IEP Progress Monitoring in Connecticut
How often should you receive IEP progress reports in Connecticut?
Connecticut requires that each IEP include a description of how the student's progress toward annual goals will be measured and how parents will be regularly informed of that progress (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(3)). Parents must be informed of progress at least as frequently as parents of nondisabled students receive report cards. Connecticut follows the federal standard: benchmarks or short-term objectives (which serve as progress checkpoints) are required only for students taking alternate assessments aligned to alternate achievement standards, but are strongly recommended for all students by the CSDE. The PPT must review and revise IEPs when a student is not making adequate progress toward annual goals (Conn. Agencies Regs. § 10-76d-12). Connecticut's Bureau of Special Education provides guidance on data collection for progress monitoring, including curriculum-based measurement and portfolio documentation for students on alternate achievement standards. Progress monitoring data should be systematically collected, analyzed, and used to inform instructional decisions.
What Connecticut Requires
The IEP must describe how progress toward each annual goal will be measured and how parents will be informed of that progress (Conn. Agencies Regs. § 10-76d-11; 34 CFR 300.320(a)(3)).
Parents must be informed of progress toward annual goals at least as frequently as report cards are issued to parents of nondisabled students (34 CFR 300.320(a)(3)).
When a student is not making adequate progress toward annual goals, the IEP must be revised and the PPT reconvened as necessary (Conn. Agencies Regs. § 10-76d-12).
For students on alternate assessments, portfolio documentation and systematic data collection are the required forms of progress monitoring.
Progress monitoring data should directly link to the measurable annual goals and present levels documented in the IEP.
Key Timelines
Progress reports must be issued at least as frequently as report cards for nondisabled students (34 CFR 300.320(a)(3)).
The PPT must review progress at least annually and revise the IEP when progress is insufficient (Conn. Agencies Regs. § 10-76d-12).
Parents may request a PPT meeting at any time if they have concerns about their child's progress (Conn. Gen. Stat. § 10-76d; 34 CFR 300.327).