Progress Reporting

Progress Reporting Statement

Minnesota statute (Minn. R. 3525.2810, subp. 1(A)(9)) requires several components for compliant progress reporting. Progress on annual IEP goals must be reported to parents/guardians of special education students as frequently as progress is reported to general education students in the district (i.e. report cards). In most cases, the case manager completes and mails home a written progress report when report cards are being sent home.

When Completing Progress Reports:

Update the progress report document (see below) for each reporting period.
After updating the report after each period, finalize the report. (explanation: this places a copy of the report in History, which is necessary to document as per the IEP progress reporting criteria. This ensures that documents are not "back-dated" and are completed for each reporting period.)
Print a copy of the finalized progress report and place it in the student's file. (There should be a total of 4 progress reports, or the specific number identified on the first page of the IEP, within the student file as well as History at the end of the annual year provided an IEP was not held before 365 days).

Progress reporting must be documented in writing, even when information has been reported orally (e.g., at an annual IEP meeting). When an annual IEP meeting occurs near the end of a grading term, a written progress report is still required.

IEP Progress Reporting_ Updated Dec 2023 (1).pdf

Example

The progress reporting statement on Page 1 of the IEP must contain the following required language (choose quarter versus trimester based on your building):

Quarter: “Progress will be reported through four written progress reports concurrent with the quarterly issuance of general education report cards.”

Trimester: “Progress will be reported through three written progress reports concurrent with the trimester issuance of general education report cards.”

Written Progress Reports

Use the progress report form found in SpEd Forms for all progress reports. The IEP document is not a progress report.
Progress reports must contain the date, specific statements regarding student progress on the specific goal, and a checkbox noting adequate progress, insufficient progress, or goal met.
Progress reports must contain specific DATA in relation to student progress toward annual IEP goals (and objectives, depending on how the goal is written). The data should correlate with measurement of the goal and objectives to allow a clear picture of the student’s progress toward the IEP goal and objectives.
If the student’s rate of progress toward the IEP goal and objectives is projected to allow the student to meet the goal by the end of the IEP year, mark “sufficient.”
If the student’s rate of progress toward the IEP goal and objectives is not projected to allow the student to meet the goal by the end of the IEP year, mark “insufficient.”
If “insufficient” progress is noted for a goal on two consecutive progress reports, you must convene an IEP team meeting to discuss what adjustments need to be made to the student’s program to ensure adequate progress.
If a goal has been met, you must convene an IEP team meeting to discuss a new goal or revised goal for the student. You cannot wait until the annual meeting date to address this.

Progress Reports in SpEd Forms

Typically, case managers begin to compile progress reports 1-2 weeks before the end of the grading period. The following documents are (1) sent to the parent/guardian and (2) filed in the student's special education paperwork:

IEP Progress Report form from SpEd Forms (see screenshot)
Progress monitoring graphs from SpEd Forms or self created.

Steps to Complete the Progress Report in sped forms

Indicate the date of the report.
Click the "Show objectives" button, which will insert the 2-3 objectives/benchmarks for that IEP goal. Keep the objective that the student is currently working toward and delete the others. For example, if you are reporting progress in December and the first objective reads, "Objective 1: By January 2018..." delete the other objectives. They will be included in subsequent progress reports.
Review the student's progress monitoring data/graph. Based on your determination, select an appropriate checkbox (Insufficient progress, Adequate progress, or Goal met).
Describe the student's present performance. This includes quantitative data ("Brenda has scored a median of 22 on her last three written expression probes.") and whether or not the student is expected to meet their goal ("If Brenda continues making progress at the current rate, it is expected that she will meet this goal by the end of the school year.")

Example: Adequate Progress

Example: Insufficient Progress

Documenting Oral Progress Reports

Progress reporting information that is reported orally must still be documented in writing. In order to document oral reports of progress, a formal Progress Report (see above) is still required.

Regardless of what information in stated orally the progress report documentation must include:

The progress reporting statement includes the essential information:
- Quantitative data, including both present performance and how we expected the student to be performing at this point in time (i.e., their previous IEP goal target).
- Whether or not the student met their goal.
The document is filed with the student's special education paperwork and uploaded to SpEd Forms history.

Part B: Progress Report Guiding Documents

Progress Reporting-Guiding Questions for IEP Teams (1).pdf

Part B: Progress Reporting recording

This recorded presentation helps special education service providers navigate progress reporting. This training includes clarification, examples and Progress Reporting – Guiding Questions for IEP Teams to consider when making decisions about progress reporting components.

Report abuse