Progress Reports
| Progress reports must document student progress on each IEP goal/objective. |
The reports must be specific to each goal/objective. |
| Progress reports must include numerical data related to each IEP goal/objective and the stated criterion established for the goal/objective. (see examples at bottom of page) |
| A progress report must be written for each objective. If you have not begun working on an objective, report baseline data and indicate why you are not yet working on it. |
| Avoid only using statements about other information, e.g. “Melissa has 4 credits in English.” “Joy is very pleasant.” |
| Avoid using generic statements only, e.g. no progress made; progress made. If you use these, also add specific detail. |
| Be specific to the learning the student has achieved or not achieved related to that objective. |
| All progress reports on IEP Goals and Objectives are entered into the ASD IEP program. |
| Not handwritten (Unless previously notified for fall '06 quarterly reports) |
| Entered into the IEP program on the same schedule other parent reports are sent at your school—typically quarterly |
| Progress report quarters follow regular education quarters. |
Progress reports are typically distributed quarterly (on the same schedule as other parent reports) - October, January, March and June. (2005-2006 school year) - October, December, March and May (2006-2007 school year) |
The June 8, 2006 progress report was written in the 4th quarter box regardless of when the IEP was written. Likewise:
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Do NOT use statements about other information as the progress report. You must give progress specific to the objective. |
Do NOT Use: |
2nd Quarter Report |
Do NOT Use: |
2nd Quarter Report |
Do NOT Use: |
2nd Quarter Report |
Do NOT Use: |
2nd Quarter Report |
Do Report Numerical Data
Report numerical data specifically about progress (or lack of progress) on the IEP objective and related to the criterion listed on the objective. Numerical data must be clear. Don't just put the number, indicate what it refers to.
Objective: Given a classroom setting, Tom will follow directions from adults without disruption or refusal 70% of 10 consecutive trials. |
| DO Use | Do NOT Use: |
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2nd Quarter Report Date: Fri. Dec. 22 , 2006 Result: Tom is following his teacher's directions well but has more trouble when others give the directions. |
| DO Use | Do NOT Use: |
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2nd Quarter Report Date: Fri. Dec. 22 , 2006 Result: 60% |
Objective: Given familiar reading material at the second grade reading level, Susie will read the text aloud, at 80 words per minute on 4 out of 5 consecutive trials. |
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| Do NOT Use: |
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