IEP Progress Monitoring in Maryland
How often should you receive IEP progress reports in Maryland?
Maryland requires that the IEP include both a statement of how progress toward annual goals will be measured (COMAR 13A.05.01.09B) and a statement of how the child's parents will be regularly informed of progress toward annual goals and the extent to which progress is sufficient to achieve goals by year's end (COMAR 13A.05.01.09B). Parents must be informed at least as often as parents of nondisabled students receive report cards, which in most Maryland LEAs means at least quarterly. Progress reports should include data on each IEP goal indicating whether the child is on track to meet the goal by the annual review date. Maryland LEAs are encouraged by MSDE to use data-based decision-making and curriculum-based measurement to track student progress. When the IEP team determines that a child is not making expected progress toward annual goals, the team must reconvene to consider revisions (COMAR 13A.05.01.08B). Maryland also emphasizes that progress monitoring must be tied to the child's present levels to ensure continuity from evaluation through implementation. For students with the most significant cognitive disabilities who take the MISA alternate assessment, progress monitoring uses alternate achievement standards aligned to state grade-level content standards. Maryland's MSDE publishes guidance on meaningful progress monitoring as part of its IEP technical assistance materials.
What Maryland Requires
The IEP must include a statement of how progress toward each annual goal will be measured (COMAR 13A.05.01.09B).
Parents must be regularly informed of progress at least as frequently as report cards are issued to nondisabled students (COMAR 13A.05.01.09B; 34 CFR 300.320(a)(3)).
Progress reports must indicate the extent to which progress is sufficient for the child to achieve annual goals by year's end (COMAR 13A.05.01.09B).
When a child is not making expected progress, the IEP team must reconvene to consider revisions to goals, services, or placement (COMAR 13A.05.01.08B).
Progress monitoring data must be grounded in the baseline data established in the present levels section to ensure measurability and continuity (COMAR 13A.05.01.09A(1), (B)).
Key Timelines
Progress reports must be issued at least as frequently as report cards for nondisabled students, typically quarterly in Maryland LEAs (COMAR 13A.05.01.09B).
The IEP team must review progress at least annually or more often if needed (COMAR 13A.05.01.08B).
If progress is insufficient, the IEP team should reconvene promptly to revise the IEP (COMAR 13A.05.01.08B; 34 CFR 300.324(b)(1)).