Guidelines for Progress Reports
     

       

         		 1. You may want to consider printing a copy of the most current progress report for each of your students at the beginning of the year and/or with the creation of a new annual IEP. This provides you with an easy way to review exactly what you need to monitor for each student. Of course, you teach many other skills than just those listed in the Goal section of the IEP, but these are the skills you need to keep accurate documentation of each grading period. About 2-3 weeks prior to the end of a grading period, determine whether you need to administer probes to document progress or do you have enough documentation collected through work samples/daily work.

    2. The date used on the progress reports needs to coincide with the end of the grading period. Parents of students with an IEP can legally expect to receive a progress report every time regular education students receive a grade card. For the 2009-10 school year, the grading periods end on October 16th, December 22nd, March 12th, and May 26th. Even if you enter the information a few days prior to the end of the grading period, please use these dates so the progress reports match the end of the grading period. Make a paper copy to send home with student or mail to parents. If parents share joint custody, both parents should receive all IEP information. As casemanager, I keep a paper copy in my file also.
     
    3. If you write a new IEP between grading periods, you are still expected to do progress reports every grading period. If it is an annual IEP, you are required to update the progress report of the old IEP and send a copy of that entire progress report to the Admin. Bldg. along with the new IEP. You would date the old progress report with the same date the meeting for the new IEP is being held. At the end of the next grading period, if less than 4 weeks have passed since the new IEP was initiated, enter the date for the current grading period and enter either “IEP recently initiated- no significant progress to report” or report the actual progress made. If 4 weeks or more have passed since the IEP was initiated, you need to report how the student is progressing towards mastery of this goal/benchmark. If this is an initial placement, you will not have an old progress report to deal with. You MUST do progress reports every grading period- that is the law and it is a part of your professional responsibilities. (REFER TO SAMPLE PROGRESS REPORT)
     
    4. Sometimes benchmarks are written for time frames other than every 9 weeks or the end of a grading period is not in perfect alignment with the date on the benchmark. Report progress on the benchmark that is the most close to the current grading period, without being prior to the current date.
    Its also fine if you want to address more than one benchmark. If the benchmark used has a future date on it, the student probably would not have met the benchmark completely but record if they are making progress towards that benchmark.

    5. The progress information reported must match the benchmark/objective narrative, which in turn should match or lead to mastery of the annual goal. If the benchmark addresses decoding skills on 3rd grade text, make sure you address the same skill at the same grade level.

    6. Is the same criteria (percentages or 15/20 possible correct) being used to indicate progress as was written in the benchmark/objective? Simply stating "Met" is not sufficient.
     
    7. List specific skills in both the baseline and goal/benchmarks. Using standardized scores as the only measure of progress in the goal/benchmark or as the only source of current performance in the baseline is not appropriate because “best practice” does not allow those standardized measures to be administered every 9 weeks.
     
    8. If a student is not showing progress during a 9 week period, do not wait until the end of the next 9 week period to determine whether the student has continued in the same pattern or has now begun making progress. You may need to consider changing teaching strategies, activities, materials, etc. If even after making changes the student is still not making progress towards achieving the annual goal, you need to reconvene the IEP team to discuss this situation.
     
    9. If all of the goals have been met prior to the annual IEP date, you need to reconvene the IEP team and write a new IEP. Include current information on present levels of performance and consider choosing goals that will provide higher expectations for the student.
     
    10. Your progress reports need to be completed and ready to be checked within one week of the ½ day Work Day given at the end of each 9 week grading period, except for the final progress report of the school year. Those dates are: October 23rd, Jan. 8th, and March 26th. Progress reports for the final grading period should be completed by May 21st, the date final grades are expected to be entered for regular education students or earlier if you plan to complete your final check-out through the SPED office prior to that date. If you are a SLP, you will send a paper copy of your progress reports to Sharon Brock at Prairie by the above dates. If you teach at the elementary level, you will send a paper copy of your progress reports to Jetta Williams at Oatville by the above dates. If you teach at the middle school or high school level, teach Gifted or are an OT or PT, you will send a copy of your progress reports to Angie Estell at the Admin. Bldg.. They will be reviewed and you will be notified of any questions/corrections. If Sharon, Jetta or Angie have not received a paper copy of all your progress reports by these dates, you will be invited to make an appointment to complete them after school or on your plan time.
     
    11. At the end of the school year, SPED staff complete a check-out procedure through the SPED office in addition to the check-out at the building level. You will need to bring a hard-copy of your progress reports for the final grading period to the SPED check-out. All your paperwork must be finished and turned in, checked, and cleared as completed before Angie/Becky will sign your SPED check-out forms. Some building administrators will not complete the building check-out until your SPED check-out is completed.
     
    12. Gifted progress reports:

          		  
     
     
         
     

     

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