In a report from Center for Parent Information and Resources about IEP progress reports, one part of the special education process is the regular report of the student’s progress of the IEP goals. This is an important review for the teachers and IEP team (including the parents) to determine what level of progress he or she is making and to what degree. When the IEP progress report indicates that a student isn’t making progress, the report must indicate why. At my school, our program coach for special education sends out quarterly reminders to teachers to complete progress reports, as well as any special directions. IDEA of 1997 requires that reports be sent home the same quantity or more of a student’s progress of general education students. As there are 4 grading periods in junior high, 4 IEP progress …show more content…
One is that the goal has been completed to 4 which means there is some progress. A rating of 5 means that no progress has been made and that more time is needed, 6 means that the goal has not been introduced yet and 7 means that the goal is not anticipated on being introduced in the school year. On our form, a score of 1-4 requires a current ?(performance level or accuracy or progress towards goal or improvement from baseline when the IEP was written?? of how close they are to reaching the goal. I use a score of five if the IEP goals are new and therefore the student hasn’t had enough time to make measureable progress or if another reason is hindering the progress (such as absences or behavior). A score of 6 means that they are still working at the original baseline level as indicated on the IEP and more time is needed. I rarely use a score of 7 but for when the IEP goal is significantly higher than the ability of the student to reach within one school year. This usually occurs when students are moved from a general education or resource classroom to a self-contained classroom due to lack of academic