Embedded Files
Explanation
Explanation
Regardless of the learning model in place, districts remain obligated to report progress to parents in alignment with the method and frequency indicated in the "When and how will progress toward the annual goals be reported to the parents?" box on the first page of the student's IEP.
Please note, the guidance below reflects reporting progress using the SpEd Forms Progress Report form; however, all of the progress reporting options outlined on the Progress Reporting page are still available. Regardless of the progress reporting option selected, the general guidance outlined below applies.
Step 1: Determine if the Goal on the CLP is different from the Goal on the IEP, under any of the three learning scenarios
Step 1: Determine if the Goal on the CLP is different from the Goal on the IEP, under any of the three learning scenarios
If the goal on the CLP is the same as the goal on the IEP, proceed to Step 2.
If the goal on the CLP is different from the goal on the IEP, add the following statement into the progress reporting text box:
"XXX's IEP goal (listed above) was modified for distance learning to the following: [insert CLP goal]. The progress reported below is based on this modified goal and corresponding progress monitoring method described on XXX's Contingency Learning Plan (CLP)."
Proceed to Step 2.
NOTE: This only applies if the IEP goal text on the CLP was changed from how the goal is written in the student's IEP. If the goal text on the CLP matches the IEP, there is no need to copy the goal from the CLP into the Progress Reporting form. Simply move on to Step 2.
Step 2: Review available data for each goal on the student's CLP
Step 2: Review available data for each goal on the student's CLP
Gather all available data from the last progress report to present. Depending on the learning models that have been in place, this might be a combination of different types of data from different sources.
Because service providers were not required to enter data into eduCLIMBER last spring and because entering data into eduCLIMBER is the lowest priority right now, it is highly likely that graphs are not available for review. With this in mind, providers need to use existing data, in whatever format available to:
Quantitatively describe the student's progress; and,
Determine if the student has made insufficient progress, adequate progress or if they have met their goal
*It might be helpful to put the data into a Google Sheet, Excel spreadsheet, or draw a graph on paper to be able to use visual analysis to determine progress. Using an average of the most recent 3-5 data points and comparing that to the current objective may also be a strategy used to determine progress.**
*See the Progress Reporting page for more details on completing this step
FAQ: What if my student hasn't engaged in distance learning or submitted any work?
FAQ: What if my student hasn't engaged in distance learning or submitted any work?
If you have attempted, but have not been able to collect any data during distance learning, then include the following statement in your progress report:
"Despite good faith effort to provide XXX with special education services, including: [list out attempts and methods to reach student and family] during distance learning, XXX has not engaged in the learning activities and no data to indicate a progress level has been obtained. Because of this, it has been determined that XXX is not making adequate progress toward their IEP goal. The District will continue to work with XXX and their family in an effort to provide a Free and Appropriate Public Education (FAPE) during distance learning."
In this case, select "insufficient progress" button on the progress report document. In the least, an IEP meeting should be scheduled with the family to determine appropriate next steps, including the consideration of in-person learning or increased supports for parent and student. Also ensure that proper attendance reporting has occurred.
*See the FAPE Obligations page for considerations regarding for providing FAPE in this circumstance.
*See Student Engagement: Strategies Specific to Distance Learning (COVID-19) on the SEL website for other engagement strategies geared towards increasing student engagement during distance learning.
FAQ: What if my building is in a hybrid learning model and my student is attending in-person instruction days but not engaging in the distance learning instruction or activities?
FAQ: What if my building is in a hybrid learning model and my student is attending in-person instruction days but not engaging in the distance learning instruction or activities?
XXX has not engaged in the instruction or learning activities during their distance learning days which has impacted their progress on this goal. Data has been collected while the student is attending in-person instruction. XXX's most recent data points indicate a median of ZZ%. If XXX continue to make progress at this rate, it is expected that XXX will not meet this goal by the time of his annual IEP meeting. To address XXX's insufficient progress, his special education teacher will increase services to include a check-in and check-out on each of XXX's distance learning days.
*See Student Engagement: Strategies Specific to Distance Learning (COVID-19) on the SEL website for other engagement strategies geared towards increase student engagement during distance learning.
FAQ: What if my student is not attending in-person learning or distance learning?
FAQ: What if my student is not attending in-person learning or distance learning?
If you have not been able to collect any data due to lack of student attendance, then include the following statement in your progress report:
"Despite good faith effort to provide Student with special education services, including: [list out attempts and methods to reach student and family], XXX has not engaged in the learning activities and no data to indicate a progress level has been obtained. Because of this, it has been determined that XXX is not making adequate progress toward their IEP goal. The District will continue to work with Student and their family in an effort to provide a Free and Appropriate Public Education (FAPE)."
In this case, select "insufficient progress" button on the progress report document. In the least, an IEP meeting should be scheduled with the family to determine appropriate next steps, including the consideration of in-person learning or increased supports for parent and student. Also ensure that proper attendance reporting has occurred.
*See the FAPE Obligations page for considerations regarding for providing FAPE in this circumstance.
*See Student Engagement: Strategies Specific to Distance Learning (COVID-19) on the SEL website for other engagement strategies geared towards increase student engagement during distance learning.
FAQ: What if my student and their family are engaged, but struggling to complete assignments or submit evidence of progress?
FAQ: What if my student and their family are engaged, but struggling to complete assignments or submit evidence of progress?
While our obligations for compliance haven't changed, and progress needs to be reported, it is important that supporting our students and their families and maintaining relationships stays at the forefront of the work. With that said, in cases where you are working closely with families, but there is still not sufficient data to indicate adequate progress, consider including a statement such as the one listed below:
"XXX's family has been actively partnering with the district in the provision of special education services during distance learning. However, despite the best efforts of parents and service providers, only a limited amount of progress monitoring data has been collected, making it difficult to determine the true extent to which progress has been made. Based on the data that has been collected, XXX's is currently [INSERT QUANTITATIVE AND QUALITATIVE DESCRIPTION, TO GREATEST EXTENT POSSIBLE]. The District is grateful for the ongoing partnership with [STUDENT's] family and will continue work together to determine the best way to meet XXX's needs during distance learning."
In this case, select the appropriate progress button on the progress report document. In the least, an IEP meeting should be scheduled with the family to determine appropriate next steps, including the consideration of in-person learning, a change in progress monitoring method, or increased supports for parent and student.
FAQ: How do I document progress when the learning model for a student has changed multiple times (i.e., district model changes, quarantine, parent choice changes, etc.)?
FAQ: How do I document progress when the learning model for a student has changed multiple times (i.e., district model changes, quarantine, parent choice changes, etc.)?
Unique circumstances should be noted in the progress report. For example, the following could be noted, "Between September 8th and November 5th, XXX has received instruction in multiple ways, including in-person and distance learning due to changing district models as well as quarantining. These changes in learning model have impacted XXX's progress."
When looking at the progress monitoring data available, consider the whole picture on the data that has been gathered and note the reason for any lack of progress. If the reason for the lack of progress is due to the multiple model shifts, that were not within the control of the family, continue to monitor the data closely and work with the IEP team to determine when changes may be needed.
Step 3: Finalize and Send Home
Step 3: Finalize and Send Home
Once the progress report is completed, finalize the report in SpEd Forms and send it home to parent(s)/guardian(s). If a graph is available in eduCLIMBER, the graph should be included.
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