IEP Progress Monitoring in Alabama
How often should you receive IEP progress reports in Alabama?
Alabama requires that each IEP include a statement of how the child's progress toward annual goals will be measured and when periodic reports will be provided to parents, as required by Ala. Admin. Code r. 290-8-9-.05 and 34 CFR 300.320(a)(3). Progress must be reported to parents at least as frequently as nondisabled peers receive report cards. The IEP must specify the measurement methods for each goal, and data collected must be objective and measurable. Alabama does not require short-term objectives for all students — they are required only for students taking alternate assessments aligned to alternate achievement standards. Progress data informs IEP team decisions about whether goals and services require revision. If a child is not making sufficient progress to meet annual goals by the projected date, parents must be notified and the IEP must be revised as appropriate.
What Alabama Requires
The IEP must include a statement of how progress toward each annual goal will be measured and when periodic progress reports will be provided to parents (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.320(a)(3)).
Progress must be reported to parents at least as frequently as nondisabled peers receive report cards (34 CFR 300.320(a)(3)).
If the child is not making sufficient progress to meet annual goals by the projected date, parents must be notified and the IEP team must consider revisions (34 CFR 300.324(b)(1)(i)).
Short-term objectives or benchmarks are required for monitoring purposes ONLY for students taking alternate assessments aligned to alternate achievement standards (Ala. Admin. Code r. 290-8-9-.05).
Progress monitoring data must use objective and measurable methods consistent with the goal statements and Alabama's content standards or extended standards (Ala. Admin. Code r. 290-8-9-.05).
ACAP (Alabama Comprehensive Assessment Program) results inform progress monitoring discussions and present levels updates; for alternate assessment students, the Alabama Alternate Assessment (AAA) aligned to Alabama Extended Standards provides performance data.
ALSDE has implemented a statewide Multi-Tiered System of Supports (MTSS) framework; progress monitoring data from MTSS Tier 2/3 interventions connects to IEP progress monitoring for students transitioning from general education interventions to special education.
Key Timelines
Progress reports must be provided to parents at least as frequently as nondisabled peers receive report cards (34 CFR 300.320(a)(3)).
If progress is insufficient, parent notification and IEP revision must occur without undue delay (34 CFR 300.324(b)).