Show 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 WordsIDEA 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 (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…[§300.320(a)(3)] Back to top Prompting Questions to Help Guide the DiscussionIEP 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:
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:
Back to top Reporting to Parents on the Child’s ProgressIDEA’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.” Back to top Would you like to read about another component of the IEP?If so, use the links below to jump there quickly. Present Levels Annual Goals Benchmarks or Short-Term Objectives Measuring and Reporting Progress (you’re already here!) Special Education Related Services Supplementary Aids and Services Program Modifications for School Personnel Extent of Nonparticipation Accommodations in Assessment Service Delivery Transition Planning Age of Majority Back to top |