IEP Progress Monitoring in South Dakota
How often should you receive IEP progress reports in South Dakota?
South Dakota requires that IEPs include a description of how progress toward each measurable annual goal will be measured and when periodic reports will be provided to parents, consistent with ARSD 24:05:27:01.03 and 34 CFR 300.320(a)(3). South Dakota's IEP form uses a standardized progress reporting system with coded progress indicators: 'P' (making progress toward goal), 'I' (insufficient progress to meet goal by annual review), 'X' (goal not addressed in this reporting period), and 'M' (goal has been met). Data collection procedure codes on the IEP form include teacher-made tests, observations, weekly tests, unit tests, student conferences, work samples, portfolios, oral tests, and data response methods. Progress reports must be provided to parents at least as frequently as progress is reported to parents of nondisabled children, which in most South Dakota districts means quarterly. The IEP must specify the reporting schedule (quarterly, trimester, at conferences, via report card, or by distributing goal pages). When progress is insufficient to enable the student to achieve the annual goal by year's end, the IEP team must address what adjustments to the program are necessary. South Dakota's IEP Technical Assistance Guide emphasizes that meaningful progress monitoring data collection should be ongoing throughout the year, not just at reporting periods.
What South Dakota Requires
The IEP must include a description of how progress toward each annual goal will be measured and when periodic reports will be provided to parents (ARSD 24:05:27:01.03; 34 CFR 300.320(a)(3)).
Progress reports must be provided at least as frequently as progress reports are issued to parents of nondisabled children, typically quarterly in South Dakota (34 CFR 300.320(a)(3)).
South Dakota IEPs document progress using standardized codes: P (progress), I (insufficient progress), X (not addressed), and M (goal met).
The IEP must specify the method and schedule for progress reporting, including whether reports will be provided via quarterly progress reports, trimesters, conferences, report cards, or goal page distribution.
When a student is not making sufficient progress, the IEP team must convene to determine whether program adjustments are needed (34 CFR 300.324(b)(1)(ii)).
Key Timelines
Progress reports to parents must be issued at least as frequently as nondisabled peers receive report cards, typically every 9 weeks (quarterly) (34 CFR 300.320(a)(3)).
Annual IEP review must include an examination of progress data to determine whether goals were met and to set new goals (ARSD 24:05:27:01.03; 34 CFR 300.324).
Parents must be notified as soon as possible if a student is not making adequate progress toward an annual goal (34 CFR 300.320(a)(3)).