Unpacking Progress: What Real Growth Looks Like in IEPs

Building on our understanding of IEP progress reports, let's dive deeper into what constitutes meaningful progress and how these reports connect to your student's right to a Free Appropriate Public Education (FAPE).

Defining Real and Expected Progress

Progress isn't always a straight line, but in the context of an IEP, it needs to be measurable and meaningful.

• Real Progress: This is demonstrated by the quantitative data we discussed earlier – those specific numbers showing an increase in accuracy, a decrease in challenging behaviors, or mastery of a new skill. It's about observable, documented change. For example, if a goal is to "independently complete a 5-step task," real progress might be moving from needing prompts for every step to needing only one prompt, or completing the task within a specified timeframe.

• Expected Progress: This refers to the progress anticipated within the timeframe of the IEP goals. Goals are designed to be ambitious yet achievable. Expected progress means your student is on track to meet their annual goals by the end of the IEP period. If a goal is to increase reading fluency by 20 words per minute over the year, expected progress would show incremental gains towards that 20 WPM target in each reporting period.

The More Than "De Minimis" Standard: More Than Just a Little

When it comes to FAPE, the legal standard for progress used to be referred to as "de minimis" – meaning "minimal" or "trifling." However, it's crucial to understand that "de minimis" in this context does not mean insignificant. The Supreme Court case Endrew F. v. Douglas County School District clarified that an IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." This means the progress must be more than just trivial; it must be meaningful and allow the student to advance from grade to grade, or to achieve their full potential. 

In essence, "de minimis"  progress is not enough. FAPE demands that the progress reflected in IEP reports is substantive and helps the student achieve their educational and functional goals. 

IEP Progress Reports and FAPE: A Direct Link

IEP progress reports are the primary evidence that a school district is providing FAPE. They document whether the services and supports outlined in the IEP are actually leading to the intended outcomes.

• Accountability: These reports hold the school accountable for implementing the IEP and ensuring the student is benefiting from their special education program.

• Effectiveness: By tracking progress, the IEP team can assess the effectiveness of interventions and make data-driven decisions. If a student isn't making expected progress, it signals that the current plan may not be appropriate to provide FAPE.

• Legal Compliance: Regular, data-backed progress reports demonstrate that the school is fulfilling its legal obligation to provide an education that is reasonably calculated to enable the student to make appropriate progress.

Addressing a Lack of Progress

What happens if the progress reports show that your student isn't meeting their goals, or is making less than expected progress? This is where the IEP team's collaborative spirit is most vital.

• Review the Data: The first step is to carefully review the quantitative and qualitative data in the progress report and work samples. Are there specific areas where progress is stalled?

• Communicate with the IEP Team: Reach out to your student's case manager or special education teacher immediately to discuss your concerns. Don't wait for the annual review.

• Request an IEP Meeting: If concerns persist, you have the right to request an IEP meeting to discuss the lack of progress.

• Problem-Solve and Adjust: During the meeting, the team should analyze why progress is not being made. This might involve:

  • Revisiting the Goals: Are the goals appropriate, measurable, and ambitious enough?

  • Modifying Services/Supports: Does the student need different or additional accommodations, modifications, or specialized instruction?

  • Changing Instructional Strategies: Are the teaching methods effective for your student's learning style?

  • Considering a Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP): If behavior is impacting progress, these tools can help.

  • Exploring Extended School Year (ESY) Services: If significant regression is a concern, ESY might be necessary.

Remember, IEP progress reports are not just a record; they are a call to action. They empower parents and teachers to ensure that every student receives the individualized education they deserve, fostering meaningful growth and unlocking their full potential.

By: Jessica Camp