IEP Progress Monitoring in New Hampshire
How often should you receive IEP progress reports in New Hampshire?
In New Hampshire, progress monitoring is a required component of every child's Individualized Education Program (IEP) under Ed 1109 and Ed 1113.02. The IEP must include a description of how the child's progress toward meeting annual goals will be measured and when periodic progress reports will be provided to parents (typically quarterly or concurrent with report card issuance, per 34 CFR §300.320(a)(3)). New Hampshire requires that IEPs include measurable annual goals designed to meet the child's disability-related needs and enable involvement in the general education curriculum (Ed 1102.01). For students with disabilities who take alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives rather than annual goals alone. Progress data must be collected and reported regularly so parents receive meaningful information about their child's advancement toward IEP goals. While the state adopted federal IDEA requirements (34 CFR 300.320), NH regulations (Ed 1100) emphasize that progress monitoring data should inform IEP team decisions about whether services and supports remain appropriate. School districts are also required to submit progress data to the New Hampshire Special Education Information System (NHSEIS) and must participate in state program approval and monitoring that evaluates whether districts are achieving educational results and functional outcomes for students with disabilities.
What New Hampshire Requires
Every IEP must include a description of how progress toward annual goals will be measured and when periodic progress reports will be provided to parents, consistent with Ed 1109 and 34 CFR §300.320(a)(3).
Parents must receive progress reports at least quarterly or concurrent with regular report card issuance, so they have meaningful information about their child's advancement toward IEP goals.
IEPs must include measurable annual goals that address the child's disability-related needs and enable the child to be involved in and make progress in the general education curriculum (Ed 1102.01 and 34 CFR §300.320(a)(2)).
For students taking alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives to measure progress, as required by 34 CFR §300.320(a)(2)(ii).
School districts must submit progress monitoring and outcome data to the New Hampshire Special Education Information System (NHSEIS) and participate in state program approval and monitoring processes that evaluate whether educational results and functional outcomes are being achieved (Ed 1102.03 and RSA 186-C:5).
Key Timelines
Progress reports must be provided to parents quarterly or concurrent with report card issuance—at minimum, parents receive updates on progress toward IEP goals as frequently as nondisabled peers receive progress reports (34 CFR §300.320(a)(3)).
IEPs must be reviewed and revised annually; at each review, the IEP team must assess progress and determine if goals, services, and supports remain appropriate (Ed 1109.03 and 34 CFR §300.324).
At the first IEP meeting, and annually thereafter, the IEP team must review progress data collected since the last meeting to inform decisions about whether the child's IEP remains appropriate (Ed 1109 and 34 CFR §300.320).
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.