Progress Monitoring

What is progress monitoring?

CBMs
DBRs
Point sheets or daily report cards
Rubrics for functional skills

Options but not recommended

observations
grade book
attendance
work samples

Setting up a data collection system

211014 Progress Reports

This is a presentation from SpEd Forms on how to complete progress reports.

Slides 3-6 include the steps you need to follow. The IEP progress report is found on the IEP menu.

Over the year of the IEP, you will add progress to the progress report and finalize each time.

*The case manager needs to finalize the progress report before sending it to the parent.

REMINDERS:

You should click "Show Objectives" for each goal and write a progress statement for each objective.
Make sure the correct IEP is chosen at the top of the Progress Report page.

Visual analysis + Panorama

Below is what the live screen looks like for a goal.

Below is what the PDF printout looks like for a goal.

Other info to include

how is this different than grading
is this required
who is responsible for data collection - service provider
how often are goals monitored

Examples

How to administer a CBM (link fastbridge training) + rate of improvement and interpretation
How is used this data - SpEd teams have data review cycles - it might in PLC, it might be part of CST, it might be quarterly after progress reports

FAQs

What are the due dates for progress reports this school year?

Check out the Special Services calendar!

If a goal is met, do I need to write a new one?

You may follow the amendment process to remove the met goal, add the new baseline/skill data to the PLAAFP, and add a new goal.

If their IEP is coming up (before the next progress reporting period) and they have other goals to work on, you can wait until the new IEP meeting to discuss as a team and then write a new goal.

What do I need to do if I mark insufficient progress for a goal?

As a district, we need to show that we are changing something/addressing the insufficient progress.

Your first action would be to contact the family to discuss an amendment or hold an IEP meeting (and amend afterwards).

If it is due to attendance, include that. Also, make sure you have been documenting in the communication log your communication with the family about this.
The amendment process should be followed to change the goal, services, or something else in the IEP to address this. Ex: on the PWN, "To address STUDENT's insufficient progress on Goal 2 on October 30, 2025 , after discussing with the family and IEP team, the special education teacher will increase repetition, reteaching, and practice opportunities with feedback during current direct instruction during reading services.

In any scenario a student is showing insufficient progress, there needs to be a documented response to support the student.

Does providing progress verbally at the IEP meeting count?

It counts, BUT it ALSO must be in writing. Progress reporting must be documented in writing, even when information has been reported orally (e.g., at an annual IEP meeting).

- Progress must be able to be found in SpEd Forms in one of the following:
  1. The PLAFFP of the new IEP includes present levels on the previous goals. (This is suggested as the method all staff use.)
  2. A record of team meeting form has been finalized that includes present levels on the previous goals.
  3. A notes or agenda doc has been uploaded to history in SpEd Forms that includes present levels. .

How much do I need to write?

Minimally, you need to address the criteria in each goal/objective. If the objective says the student will do something 3 out of 5 trials, with 80% accuracy, etc. your progress comment should be a sentence that says their current level with matching data. ie: 2 out of 5 trials, with 50% accuracy, etc. It may be appropriate to or you may choose to further elaborate depending on the situation as well, but there is not a need to. Be thoughtful of how your goals and objectives are written so that what you are measuring is specific.

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