly, we are not moving on. We do hear about all the testing that is done and how much time is spent testing. And I do understand, especially from a gen ed teacher perspective, how much time that does take. But I also think special education is a different ballgame because we tailor our instruction specifically to each child. And gen ed teachers very much try to do that but, their entire training is moving a group on whereas in special education we are moving each child on from where they are. And so our views of testing I think are completely different. Our time needs to be spent only doing skills they need, only doing skills that apply big picture, and only will move them forward to the ultimate goal of whatever that subject is.

So when I started teaching, we didn’t really use the data like we do now. And we didn’t constantly recheck in: Where are our students? Are they making progress? Where is the gap? What do they need to get there? And I think as we are getting better about using this testing and being intentional about what we do with it, it really does focus your time which is important because we can waste a lot of time if we don’t know where kids are. I think though that sometimes you need to take pieces into the testing, when you look at the results. So when we look at things like TN Ready, which is Tennessee state testing, it’s timed. So it isn’t always a great example of specific skills and whether they have them or not. It’s just whether they can do them in the set amount of time. And then you have tests that we use in this district like the MAP test where it’s untimed. So using those two pieces of information together give us great information. Hey, they have the skill. They were able to do it over and over on the MAP test but they’re not able to access it quickly because they weren’t able to show us that on the TN Ready. So even those two tests, which we complain they say the same thing, they don’t. They tell us different things. When we put them together it gives us a bigger picture of what exactly we’re working on.

Legislation and Litigation

The use of “teacher observation” by itself is not a legitimate way of monitoring student progress. As the New York State Educational Agency noted in a 2003 hearing…

although subjective teacher observation provides valuable information, teacher observation is not an adequate method of monitoring student progress

Without supporting data, teacher observation is opinion which cannot be verified

Board of Education of the Rhinebeck Central School District, 2003, p. 148

The progress monitoring plan should be clear and easy to understand. The data collected should be used to adjust the IEP document as needed. As the hearing officer in Escambia County Public School System (2004) concluded:

The most glaring deficiency was the absence of a notation as to whether [the student] had mastered any of his benchmarks . . . without the dates of mastery of benchmarks indicated on the IEP a parent cannot determine the progress that the child has been making during the school year… it is crucial that a parent (or other IEP member) be able to examine the IEP document to see if satisfactory progress is being made toward the attainment of the student’s annual goals and if not, whether there is a need for adjustments to his program (42 IDELR 248).

Reporting Progress to Parents

The IEP team must stipulate when periodic reports on the student’s progress will be provided to her parents. These reports keep the parents informed regarding whether their child is on track to achieve her annual goals. In cases in which the student is not on track to meet her goals, the report should describe the adjustments that school personnel intend to implement to help her do so. Depending on the nature of these adjustments, it might be necessary to schedule an IEP meeting to review the student’s individualized education program.

A good rule of thumb is to provide progress reports on the student’s annual goals at least as frequently as parents of students without disabilities receive progress reports (e.g., report cards). This is in addition to the daily or weekly progress reports that many teachers send home. For example, the parents of a 2nd-grade student who only receives special education services for reading might receive:

• The same weekly academic and behavior updates as the other parents
• A report card every nine weeks with grades for all of their child’s subjects
• A report on her progress toward meeting her annual IEP goals in reading

IEP teams should facilitate the parents’ understanding of the data so that they can clearly determine whether their child is making progress toward all of her annual goals. There are several considerations to keep in mind when reporting progress to parents:

• Avoid using jargon
• Use graphs to provide visual representations of the data
• Present information in parent’s home language whenever possible
• State clearly whether the student is on track to meet her annual goals

In this interview, Tamara McLean explains two different ways that teachers at her school report progress to parents (time: 1:19).

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In our school, some of the ways that we like to report information and the ways we are required to report information are not exactly the same. IEPs have a progress report piece, which really and truly is just telling us how they’re making progress on the goals. And every time a report card is sent home we send home the progress report on the IEP goals to the parents at the same time. So they can see how close they’re getting to mastery on that goal. We don’t get a lot of feedback from parents on it. So I’m not really sure how meaningful it is.

We send home data on our progress monitoring. We chart them in an excel spreadsheet. And every Wednesday when we do our progress monitoring, we, right there on the computer with the child, plug it into the computer and it generates on the graph to show where they have gone on that skill and backtracks all the way to when we started that particular skill. And sometimes the children will ask if they can print it off and take it home, because as much as the parent needs to see it, so does the child, they’re the one who is working on it. And so those graphs are a great way for them to actually see the growth versus the progress report we send home where we’re just putting a percentage towards mastery on there.

Implications of Endrew on Progress Monitoring and Reporting

A substantive standard not focused on student progress would do little to remedy the pervasive and tragic academic stagnation that prompted Congress to act.

Endrew F. v. Douglas County School District, 2017, p. 11

For Your Information

There is probably less substantive compliance with this component of the IEP than any other. Too often teachers don’t understand how to effectively collect and interpret data.

Recall that the Endrew ruling concerned itself, in part, with the quality of the education, as laid out in their IEPs, to which students with disabilities are entitled. The Supreme Court’s ruling requires that a higher substantive standard must now be used to determine educational benefit: An IEP must be “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” To determine whether the student is making progress, IEP teams must create and implement a high-quality plan that allows them to systematically and consistently monitor and report the student’s progress toward meeting her annual goals. This plan must include a process for collecting objective data that can document improved academic and/or functional performance. As mentioned above, if the data indicate that a student is not on track to meet her annual goals, the IEP team should make adjustments to the education program and continue to monitor accordingly. Failure to make such adjustments, when data indicate the need, could result in a ruling that a school had denied FAPE to a student.

In the interview below, Mitchell Yell discusses monitoring and reporting considerations for students with disabilities (time: 0:59).

Mitchell Yell, PhD Fred and Francis Lester Palmetto Chair in Teacher Education Professor, Special Education University of South Carolina

/wp-content/uploads/module_media/iep01_media/audio/iep01_p09_yell.mp3

Transcript: Mitchell Yell, PhD

I would say probably the most efficient way of collecting data on basic skills is to use curriculum-based measurement. They’re easy to use, they’re very time-efficient, and they’re very reliable and valid data. Teachers need something that’s easy and doesn’t take a lot of time. So I would say curriculum-based measurement is an extremely good way to write goals and collect data on academic issues having to do with basic skills deficits.

To communicate with parents, I would say best-practice is not only collecting data, but graphing it. You know, a graph is almost intuitively understandable. You can look at a graph even if you don’t know what it means, and you can see if the child is making growth or not by looking at the graph. And that’s a very effective way to communicate with parents.

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5 Tips for a Meaningful IEP Progress Report

• August 22, 2022
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How do you write a meaningful IEP progress report?

Being a special education teacher bring with it many challenges, not the least of which is PAPERWORK! Writing an IEP progress report, which has to be done several times a year, can drive a teacher bonkers. Between data collection , progress reporting, kind words to families, and plans going forward, a proper IEP progress report takes time and mental energy. Let's talk about it!

We've all been there. Sitting in front of the screen, the metaphorical piles of reports in front of us to get through. Ugh, if only they gave us enough time to do this!!!

Well, I can't help with the time required. It is a pain in the butt for sure. But maybe just some tips about what to include. Maybe especially helpful for a new special education teacher!

Switching hats for a minute to my parent hat, I can tell you that we really appreciate hearing from you in an official report. And we want to hear more than “making progress.” Tell me what kind of progress. Tell me if we're on the right track. Need to change something? Powering on? I may have a child who can't tell me how each day is at school. I rely on you, my teacher angel, to tell me how we're doing.

While we, as teachers, try to stay in contact with families as often as possible, we all know that this can be difficult with caseloads ever increasing. In a way, the progress report that is sent out 3 or 4 times a year and the one annual IEP meeting may be our only concrete connection to that family.

So, how can we make the most of that time ? Establishing the basics to start…

What is the purpose of an IEP

The IEP software I've seen used most often in my area (IEP Online) has this statement, “An IEP (Individual Education Plan) must include a statement of measurable annual goals , including academic and functional goals, designed to meet each of the student's educational needs that result from the student's disability to enable the student to be involved and make progress in the general education curriculum. In order to be measurable, the goal should include a baseline (“from”), a target (“to”), and a unit of measure.” Love that! Nice and succinct!

In my mommy terms, it's a document of all the official goals that my team has agreed to that will help my kiddo make as much progress as is possible to help him or her reach their absolute highest potential. Kinda important!

What are the components of an IEP Progress Report?

Obviously each district will have their own IEP requirements as far as the paperwork goes. There are many IEP software options out there, so what I'm presenting here are the components that I have found consistent in the districts that I've worked with in my area. As always, make sure you follow your district's requirements.

Progress Reports should be given to families as often as reports cards are given to parents of typically-developing students. This usually means once a trimester or semester, so 3 or 4 times a year.

The essential components are:

• The annual goal : The annual goal in all its glory. Use this to make sure your progress aligns directly.
• Date of review: The date of the report. Check with your district if they have specific guidelines, but I generally put a week before the end of the reporting period and use that as my “drop dead” date to get the report done and ready to send to families.
• Progress (sometimes in a code)*: Short, often coded report of progress (see below for example).
• Comments: This is really where I do my true reporting. I report data on progress, where we're going, kudos, whatever. I keep this to 3-5 sentences for each target. Less if I can say what I need to say! *IEP On-line uses these reporting codes for their progress reports. Yours are probably similar. ES – Emerging Skill demonstrated IP – Insufficient Progress demonstrated to meet this annual goal and may not achieve annual goal within duration of IEP M – Mastered this annual goal NI – Not been provided Instruction on this goal PH – Progress being made but hampered by new circumstances SP – Sufficient Progress being made to achieve annual goal within duration of IEP

Find some ideas here to help you collect data!

5 tips to writing a meaningful iep progress report.

Presents parents with real data.  Stay away from the standard “making progress” without a comment or hard data. I can tell you, as a parent, that's really hard to read. It's almost worse than “insufficient progress” because I know that the teacher just used that as a default. At least “insufficient progress” prompts me to start a conversation. Now, data is my friend. I'm a BCBA. I live and breathe data. 🙂 Reporting on a progress report is really very easy when I already have hard data to plug in! This requires forethought and prep, though, and I know this takes times. Ideas for take regular data is for another day. For now, assuming you have been tracking pretty little data, this is the time to update and report to parents. I can't tell you how much they appreciate the details! So instead of “making progress” with a comment of “doing really well this trimester,” try something like “making progress” and a comment like, “Previous trimester, J had a 20% accuracy on this skill but just got 76% on the same assessment this week! We're going to hit this goal!”

Sandwich your comments when possible.  What I mean is that if you have to report something not-so-positive, then put it in-between two good comments. Even if you have to report “insufficient progress,” your comment can be something like, “J has been working hard on this goal. He is not yet showing any correct responses, but we are going to try [this new technique] this week to see if we can make some headway. We will keep working on it and let you know!”

Give an idea of where you're going next.  Similarly, let the parents know what your plan is going forward. If wonderful progress is already being met, then what's next? If no progress is being made, then what changes are on the horizon to change the trajectory? Help me feel confident my child continues to be in the best hands!

Send to parents in the mode they are most likely to see.  Some parents want the hardcopy sent home. Some parents never get into their child's backpack. Some parents prefer email. If that's allowed in your district, allow that to be the mode. At the beginning of each year, I always send home a get-to-know-your-family sheet where I find out what mode of communication is best for them. And then I honor it! I know that my progress report is my chance, in-between IEP meetings, to officially report on what an awesome kid they have. Also, for some families who don't communicate much during the year, I try to follow up with them at progress report time just to make sure they at the very least know where we are in the year.

Share the progress report with others on the team.  This is often overlooked! I know everyone on the team is probably regularly seeing the student, too, so they know where they are on their own goals, but reporting to the rest of the team where you are on your goals just helps everyone stay on the same page. This includes the general education teacher, maybe the counselor, the other IEP team members.

Sample IEP Progress Reports

Let's looks at three sample goals with an example progress report comment….

Behavior—Cooperation with non-preferred task

By May 15, 2021, when given a non-preferred adult directive (e.g., put away a preferred task, go to non-preferred activity), Jonas will take no more than 30 seconds and 1 individual prompt to comply with the direction improving cooperation from 1 to 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

December 15, 2020 Sufficient progress

Jonas has a number of opportunities a day to follow a non-preferred direction. In the previous three data days, he complied independently an average of 2.7 times for every 5 directives. He continues to follow the schedule independently, especially for preferred activities, and is requiring less prompting to do those non-preferred activities. I am confident he will master this goal.

Cognitive—Math—Picture addition

By May 15, 2021, when given two sets of items and an equation to fill in with numbers, Jonas will say or write the associated number to complete the number sentence (e.g., 4 + 3 = 7) improving addition skills from adding 2 numbers 0 to 9 with 15% accuracy of 20 problems to 80% accuracy of 20 problems as measured by staff observation, daily tasks, and data records.

December 15, 2020 Emerging skill

We just started working on this skill. Jonas currently knows all the numbers to 10 and how many each numeral represents. We are now putting two sets of objects out and letting him choose a magnet number on the board to represent each set, and then we count all the objects together. We will be having him start writing down the three numbers starting next week in a prepared formula!

Language—Labels reinforcers

By May 15, 2021, when given a preferred item and asked, “What’s that?,” Jonas will name the item improving labeling from 0 items to at least 10 items across 3 data collection days as measured by staff observation, daily tasks and data records.

December 15, 2020 Insufficient progress

Jonas' attention to tasks and his behavior has greatly improved these past few months. Despite this, he has not gained any additional labels. We plan to introduce an AAC (an iPad with software with pictures) and provide him with instruction on how to use it to begin requesting and labeling with a voice output device. We will report back to you next month how that is going. If we need to make a change to the IEP to align with the new strategy, we will do it!

It's worth the extra few minutes to write a solid progress report. Plus, once you have the first set done with all the components ironed out, it's actually quite easy to update the next round. Keep taking your monitoring data, plug it in, and report to parents how cool their kid is. Cuz they are!

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Measuring and Reporting Student Progress

Current as of 2018

This info in Spanish | Esta información en español

Another component of the IEP that IDEA requires is specifying how the child’s progress will be measured. This statement flows naturally out of the annual goals written for the child, which must be measurable. Measuring the progress that a child is making toward his or her stated annual goals is an essential part of the special educational process, because it gives the IEP team concrete evidence as to whether the individualized program as designed by that team is actually effective or whether adjustments to services or instruction need to be made. And, of course, it’s equally essential to report back to the child’s parents , so they are informed about their child’s learning.

• IDEA’s exact words
• Prompting questions to guide the discussion
• Reporting to parents on the child’s progress

 ____________

IDEA’s Exact Words

IDEA states that each child’s IEP must contain:

(3) A description of—

(i) How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

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Prompting Questions to Help Guide the Discussion

IEP teams may find it easier to address this component of the IEP by framing the discussion around specific questions. For example, the IEP team might ask itself these three questions:

• How will the child’s progress be measured?
• When will the child’s progress be measured?
• How well will the child need to perform in order to achieve his or her stated IEP goals (and, for some children, benchmarks or objectives)?

The information on how well a child must perform and how his or her progress will be measured is often called evaluation criteria . Well-written evaluation criteria are stated in objective, measurable terms. (You’ll note the tie-in with the requirement that the annual goals written for a child must be measurable.) For example, a child might be required to perform a task “with 90% accuracy” or get 18 out of 20 words correct in each of 5 trials. These are concrete numbers or scores, establishing what the IEP team considers an acceptable level of performance or progress for the child.

In other instances, progress may not be measured in number scores, such as statements like this:

By June 15, Vicky will complete the obstacle course unassisted, as documented by the adapted physical education teacher.

In this example, the teacher will observe and take notes while Vicky completes the obstacle course. Teacher observation/notes are one way of checking progress. Other ways of checking progress may include:

• reviewing class work and homework assignments;
• giving quizzes, tests, or teacher-made assessments; and
• giving informal and/or formal assessments (the QRI or Woodcock-Johnson, for example).

Reporting to Parents on the Child’s Progress

IDEA’s exact words above also refer to the periodic reporting of each child’s progress, which gives parents, other members of the IEP team, and the public agency the opportunity to review the IEP and make adjustments if they are warranted. When a child does not make the progress expected, then it’s essential to determine why and take corrective action.

The 2004 Amendments to IDEA are not especially prescriptive about the timing of such progress reports. This is because the statute itself does not require report cards or quarterly report cards. When IDEA mentions them in §300.320(a)(ii) (see above), they “are used as examples…of when periodic reports on the child’s progress toward meeting the annual goals might be provided” (71 Fed. Reg. at 46664, emphasis added). As the Department of Education clarifies:

The specific times that progress reports are provided to parents and the specific manner and format in which a child’s progress toward meeting the annual goals is reported is best left to State and local officials to determine. ( Id .)

In OSEP’s letter to Pugh on January 18, 2017 , the Department reiterated this position, adding, “Thus, State educational agencies and their local educational agencies have discretion to determine the specific content of the periodic progress reports provided to parents of children with disabilities, and in reporting progress on annual goals.”

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Would you like to read about another component of the IEP?

If so, use the links below to jump there quickly. _________________________________________________

Present Levels How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the “present levels” statement in the IEP.

Annual Goals Once a child’s needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Benchmarks or Short-Term Objectives Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. If you’re wondering what that means, this article will tell you!

Measuring and Reporting Progress (you’re already here!) Each child’s IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.

Special Education The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.

Related Services To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services . Find out all about these critical services here.

Supplementary Aids and Services Supplementary aids and services are intended to improve children’s access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.

Program Modifications for School Personnel Also part of the IEP is identifying the program modifications or supports for school personnel that will be provided. Read more here.

Extent of Nonparticipation The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA’s foundational principle of LRE.

Accommodations in Assessment IDEA requires that students with disabilities take part in state or districtwide assessments . The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

Service Delivery When will the child begin to receive services? Where? How often? How long will a “session” last? Pesky details, but important to include in the IEP!

Transition Planning Beginning no later than a student’s 16th birthday (and younger, if appropriate), the IEP must contain transition-related plans designed to help the student prepare for life after secondary school.

Age of Majority Beginning at least one year before the student reaches the age of majority, the IEP must include a statement that the student has been told about the rights (if any) that will transfer to him or her at age of majority. What is “age of majority” and what does this statement in the IEP look like?

Special Education Action

Children are our priority. Ensuring their needs are met is our goal.

IEP Progress Reports: What Should Be Reported Vs. What Is Reported

What should be in Individualized Education Program (IEP) progress reports and what actually is in IEP progress reports often are two different things.

Imagine it is time for your annual work review. Your employer presents a report that states you didn’t make progress, or didn’t make enough progress, toward your goals for the year. However, when you read the report, there’s no data backing your employer’s decision, nor is there a performance plan for moving forward. You don’t know why you didn’t progress and you don’t know what you need to do in order to progress.

The same issues occur with IEP progress reports.

They should reflect the IEP, they should include data that supports degree of progress or failure to make progress, and they should include insight into why progress was or wasn’t made. With the latter, parents and educators can meet to decide if 1) the student still needs the goal; 2) if the student doesn’t need the goal; 3) if the goal needs to be adjusted; 4) if the student implementation or failure of implementation of accommodations, services, and/or related services impacted the student’s progress; and 5) if additional accommodations, services, and/or related services are needed for the student to make meaningful progress.

Federal Regulations

Federal regulations aren’t fun reads. Please stick with me on this one. There are quite a few that apply. Reading them will help clarify what should or shouldn’t be included in the IEP. The following are excerpts from 300.320 of the Individuals with Disabilities Education Act (IDEA), which provides a definition of an individualized education program.

Section 300.320(a)(3) of IDEA states that IEPs must include the following:

(3) A description of  (i) How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and (ii)  When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;

That’s a clear statement. IEPs must include statements related to how and when progress will be measured and reported. So, let’s visit “paragraph (2)” mentioned above.

300.320(a)(2) of IDEA states that IEPs must include the following:

(2) (i) A statement of measurable annual goals, including academic and functional goals designed to (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the child’s other educational needs that result from the child’s disability; (ii)  For children with disabilities who take alternate assessments aligned to alternate academic achievement standards, a description of benchmarks or short-term objectives;

Combine paragraphs two and three and, again, you get another straightforward statement. IEPs must include statements of 1) how and when progress will be measured and 2) measurable annual goals that a) meet each of the child’s educational needs that result from the child’s disability; b) enable the child to make progress in the general education curriculum; and when applicable c) of benchmarks or short-term objectives.

Let’s look at a third excerpt from 300.320, specifically 300.320(a)(4), which states that the IEP must include the following:

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child  (i)  To advance appropriately toward attaining the annual goals; (ii)  To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and (iii)  To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

When it comes to IEP progress reports, this is a piece to which you should pay attention: The IEP must include a statement of special education and related services that will be provided to enable the child to advance appropriately toward attaining the goals .

In other words: If a progress report states a student is not advancing appropriately, the report should include data for the special education and related services that are or are not working. Per 300.320(a)(4), if they are appropriate, the student should be progressing.

This applies to accommodations, too. Although accommodation isn’t defined in IDEA or Section 504 of the Rehabilitation Act of 1973 (Section 504) there’s a general understanding of what the word accommodation means and how they are applied.

Section 12182(a) of the Americans with Disabilities Act (ADA) states the following:

No individual shall be discriminated against on the basis of disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any place of public accommodation by any person who owns, leases (or leases to), or operates a place of public accommodation.

Section 12181(7)(J) of ADA states the following:

The following private entities are considered public accommodations for purposes of this subchapter, if the operations of such entities affect commerce (J) a nursery, elementary, secondary, undergraduate, or postgraduate private school, or other place of education;

Section 12181 and 12182 of ADA confirm that accommodations are the right of students in school since 1) no individual shall be discriminated against on the basis of disability in the full and equal enjoyment of the accommodations of any place of public accommodation and 2) schools are considered public accommodations.

The settlement agreement for The United States of America and the Park School agrees with this and states the following:

The ADA prohibits a place of public accommodation from discriminating against an individual on the basis of disability in the full and equal enjoyment of its goods, services and facilities.  42 U.S.C.  § 12182(a). . . . Park School is a private school providing education to children in pre-kindergarten through eighth grade and is, therefore, a place of public accommodation covered by Title III of the ADA.  42 U.S.C. § 12181(7)(J).

If we wrap up the above, the schools are required to provide accommodations. Those accommodations impact goals, too, and thus data needs to be collected and shared about them, too.

And last, but not least, there’s the Every Student Succeeds Act (ESSA). December 2015, a reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), was passed. It ensures that school systems will prepare every child to graduate from high school for college and careers.

What follows below are examples of problems that arise with reporting.

The Report Should Include Data

If an IEP requires a student to do “X on 4 out of 5”, there’s a problem if the progress report states the student did X in “all data collected”.

“All” is not the same as “4 out of 5”.

What is the data?

If the school can’t provide you the data, there’s a problem. They should be able to cite and provide the data collected for the report. This is not an unreasonable request, but you might run into teachers who take offense to something as simple as a request for the actual data.

The Report Should Reflect the Goal

If an IEP requires a student to write three paragraphs containing X, Y, and Z in all subjects, on 4 out of 5 data samples for each subject, there’s a problem if the report states the student did this in History, but doesn’t mention any other subject.

It Isn’t the Student’s Responsibility to Provide Data to the School

If the progress report states that the student did not do X because he “didn’t attend Monday meetings with a teacher” or because he “didn’t finish all of his assignments”, there’s a problem.

It is the school’s responsibility to collect data. It is not the student’s responsibility to provide data to the school.

If there wasn’t data, then the school should have reported that the student “did X on 0 out of 5”.

IEP Progress Report Break Down

The following examples are pulled from a real IEP progress report, which includes goals, progress codes related to the goals, and comments related to the progress. The problems with the comments appear below them. Pay attention to the wording and measurements cited.

Annual Goal 1

Area of Need: Reading Comprehension

Goal : After reading a course-related text, [Student] will answer a variety of inferential questions across curriculum areas with at least 80% accuracy on 4 out of 5 data points, measured quarterly.

Progress Code : 4

Comments : [Student] was able to answer a variety of inferential questions across the curriculum with 80% accuracy on all data points collected. 

The Problems :

• The comments don’t indicate that the student answered the questions “after reading a course-related text”. For all we know, the teacher could have asked questions after the students watched a video or after the teacher read a book out loud. There is no indication that data for a reading comprehension goal actually came from answers the student wrote after he read course-related text. Because this is a reading comprehension goal, the data has to indicate if the student read the text.
• “All data collected” is not the same as “4 out of 5 data points”. “All” could equal one data point.
• There is nothing indicating that the data collected was measured from that quarter. The way the goal is written, the data could have been collected the previous quarter or even the previous school year. That might seem like an extreme and unimaginable example, but when it comes to data collected by school divisions, fact often is stranger than fiction.
• There isn’t a notice of the accommodations, services, or related services the student used. Did the student’s use of extended time help make the progress possible? What about the student’s use of large text or increased white space?

Short Term Objective 1

Objective :

Given a piece of figurative language, [Student] will use a variety of strategies (close reading, visualizing, use of context) to determine and explain what at [sic] the figurative language means with 85% accuracy on 4 out of 5 opportunities, measured quarterly.

Progress Code: 2

Comments : [Student] was able to explain the meaning of presented figurative language on one assignment with 100% accuracy. Given four additional opportunities, [Student] did not provide and [sic] explanation of figurative language due to not completing the assignment.

• “Presented” is not the same as “Given a piece”. This is a reading comprehension goal. Did the student read the “piece” he was given or was he presented with questions that followed the presentation of a video or book that was read out loud, or something else?
• The goal doesn’t state that the student will “explain the meaning”. It states the student “will use a variety of strategies (close reading, visualizing, use of context) to determine and explain”. What strategies did the student use? How did the student use the strategies to determine and explain?
• The comment indicates that the school is blaming the student for not providing it data. The school division’s failure to collect the data is why it doesn’t exist. In an entire quarter, it is hard to believe that the student didn’t have any other opportunities outside of the work he didn’t complete to exhibit his progress or lack of progress toward the goal. In addition, the comment states “the assignment”, not “assignments”. One assignment shouldn’t be the source of four data points.
• If the school is, indeed, lacking data points because the student didn’t turn in any work (or turned in close to no work), that itself should be a data point. There’s no data in the report related to why the student didn’t turn in his assignments. Does the student need different and/or or additional services and related services? Does the student need different and/or new accommodations? Did his teachers fully implement his IEP? Did he have access to all of his accommodations and services? What about the related services? Were the assignments too hard? Did the student need more time? Since the student’s school is using a virtual format during COVID-related school building closured, does the student need access to a printer to print out the assignments? Does the student need access to a scanner to submit his work to class? Does the student need access to a larger monitor? Does the student suffer from screen fatigue? Does the student need help with organization? What about school avoidance? Is the student trying to avoid school? If yes, then Why? Is he trying to avoid specific teachers?
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How Teachers Measure Progress in Special Education

Measuring student educational progress is important in developing and implementing instructional strategies and evaluating program effectiveness for your child with a learning disability .   Learn about the most common ways teachers measure student educational progress for special education programs  and gain valuable tips that will help you make educational decisions for their special education program.

Observation

Thomas Barwick / Getty Images 

Observations can provide highly accurate, detailed, and verifiable information on student strengths and weaknesses. Your special education teachers' observations may include the following types of observations.

• Systematic observations : The observer gathers data on one or more precisely defined behaviors.
• Non-systematic observations : The observer watches the child at school in a setting of concern and takes notes on the behaviors, characteristics, and personal interactions that seem significant.
• Standardized observations : The observer uses professionally published systems.

In special education, observations are important resources because they not only help you understand your child's school day, but they also are usually accompanied by recommendations as to how the learning environment can be improved or changed to suit your child's individual needs.

If you are concerned about a particular aspect of your child's school day, you also have the right to have your child observed by an expert that you choose. Of course, this observation typically must be paid for out of pocket, but it is your right if you choose to exercise it.

Standardized Rating Scales

Rating scales measure things like positive behaviors, problem behaviors , attention, the child's independence skills, and other areas. This information allows the IEP team to:

• Determine how strong or weak your child's skills are across settings
• Document performance over time in a reliable, valid manner
• Measure progress or lack of progress

Rating scales are standardized questionnaires completed by teachers, parents, and other people familiar with the student. They provide national comparisons as well and can be used to gauge your child's progress.

While these scales provide useful information, try not to let the scores derail your real goal, which is that your student receive the best education possible. You want to be sure your child's educational team is addressing problem issues in a reliable and effective manner.

Record Reviews

A third method of measuring student progress is the record review. In a record review, information can be gathered from school cumulative records, school databases, information from previous schools, medical and mental health data, samples of student work accumulated in portfolios, and anecdotal records. Parents also may choose to provide family history for health and social issues if they feel it's relevant.

A record review is a crucial element in formulating a complete picture and history of your child's education.

It's also useful for the special education teacher to develop a clearer picture of the progress your child has made as well as how far they have to go and adjust their education plans accordingly. Be sure to help your child's teacher gather all the information they need to do a record review. Doing so will have an impact on the educational plan the teacher devises.

Criterion Referenced Testing

Criterion-referenced tests measure specific skills a student has learned. They are not designed to provide scores for comparison to peers. Instead, they focus on specific skills within a subject area.

In primary level basic math , for example, the ability to recognize connections between numbers and quantities, the addition of single digits, adding a single digit to a double-digit, or other skills would be addressed.

These tests provide specific information to teachers so that they can design instruction for students' needs.

Criterion-referenced tests are often used to evaluate whether a student is making the expected progress toward the goals laid out in their IEP plan. They can indicate what skills might need to be addressed going forward.

Authentic Assessment

Authentic assessment rates your student's performance on real-world tasks. To perform successfully on these tests, students must know the subject area and be able to use that knowledge to perform problem-solving tasks. Activities used in authentic assessments may include:

• Conducting research
• Giving an oral presentation
• Collaborating with others
• Revising and discussing papers
• Writing a news article, poem, or short story

Standardized Achievement Tests

Standardized tests may assess reading, writing, math, and content areas such as social studies and science. They provide information on a student's abilities in these areas. The advantage of these tests is that they tell parents and teachers how students are performing compared to others on a state or national level.

Again, it's important not to get too hung up on the scores. Instead, focus on what this information provides you and the educational team as well as what is being done to help your child improve and achieve their goals.

A Word From Verywell

When it comes to special education, teachers often rely on multiple measures to ensure that they gain an accurate picture of a student's abilities and school performance.   While it may seem excessive at times, using multiple forms of assessment is vital because your child may not do well during one type of assessment due to challenges like anxiety or concentration. As a result, having an alternate way to measure their progress might produce different results.

In the end, the teacher can study all the assessments used and formulate a more complete picture of where they need to go next in your child's education. Remember, no single test or evaluation can completely define a child. Assessments merely provide educators with information on how to provide the best services and support for their students.

Suen HK, Li H. Evaluation of student progress in learning . In: Seel NM, ed. Encyclopedia of the Sciences of Learning . Boston: Springer; 2012. doi:10.1007/978-1-4419-1428-6_1367

Ruble LA, McGrew JH, Wong WH, Missall KN. Special education teachers' perceptions and intentions toward data collection .  J Early Interv . 2018;40(2):177-191. doi:10.1177/1053815118771391

Benitez Ojeda AB, Carugno P. Special education . In:  StatPearls . StatPearls Publishing; 2020. PMID:29763032

Hayes AM, Dombrowski E, Shefcyk AH, Bult J.  Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries . RTI Press; 2018. doi:10.3768/rtipress.2018.op.0052.1804

By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities. 

Full SPED Ahead

May 30, 2022 ·

How Special Education Teachers Prepare for Progress Monitoring 

Guest Blogger · Assessment · Back to School · Classroom Structure

I am excited to introduce this week’s guest blogger Robin from Expressively Sped to talk about Progress Monitoring.

WHAT DOES THE LAW SAY?

The Individuals with Disabilities Act (IDEA) tells us when and how educators report on progress. This is towards student achievement and progress with IEP (Individualized Education Program) goals and objectives.

IDEA further describes that progress reporting should be “concurrent with the issuance of report cards”. These guidelines are clear for educators. It tells us when and how to provide progress reports to parents. 

Reference: ( https://sites.ed.gov/idea/regs/b/d/300.320/a/3/i ).

HOW IEP GOALS FIT INTO PROGRESS MONITORING

All IEP goals are created to describe how a goal will be measured. This includes data collection methods and frequency in which data is collected. Three to five trials are used to outline the frequency of when data collection will be taking place. Meaning, a student’s progress on a certain goal will be specifically measured. This is measured three to five times per quarter. Usually averaged out to determine progress towards the mastery criteria set in the main goal.

An example of a measurable goal might look like the following:

Given a grade level reading passage, Jon will answer comprehension questions about the text with 80% accuracy in 5/5 quarterly probes.

Each quarter, five probes will be given to determine how close the student is to the goal of 80% accuracy.

The progress report will reflect the student scores. It will also offer a narration to describe how the student is working towards this goal. The progress report may also suggest strategies for further improvement as the scholar continues to work on the goal. 

SETTING UP FOR SUCCESS

In order to set yourself and your students up for success, here are a few things to think about:

• Have consistent methods and routines for collecting data.
• Use a data collection method that makes sense for the type of data you need to collect as outlined in the IEP goal.
• Set your ceiling in alignment with the mastery criterion of the goal in the IEP.
• Collect data with the same frequency as outlined in the IEP goal. 
• Ensure the IEP goals are SMART goals and written in clear & measurable terms.

In my district, we have a graphing system within our IEP system. We have to plot data points throughout the quarter. These data points automatically graph and transfer into our progress reports along with our narrations. If the ceilings are not set correctly in the IEP,  the graph will not accurately reflect the students progress.

Furthermore, if the ceiling is set too high or too low in comparison to the mastery criterion of the goal, the graph might not make sense. Even without a graphing system, having the IEP goal set up correctly will give you the most accurate information. This student progress will be reflected when you complete your progress monitoring process. 

WHAT SHOULD PROGRESS REPORTS LOOK LIKE? 

Progress reports should be data driven and informative. They should also be easy to read and understand. Remember that parents and guardians do not have special education degrees and cannot interpret documents that are overloaded with special education jargon. It is also best not to dump a bunch of numbers into the report. Provide one number that represents the current progress of the student as compared to what the goal is.

For example: Jon is currently performing with 65% accuracy with a goal of 80% accuracy. The narration should explicitly describe the students progress on the goal.

Some things to think about:

• What support or SDI’s does the scholar need to meet the goal?
• What are the strengths and weaknesses of the scholar?
• How are they working on the goal? 
• What programs are they using?
• What might next steps towards working toward the goal look like? 

PARENT COMMUNICATION

Most educators ensure effective communication with parents throughout the school year. However, everybody is constantly on the move and overloaded with professional and personal responsibilities. It is sometimes challenging to touch base consistently.

As educators, we hope that all of our parents make it to back to school night or report card conferences. The truth of the matter is so many parents don’t make it.

Progress reporting is more than just A’s and B’s on a report card. For students who receive special education services and their parents, the progress report gives an in-depth and specific narrative on how the student is meeting all of their IEP goals supported by very specific data. As we learned above, progress reports are given out to students and their parents each quarter. This is throughout the school year.

These clear guidelines help educators ensure that these documents are prepared and ready for parents. These guidelines also provide some of that consistency back to the parents. They know that they will be getting an update on their child each quarter in writing. Something that letters on a report card do not offer.

Take this one step further and use IEP Goal Bins to do progress monitoring!

Looking for more tips on how to organize your IEP Data –  check out this post!

Want to be more confident in your digital data collection?  Click this post!

Life Skills Idea List

Thinking about life skills for special ed students is one of the most important parts of our job as special education teachers.

Functional life skills activities are especially important at this age because our students are getting older and we want them to be valuable and independent members of society when they are finished with school.

Want a life skills idea guide done for you for free? Put in your info below and I’ll send it to you!

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• Progress Reports FAQ

When and how do providers submit reports?

As per the Non-Exclusive Requirements Agreement for the Provision of Services for Preschool Students with Disabilities, T5 progress reports must be submitted by 4410 providers by February 1st. There are two methods:

• 4410 providers who have access to SESIS should upload T5 progress reports directly to the student’s SESIS Documents folder. 
• For those that do not have SESIS access, T5 progress reports should be uploaded using the  MOVEit Transfer system , using the web link, login and password provided by T5 Central.

Are there templates providers can use?

No. The DOE does not provide 4410 providers with T5 progress report templates. As per the Non-Exclusive Requirements Agreement for the Provision of Services for Preschool Students with Disabilities, progress reports must contain, at a minimum:

A review of the educational/related service(s) IEP goals and objectives and the student’s current levels of performance in achieving those goals;

A review of the educational/related service(s) to which the report pertains, including a description of the student’s response to the service and/or current levels of performance;

The extent to which progress is sufficient to enable the child to achieve the annual goals and the extent to which that progress is sufficient to enable the student to achieve the goals by the end of the IEP period; and

Suggested modifications to the duration and frequency of educational/related service(s), if any, and recommended changes to goals and objectives, if any.

Any other information as directed by the Board pursuant to changes in law or regulation.

T5 progress reports provide DOE IEP teams with critical information about a child’s development, needs, and preschool special education services. The information supports IEP teams in determining the most appropriate school-age special education services to support a child as they enter kindergarten. Areas to consider for T5 progress reports include academic achievement and learning characteristics, social development, physical development, approaches to thinking and learning, communication and language, and activities of daily living (ADL) skills.

How are SEIT and related services coordinated?

With respect to any student who is recommended to receive Special Education Itinerant Teacher (SEIT) services and one or more related service, the SEIT provider is responsible for coordinating the provision of all SEIT and related services. Coordination activities include gathering appropriate progress reports from all related service providers and submitting to the appropriate SEEPPO by the required deadline.

How can providers support DOE teams?

4410 staff members, including administration, teachers, and related service providers, possess an abundance of knowledge and information about the development and progress of their preschool students participating in the T5 process. As a result, they can support IEP teams in developing appropriate kindergarten IEPs and ensuring the successful transition of children.

The DOE understands that 4410 providers have varying levels of resources, including staff members, time, and technology, and this may affect the ability to support IEP team requests. 4410 providers are asked to evaluate and determine their capacity and share any concerns for supporting IEP team requests that are outside of the requirements outlined in the Non-Exclusive Requirements Agreement for the Provision of Services for Preschool Students with Disabilities by emailing  [email protected] .

What are other important dates to know?

Mid December / Early January: Majority of T5 cases assigned and T5 case reassignment process underway

End of February: Earliest start date for T5 IEP meetings

Can providers submit reports before the deadline?

Yes. 4410 providers can submit T5 progress reports starting in January.

The DOE understands that 4410 providers have large caseloads to manage, however, please consider that T5 progress reports should be as current as possible to ensure that IEP teams have present and accurate information about a child.

What should providers do if a DOE IEP team requests progress reports?

If progress reports are not submitted, T5 IEP teams will reach out directly to 4410 providers after February 15th as they prepare for T5 IEP meetings.

If progress reports are submitted, and T5 IEP teams still request reports, you (the 4410 provider) can email  [email protected] . T5CM will contact the IEP team to review the progress report submission process. 

The DOE developed an internal protocol to inquire about missing progress reports in SESIS. The DOE will also communicate to T5 teams that they must be prepared for any meetings with families, which includes both classroom observations and T5 meetings—they should bring copies of the progress reports and not request them from 4410 programs or providers. Similar to prior years, the DOE planned the start of T5 meetings for the end of February, which will allow time for progress reports to be uploaded into SESIS, as well as provide additional time for preparation.

Should progress reports be submitted during annual reviews?

Yes. Progress reports need to be submitted for both T5 IEP meetings and preschool annual reviews. In some cases, if appropriate and depending on timing, the same reports can be submitted for both.

In some cases, a preschool annual review will not be necessary for T5 students. If the implementation date on the current preschool IEP covers the remainder of time left in preschool, the preschool annual review does not need to take place.

What happens after progress reports are submitted?

Once a report is uploaded into the MOVEit System, a support staff member retrieves the T5 progress report, uploads the document into SESIS (Special Education Student Information System, the DOE’s computer system for school-age special education) so that IEP teams can access the information, begin assessment planning, and contact the family with more information and next steps regarding the T5 process for their child.

The Turning 5 Process

For more information about the Turning 5 process, visit the Turning 5 InfoHub page .

Related Links

• Key Terms and Acronyms
• Arranging SEIT and Related Services
• Collaborating with Providers
• Family Engagement
• List of Accommodations and Modifications
• Lesson Planning for Children with IEPs
• Completing Preschool Progress Reports
• Exploring Plants
• SEIT Guidance

• Forms for Educators
• Apply for a discount
• Sign Up for Free

• Educational Technology

How to monitor student progress in special education

Techniques for progress monitoring in special education.

• Oral reading tests or other decoding skills assessments
• Observational notes on changes in behavior
• Tracking the frequency of certain behaviors
• Functional ability checklists
• A record of time spent on-task
• Formative assessments to track skills

Special education students have unique needs, goals, and challenges that require educators to remain flexible when it comes to their learning. One way educators can achieve this flexibility is through progress monitoring in special education.

Monitoring the ups and downs of a student’s individual educational journey gives educators the chance to build goals, lessons, and assessments that will best suit their needs. To best track progress, educators need access to tools that reduce their administrative work while providing students with accurate and helpful resources. Follow along as we break down why progress monitoring is important, what are some common monitoring techniques, and how the right tools can make all the difference.

The importance of progress monitoring for special education students

Since every student learns at their own pace, progress monitoring in special education provides a system for checking in on how each student is doing. For special education students, these systematic check-ins are primarily focused on the goals laid out in their individualized education plans (IEPs) .

IEPs are essential for special education students to receive special education services, and they act as the baseline for monitoring the students’ progress. Educators and other specialists — such as speech therapists — will regularly collect data points and notes about a student’s progress to determine if they’re meeting, exceeding, or falling short of expectations.

These data points help educators and specialists adjust a student’s IEP to better fit their goals, progress, and needs and create a more beneficial learning experience. IEPs also help families stay up to date on their children’s progress, as these are documents that educators monitor and evaluate over time.

Creating a plan for progress monitoring in special education requires educators and specialists to identify a few key factors about their students, such as

• What the goals are for the individual student
• How to measure student progress (or lack thereof)
• How often to monitor progress
• Who’s responsible for monitoring progress

Once a plan is in place, those responsible for monitoring progress will have a formal road map to guide students’ progress and help them achieve their goals.

How you choose to monitor your students’ progress will likely depend on their individual IEP goals, needs, and challenges.

Some possible methods for progress monitoring include

• Observational notes on changes in behavior, skills, or other key metrics
• Formative assessments to track skills such as reading, writing, and more

The techniques you use will vary depending on what behaviors and skills you’re attempting to track. You may even use multiple methods with a single student to measure a variety of IEP goals or to fit their daily behavioral needs.

Jotform Enterprise: Your assistant in special education progress monitoring

To successfully monitor your students’ progress, you need to make sure you have the best tools to assess and track it. Jotform Enterprise is ideal for schools looking to perform progress monitoring in special education. Jotform can help you both measure and test progress, as well as collect data — minimizing the number of tools required to effectively monitor students.

Jotform Enterprise offers educators the opportunity to create their own testing materials to fit their students’ needs. It not only gives you the ability to create forms but also to make them accessible . Jotform’s Form Accessibility setting allows you to create forms that are compliant with Section 508 and WCAG 2.1. You can even create online quizzes that measure success in IEP goal skills such as spelling , math , and speech , to name a few.

What’s more, tracking and organizing the results of these tests is easy with Jotform Tables . Once a test is complete, the results will automatically be synced to the form’s coordinating Jotform Table. From here, educators can sort, organize, and visualize data points however best suits their needs.

Beyond formal tests, educators can also use Jotform to create progress monitoring forms from scratch to track student progress , keep notes, and document next steps. However, if you’re short on time, you can also choose a ready-to-use form template and customize it to fit your needs. Jotform has a variety of education form templates to choose from, so you can spend more of your time helping students instead of creating documents.

Security is another top priority in progress monitoring. With Jotform Enterprise for education , special education teachers and school administrators can securely collect and store students’ data. Jotform even offers HIPAA compliance features and provides encrypted forms for added security.

As an educator, you’re always looking to help your special education students achieve their goals. Having the right tools can help maximize your results. Jotform Enterprise provides educators the opportunity to focus on their students by offering resources to make their lives easier. Before you build your next IEP, make sure your educational solution places your students’ needs at the forefront and gives them the tools they need to succeed.

Photo by RDNE Stock project

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California Special Education Local Plan Areas

What is a selpa.

In 1977, all school districts and county school offices were mandated to form consortiums in geographical regions of sufficient size and scope to provide for all special education service needs of children residing within the region boundaries. Each region, Special Education Local Plan Area (SELPA), developed a local plan describing how it would provide special education services.

SELPAs are dedicated to the belief that all students can learn and that special needs students must be guaranteed equal opportunity to become contributing members of society. SELPAs facilitate high quality educational programs and services for special needs students and training for parents and educators. The SELPA collaborates with county agencies and school districts to develop and maintain healthy and enriching environments in which special needs students and families can live and succeed.

Legal Background

The Rehabilitation Act of 1973 (PL 93-112), amended in 1992, includes Section 504, which affirms the right of any student or adult who has a mental or physical impairment which inhibits a major life activity including learning; has a history of such an impairment; or is considered by a team of knowledgeable individuals to have such an impairment, from being discriminated against program or activity receiving federal financial assistance. This Act also requires that students be given a free appropriate public education in regular education classes, with necessary supplementary aids and services, if they are determined by a school team to be disabled under Section 504 or the Americans with Disabilities Act (ADA). Such eligibility may exist without concurrent eligibility for special education under the Individuals with Disabilities Education Act (IDEA).

The Rehabilitation Act was followed in 1975 by the passage of PL 94-142, the Education of Handicapped Act, which was changed in 1990 to the IDEA. This is the legislation that provides that all students who are eligible for special education must be provided with a free appropriate public education in the least restrictive environment.

The California Legislature implements the provisions of IDEA through the California Master Plan for Special Education. This plan was first implemented statewide in 1980 with the passage of Senate Bill 1870.

Some of the major areas covered by state and federal laws are the following:

• Child Find - Each public school system is responsible to find children with disabilities in its area
• Free Appropriate Public Education (FAPE) - Each public school system is responsible for ensuring that each child with disabilities is served appropriately, at no expense to the parent
• Least Restrictive Environment (LRE) - Each child is assured of his/her right of education with non-disabled peers to the maximum extent appropriate to the needs of both
• Due Process - The right of parent participation, and challenge, in all aspects of assessment, identification and placement is assured; involves mediation or administrative hearing procedures and complaint procedure in case of disputes
• Individualized Educational Planning (IEP) - The right of a child to an educational program designed to meet his/her individual needs and based on adequate assessment is assured. At age 14 to 16 this includes the development of an Individual Transition Plan (ITP) to provide for transition into the world of work.

These concepts have been reinforced and interpreted by a number of court cases since the passage of the law. Two notable cases in the State of California are the Larry P. Case, which established strict rules concerning the use of standardized intelligence tests with minority populations, and the Diana Case, which has caused school systems to revise their bilingual special education assessments. The complexity of these rules and responsibilities has created the need for skilled and knowledgeable administrators who must understand the laws and apply them fairly. The SELPA Administrator is responsible for assuring that:

• All individuals with disabilities receive a free appropriate public education in the least restrictive environment.
• All regular education resources are considered and, where appropriate, utilized on a local or regional basis to meet the needs of students with disabilities.
• A system exists at the regional level for identification, assessment and placement of disabled students.
• A viable system for public education is functioning in the community, with broad participation and interaction involving parents and other agencies serving children and young adults.
• An annual compliance monitoring system implemented, that continues to assure non- compliant items that have been identified through Self Reviews, Verification Reviews, Focused Monitoring or Complaints have and continue to be rectified.

Significant changes have occurred in services and programs provided for children with exceptional needs in the public schools of California. These changes have stemmed from new laws and regulations at both the state and national levels, as well as from the spirit of fairness, balance and equality that characterize the public school system in America. New interpretations of existing laws by the courts have further modified and expanded the services required for exceptional students.

Previously, children with disabilities were identified only if their educational needs were obvious. Then, they tended to be placed into programs designed to serve children with similar disabilities in special schools or located separately on comprehensive school sites. Such categorical programs were usually effective in providing specialized services for the populations they served; but in many cases, expectations for these groups were inappropriate in relation to the students' actual potential.

Gradually, the community and public agencies have become aware that children with disabilities can be educated with their non-disabled peers, guaranteeing equal opportunities for all children... including children with disabilities.

This required the sharing of program resources, including transportation, through regional cooperation among public and non-public schools and non-educational agencies.

In the early 1970s, a simultaneous movement across the country resulted in the passage of important federal and state laws. The federal laws were PL 93-112 and PL 94-142. In 1987, PL 99-457 was passed which expanded services to preschool children. In response to these laws, legislation was passed in California which provides the legal foundation for a comprehensive plan in special education and requires local districts and agencies to establish SELPAs to address the needs of all children with disabilities.

These laws and regulations promote changes and procedures leading to such things as the following:

• Annual Reviews of Progress
• California Special Education Management Information System (CASEMIS) Reporting
• Career Training
• Community Involvement and Support
• Compliance Reviews
• Coordination of Resources Among Districts by Regions
• Desired Results Developmental Profile (DRDP) Assessment and Data Reporting
• Due Process Rights
• Educational Benefit
• Full Service to All Students with Disabilities
• Guaranteed Equality of Access
• Improved Self-Esteem for Children with Disabilities
• Increased Parent Participation
• Individualized Educational Programs (IEP)
• Less Restrictive Placements (LRE)
• Local Governance Systems
• Program Evaluation
• Quality Program Reviews
• Social Acceptance of Children with Disabilities
• Staff Development Programs
• State Performance Plan Indicator Data Collection
• Transition from School to Post-Secondary Education and Employment

Today, as never before, parents, students and staff work together to make certain that the appropriate services are provided on an individualized basis for every child with a disability. The services are provided through the SELPAs. The Local Plan developed and maintained in each community by the people who live there, is the basis of these improvements and the foundation of services.

• Parents' Rights
• The IEP Module 3
• Laws, Regulations, & Policies
• California Special Education Local Plan Areas (this page)
• Resources on IEPs for Students with Disabilities
• Complaint Process
• Senate Bill 75
• California Parent Organizations
• California's Annual State Application for 2024 (added 22-Mar-2024) removed by RO --> Annual State Application under Part B of the Individuals with Disabilities Education Act (IDEA) is to be submitted by May 22, 2024, for federal fiscal year (FFY) 2024. removed by RO -->
• FMTA Consultant Assignments by Region (updated 20-Mar-2024) removed by RO --> The Focused Monitoring and Technical Assistance (FMTA) Consultants are assigned geographically and by quality assurance activity to align with the eleven California County Superintendents Educational Services Association (CCSESA) regions. removed by RO -->
• Cyclical Monitoring for Small LEAs (updated 15-Mar-2024) removed by RO --> This is the home page for local educational agencies (LEAs) that have been selected for Special Education Cyclical Monitoring. removed by RO -->
• CALPADS Special Education Data Spring Roadshows (updated 14-Mar-2024) removed by RO --> California Longitudinal Pupil Achievement Data System (CALPADS) Regional trainings in Spring 2024 to inform local educational agencies (LEAs) with updates and changes to the collection of data for students with disabilities. removed by RO -->
• Special Education Resource Leads (updated 08-Mar-2024) removed by RO --> The Special Education Resource Leads (SERLs) are part of the California Statewide System of Support. removed by RO -->
• Grazer Outstanding Achievement in Learning (updated 06-Mar-2024) removed by RO --> Grazer Outstanding Achievement in Learning (GOAL) Award background information and application. removed by RO -->
• FY 2023-24 Federal Grant ER Instructions (added 23-Feb-2024) removed by RO --> Fiscal Year 2023-24 special education federal grant expenditure report (ER) instructions contain information regarding reporting periods, due dates, payments, and other required documentation. removed by RO -->
• Local Educational Agency Grants (updated 23-Feb-2024) removed by RO --> Program summaries and information on specific federal Individuals with Disabilities Education Act grants allocated to provide services to individuals with disabilities. removed by RO -->
• WAI State Advisory Meeting March 13, 2024 (added 16-Feb-2024) removed by RO --> Workability I (WAI) State Advisory Committee Meeting Agenda. removed by RO -->
• ACSE Agenda February 21-22, 2024 (added 09-Feb-2024) removed by RO --> Advisory Commission on Special Education (ACSE) meeting agenda. removed by RO -->