Topical Guides


3. Revises requirements for measuring progress and reporting progress to parents.
The IEP must include a description of:
  • How the child's progress toward meeting the annual goals will be measured; and
  • When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided.

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. If an IEP team chooses not to use short-term objectives (STOs) for a child, how might this impact the communication and trust between families and teachers in meeting annual goals?

  2. Given the new focus on developing and measuring annual goals, how might the collaboration between general and special education change to meet this requirement?

Application Questions

  1. What type of actions might a district or state consider to ensure IEPs effectively describe how children’s progress toward meeting annual goals will be measured?

  2. If a team decides not to use STOs for a student (i.e., student who does not qualify for alternate assessments), how might teachers report to parents their child’s progress towards achieving annual goal(s)?

  3. Given this reporting must take place periodically and concurrent with the issuance of report cards, what type of measurement system would be useful for teachers to document students’ progress?

  4. How might a joint data collection system facilitate the communication between general education and special education teachers on student progress?

    These questions were developed by the following stakeholders working together:

    Role: Early Childhood Professional & Advocate
    Location: Maryland
    Role: Higher Education
    Location: South Carolina
    Role: Related Services Provider
    Location: New Jersey
    Role: Parent Training & Information Professional
    Location: California
    Role: Parent
    Location: New Mexico