Progress reports are an important part of the team and IEP process.  A progress report allows service providers an opportunity to document and share the progress that children are making toward their goals and objectives/benchmarks.  This should also be used to inform and guide future instruction and service planning for children.

Progress reports must state the student’s progress toward goals and whether or not progress is anticipated to be sufficient to attain the goal(s) by the end of the IEP period.

Progress reports must be completed at least as often as parents are informed of their nondisabled children’s progress.

In Sudbury, kindergarten through grade 8 are on a trimester system and have three reporting periods, typically November/December, March and June.  Special education progress reports are submitted on or about the same time as general education progress reports/report cards.

Progress report information sent to parents includes written information and data on the student’s progress toward the annual goals in the IEP.  The narrative content of the report must be clear, specific, and directly related to the goals.  Progress should be based on data collection strategies outlined in the child’s IEP.

Progress reports may prompt a review or a reevaluation if students have progressed at a faster or slower rate than that anticipated in their goals.  A lack of progress noted should prompt consideration of a team meeting.