Progress Reporting

IDEA and Maryland regulations require that every IEP include a description of:

• How the child's progress toward meeting the annual goals will be measured; and

• When periodic reports on the progress the child is making toward meeting the annual goals will be provided.

The IEP progress reports must show the extent to which the progress is sufficient to enable the student to achieve the goals within a year.

The IEP progress report will indicate whether the student is making progress or not making progress toward meeting the goal, whether the goal has not yet been introduced during the reporting period, or whether the goal has been mastered. A narrative is included to provide data to support the extent to which the student is making progress. The narrative may include, for example, classroom-based assessments, grades, mastery of a concept at a certain percentage or number, trials, or anecdotal data.

IEP progress reports are provided at the same frequency as student report cards unless otherwise specified in the IEP and will document whether a student is making sufficient progress to meet the goal. Data to support the student's progress is provided in the progress report. If a student has not made progress on an IEP goal, the IEP team will meet to discuss whether any revisions need to be made to the IEP to address the lack of progress. Revisions may be made to any part of the IEP to address a lack of progress.