1. IEP REPORT OF PROGRESS AND ACHIEVEMENT K-12
Los Angeles Unified School District
Division of Special Education
Compliance Department

2. Outcomes Participants will become familiar with:
Memorandum No. H-15, IEP Report of Progress and Achievement, June 28, 2002
IEP Section G: Goals and Objectives
This presentation is designed to discuss the new Memorandum H-15, IEP Report of Progress and Achievement. This memo explains the revision to the goal page and the marking procedures that became effective July 2002.

3. Previous Section G of IEP
Reported Progress by
Report Card
Progress Report
Parent Conference
Other
In order to understand the changes, let’s describe the way we used to report progress to parents.
The previous Section G of the IEP reported progress by checking one or all of the methods noted on the screen.

4. Previous IEP Section G Did Not: Document Frequency of Reporting
Document Progress toward Goal Mastery
Frequency
Progress
But this previous method had some missing pieces.
It did not document the frequency of reporting or indicate if progress was sufficient to lead to goal mastery.
How

5. Page 5 …Revised IEP Section G
So, the IEP Section G was revised to include:
the frequency of reporting and
if progress was sufficient to lead to goal mastery.

6. Memorandum H-15 IEP Report of Progress and Achievement
Date: June 28, 2002
Office: Office of the Senior Deputy Superintendent, Educational Services
Contact: Instructional Initiatives
(213)
As you view this presentation, you may wish to refer to Memo H-15.
This memo was released June 28, 2002, from the Office of the Senior Deputy Superintendent, Educational Services. The contact is Instructional Initiatives. The new telephone number for that office is (213)
This presentation will explain and clarify each section of this memo.

7. I. Background Parents of Disabled Students Receive Progress Reports:
IDEA 1997 (Federal Register/Vol.64, No. 48, )
Parents of Disabled Students Receive Progress Reports:
At Least as Often as Parents of Non-disabled Children
Documenting Progress toward IEP Goals
Documenting if Progress Is Sufficient toward Goal Mastery
As noted in Roman Numeral I, Background, IDEA 1997 clearly states that parents of disabled students should receive progress reports at least as often as parents of nondisabled students. These reports must document progress toward IEP goals, and indicate if that progress is sufficient to meet goal mastery.
The new IEP Report of Progress and Achievement, found at the bottom of IEP section G, meets these three requirements.

8. II. PURPOSE Facilitate Reporting of Progress toward Goal Achievement
As you see, Roman Numeral II states the purpose of this memo is to facilitate the reporting of progress toward goal achievement.

9. III. IEP REPORT OF PROGRESS AND ACHIEVEMENT FROM CURRENT IEP
Frequency
-Three Times per Year – Elementary
-Four Times per Year – Secondary
Lack of Progress
-Modify or Change Goals
-Consider Program Change
Roman Numeral III, explains that the report of progress toward IEP goals will be provided to parents at the same time that report cards are distributed at the school site. This means that for elementary students progress on IEP goals will be reported three times per year, and for secondary students, four times per year.
Take a look at Attachment A of the memo. At the bottom of the page, you will see the four possible reporting period columns. For elementary students, you will only use the first three columns. For secondary students, all four columns will be used.
The first time you report progress towards IEP goals, you will complete the first reporting period column of the form regardless of the report card cycle at the school. The second time you report progress, use the second reporting period column, regardless of the report card cycle at the school, and so on.
If it appears that a student is not making sufficient progress toward goal mastery, first consider modifying or changing goals. Or, you may wish to consider whether the instructional program is meeting the student’s needs. In either case, you must convene an IEP meeting to address these issues.

10. IV. EXPLANATION OF MARKING TERMS
Four-level Marking System
Progress Sufficient to Meet Goal?
“Yes”
“No” (comment required)
Goal Achievement
Roman Numeral IV explains the marking terms. Turn to Attachment A and locate the “Explanation of Marks” section of the IEP report of progress.
The first step in reporting progress is the use of the four level marking system. Reading from left to right, a mark of 4 indicates “Goal Met or Exceeded”, a mark of 3 indicates “Substantial Progress”, 2 indicates “Partial Progress” and 1 indicates “No Progress”.
The second step in reporting progress is to address whether or not progress has been sufficient enough to meet the annual goal. You will check either “Yes” or “No”. Any “No” response requires a comment. Check the comment that best explains the lack of progress. For further details on marking procedures, refer to Part IV of the memo.
The far right column “Goal Achievement” is completed at the next review IEP meeting. You will check either “Yes” or “No” to indicate whether or not each objective has been met. Any “no” response requires a explanation.

11. Example
In the memo, Section IV, page 3, there is an example of marking procedures that describes the process from the first reporting period to the documentation of goal achievement.

12. V. IMPLEMENTATION When? Any IEP written after July 1, 2002
When do you begin to use the revised IEP Report of Progress and Achievement? You begin to use the IEP Report of Progress at the reporting period which occurs after the IEP has been written using the new goal page. Memo H-15 states that all IEPs written after July 1, 2002 are to use the revised Goal page.

13. V. IMPLEMENTATION (cont.)
IEP Meeting
Explain to Parent/Guardian
Make 2 or 3 Copies of each Goal Page
Marking Procedures
On-going Record of Progress
Copies to Parent/Guardian
When you begin to use this form at the IEP meeting, be sure to explain this new reporting of progress procedure to the parent or guardian.
At the conclusion of the IEP meeting the schools using NCR goal pages will:
Make two copies of each goal page
Give the first copy to the parent in place of the yellow copy.
Use the second copy to replace the NCR goal pages and file this second copy as part of the IEP in the Green Folder.
Each school site will establish a procedure for maintaining the goal pages on file.
For example, the school may have all NCR goal pages centrally filed in color coded folders for each teacher and service provider. This will allow for easy access of folders for progress reporting updates.
At each reporting period, the teacher or service provider will be responsible for filling out the Report of Progress. The teacher or service provider will mark the progress on the original white page of the NCR packet. The appropriate NCR copy will be sent home to parents. This process will ensure an ongoing record of progress throughout all reporting periods.
If the computerized IEP format has been used, at the conclusion of the IEP meeting the school will:
Make 3 copies of each goal page
As before, the first copy is given to the parent
The second copy is filed as part of the IEP in the Green Folder.
The third copy is placed in a folder so that all service providers will have access to the goals for which they are responsible. This third copy will be used to mark progress at each reporting period and xeroxed copy is to be sent to the parents. This copy will serve as an ongoing record of progress throughout all reporting periods.

14. At the End of the Academic Year
Place On-going Updated Copy of Report of Progress Form in Green Folder
At the end of the academic year, ongoing report of progress page(s) will be filed with the IEP in the green folder.
When the new school year begins, the ongoing report of progress pages will be used to continue marking progress until the next IEP review meeting.

15. Be Sure to Find Out the System in Place at Your School
Make sure you are familiar with the system in place at your school.

16. return
Make sure you are familiar with the system in place at your school.