IEP Progress Monitoring in Rhode Island
How often should you receive IEP progress reports in Rhode Island?
Rhode Island requires that each IEP include a statement describing how the student's progress toward annual goals will be measured and how parents will be regularly informed of that progress (200-RICR-20-10-1.6(A)(3)). Parents must be informed of progress at least as frequently as report cards are provided to parents of nondisabled students. Rhode Island special education practice follows the federal requirement for benchmarks or short-term objectives for students taking alternate assessments, providing intermediate progress check-points. When a student is not making sufficient progress toward annual goals, the IEP team must be reconvened to review and revise the IEP (200-RICR-20-10-1.6(D)). Rhode Island has adopted Multi-Tiered Systems of Support (MTSS) frameworks and encourages the use of curriculum-based measurement and data-based decision making to monitor progress throughout the year.
What Rhode Island Requires
The IEP must include a statement of how progress toward annual goals will be measured and how parents will be informed of progress (200-RICR-20-10-1.6(A)(3); 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 (200-RICR-20-10-1.6(A)(3); 34 CFR 300.320(a)(3)(ii)).
When a student is not making expected progress toward annual goals, the IEP must be revised and the team reconvened as necessary (200-RICR-20-10-1.6(D)).
Progress reports must identify whether progress is sufficient for the student to achieve annual goals by year-end (34 CFR 300.320(a)(3)(i)).
Benchmarks or short-term objectives for students taking alternate assessments provide structured progress monitoring points throughout the year (200-RICR-20-10-1.6(A)(2)).
RIDE requires implementation of a Multi-Tiered System of Supports (MTSS) framework for data-based decision-making; progress monitoring data from MTSS tiers informs IEP goal development and service adjustments (RIDE MTSS Implementation Guidance)
Key Timelines
Progress reports must be provided at least as frequently as report cards for nondisabled students (200-RICR-20-10-1.6(A)(3)).
Annual IEP review must include a review of progress toward goals (200-RICR-20-10-1.6(D)).
If progress is insufficient, the IEP team must be convened promptly to revise the plan; parents may request an IEP meeting at any time (200-RICR-20-10-1.6(D)).