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.05.01.09(B)) 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.05.01.09(B)). Under COMAR 13A.05.01.09(B), the IEP must specify: (1) the criteria for measuring progress (e.g., accuracy percentage, frequency counts); (2) the measurement procedures to be used (e.g., curriculum-based measurement, work samples, data collection); and (3) the schedule for providing periodic progress reports to parents. Parents must be informed at least as often as parents of nondisabled students receive report cards, which in Maryland LEAs means at least quarterly (most Maryland LEAs issue quarterly report cards). Progress reports must include specific data on each IEP goal indicating the child's current performance level compared to the goal target and 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, curriculum-based measurement (CBM), and systematic progress monitoring protocols tied to the child's measurable goals. When the IEP team determines that a child is not making expected progress toward annual goals, the team must reconvene to consider revisions to the IEP, including goals, services, supports, and potentially placement (COMAR 13A.05.01.08(B)(1)). Maryland also emphasizes that progress monitoring data must be anchored in the baseline data established in the present levels section to ensure continuity from evaluation through implementation and review. For students with the most significant cognitive disabilities who take the Alt-MCAP alternate assessment, progress monitoring uses alternate achievement standards aligned to Maryland's grade-level content standards. Maryland's MSDE publishes technical assistance guidance on meaningful progress monitoring as part of its IEP resources, and monitors LEA progress reporting compliance through the Results Driven Accountability system.
What Maryland Requires
The IEP must specify how progress toward each annual goal will be measured, including criteria, measurement procedures, and reporting schedule (COMAR 13A.05.01.09(B)).
Parents must be regularly informed of progress at least as frequently as report cards are issued to nondisabled students — typically quarterly in Maryland LEAs (COMAR 13A.05.01.09(B); 34 CFR 300.320(a)(3)).
Progress reports must indicate the child's current performance level relative to the goal target and the extent to which progress is sufficient to achieve annual goals by year's end (COMAR 13A.05.01.09(B)).
When a child is not making expected progress, the IEP team must reconvene to consider revisions to goals, services, supports, or placement (COMAR 13A.05.01.08(B)(1)).
Progress monitoring data must be grounded in the baseline data established in the present levels section to ensure measurability and continuity (COMAR 13A.05.01.09(A)(1), (B)).
For students taking the Alt-MCAP, progress monitoring uses alternate achievement standards aligned to Maryland grade-level content standards (COMAR 13A.05.01.09(A)(6)).
MSDE monitors LEA compliance with progress reporting requirements through the Results Driven Accountability system (Md. Code Ann., Ed. § 8-403(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.05.01.09(B)).
The IEP team must review progress at least annually or more often if needed (COMAR 13A.05.01.08(B)).
If progress is insufficient, the IEP team should reconvene promptly to revise the IEP (COMAR 13A.05.01.08(B)(1); 34 CFR 300.324(b)(1)).
Annual IEP review must include analysis of progress data on all goals (COMAR 13A.05.01.08(B)).
Sources
Related IEP Guides
IEP Goal Progress Monitoring: How to Know If Your Child Is Actually Making Progress
How IEP goal progress is measured, what progress reports should include, what to do when progress stalls, and how to hold schools accountable.
IEP Goals: How to Tell If They're Actually Good (With Examples)
Are your child's IEP goals actually good enough? Real examples of vague vs. strong goals, plus the exact questions to ask at your next meeting.
How to Request Your Child's Service Logs (And What to Do When the School Acts Confused)
How to request your child's IEP service logs, therapy session notes, and raw data under FERPA — and what to do when the school claims they don't exist.