Monitoring Progress Progress on goals must be measured periodically and reported to parents as outlined in the IEP as frequently as progress reports are provided for students in general education. This process ensures accountability and allows IEP teams to make necessary adjustments to services and supports based on the student’s progress. Should the student not be making satisfactory progress, it is incumbent on the teacher, case carrier, or related service provider to call an IEP meeting to review and revise the goals. It is not acceptable for parent to come to an annual review IEP meeting and learn for the first time that their child has not made adequate progress toward their goals. Forms for Reporting Progress The Special Education Information System contains forms for LEA staff to use to provide parents with meaningful information about their child’s goal progress throughout the year. Conclusion By ensuring alignment between the Present Levels of Performance, goals, and services, the IEP team can create a legally compliant and effective plan that supports meaningful progress for students. IEP goals must be measurable, ambitious, and tailored to the student’s individual needs, as required by federal and state law, ensuring that students receive appropriate educational support. Section C - Students who are Culturally and Linguistically Diverse Students who are culturally and linguistically diverse have four initial areas of consideration for their school program. First, the language of instruction is considered. According to the IDEA, some students will need special education, which could include related speech and language services. While language diversity may be one of the most frequently discussed topics concerning academic achievement, it is important for an IEP team to consider and document the effect of a student being a second-language learner on his or her ability to make progress in the general education curriculum. To choose the language of instruction, the IEP team considers where on the continuum of language acquisition the student assesses for both the primary language and English. Assessment data are used to determine if errors are made because of lack of exposure to the curriculum and if exposure has been adequate to master the primary language. A determination is made as to whether the student is struggling with second-language learning or has one or more disabilities that impact learning progress. Critical considerations that can help guide the IEP team through the decision-making process include determining the student’s dominant language in various settings and assessing their
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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