1. Individualized Education Program Module 12
Measuring and Reporting Progress Toward the Annual Goal

2. Measuring and Reporting Progress Toward the Annual Goal
MODULE OBJECTIVES:
Gain knowledge and information on how progress toward the annual goal will be measured.
Gain knowledge and information on how progress toward the annual goal is reported.

3. References/Resources
North Carolina Policies Governing Services for Children with Disabilities (November 1, 2007)
Department of Education Federal Register (August 14, 2006)
Writing Quality Individualized Education Programs. Gibb & Dyches, 2007
Writing Measurable IEP Goals and Objectives. Bateman & Herr, 2006.

4. Measuring and Reporting Progress Toward the Annual Goal
A description of—
How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and
When periodic reports on the progress the child is making toward meeting the annual goals will be provided such as concurrent with the issuance of report cards.
NC Policy (3)(i)(ii)

5. Measuring Progress Toward the Annual Goal
How do I decide and then describe how the student’s progress toward goals will be measured?
Must accurately measure the criteria stated in the goals/objectives/benchmarks.
Must provide clear evidence of progress in the general curriculum.
Must be based on data.
Must be “parent friendly” language.
In second bullet, should one “stated” be taken out

6. Measuring Progress Toward the Annual Goal
Common Methods for Measuring Progress:
Test results
Curriculum-based measurements
Work samples
Portfolios
Teacher/Service Provider observation checklists
Behavior observations
Test Results: commercially published, teacher made, state or district wide
Curriculum based measurement: test based directly from the student’s curriculum
Work samples: samples of student work are used to document progress
Portfolios: collections of student work samples documenting progress over time
Teacher/service provider observation checklists: teachers mark observed progress on charts that they usually make themselves to specifically target individual goals///also referred to as skills checklists
Behavior observations: an observer watches a student and marks a checklist of specific behaviors. Behavior observations are used for tracking appropriate and inappropriate social behaviors

7. Measuring Progress Toward the Annual Goal
Only one measurement of progress is required; however, it must be sufficient to truly gather all of the data needed to report progress on each annual goal.

8. Progress Toward Annual Goals
Progress Report to Parents must include:
Progress made toward achieving goals
Example: - a rating of progress (e.g., no progress, some progress, good progress, almost completed), or a brief statement about what the student is doing now that he/she was not doing previously as it relates to the annual goals.
Extent to which the progress is sufficient to achieve the goals by the end of the year.
Example: - a rating of sufficiency (e.g., not sufficient to meet goal, sufficient to meet goal), or a brief statement about whether or not student is on schedule with achieving benchmarks or short term objectives to meet annual goals, (as applicable).
The goal should be written out on the progress report.

9. Reporting Progress Toward the Annual Goal
How do I decide and indicate when periodic reports of progress toward annual goals will be provided?
NC Policy requires that reports on progress toward the annual goals are provided to parents concurrent with the issuance of report cards unless otherwise indicated on the IEP.
LEAs may require “interim” progress reports. Exceptional Children within the LEA are only required to report at the issuance of report cards (for monitoring purposes), but may exceed the state federal/requirement.

10. Reporting Progress Toward the Annual Goal
How does this step in the IEP process impact classroom practice?
Requirements of the teacher/service provider:
Measure (administer some type of assessment to describe student academic or functional behavior)
Monitor (compare student achievement to desired goals)
Report (provide oral and written information regarding student achievement)
Measuring: A teacher measures progress frequently in order to determine if the students are progressing at the rate necessary to achieve goals. Informal measures are used more frequently that formal measures. Teachers may measure progress several times a day, once ad ay, etc.
2 Monitoring: Teachers monitor progress by comparing measurement data with benchmarks. School wide student progress is usually compared to state or district standards, grade level or class progress is often monitored by comparison to other students, and individual progress is compared to individual goals. …the case for students with IEPs.
3. Teachers or related service providers use data from teacher monitoring to report students’ progress. Reporting must be written for documentation that it was done.

11. Questions/Answers ???