IEP Progress Monitoring in Texas
How often should you receive IEP progress reports in Texas?
Texas IEPs must include a description of how the child's progress toward meeting the annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals will be provided (34 CFR §300.320(a)(3)). IDEA specifies that periodic progress reports may be provided through the use of quarterly or other periodic reports, concurrent with the issuance of report cards, but the ultimate decision regarding when and how progress will be reported rests with the ARD committee (34 CFR §300.320(a)(3)). In Texas, districts must provide progress reports toward goal mastery at the same frequency as report cards are issued for general education students. Progress must be measured and reported in the same manner as the goals are written; for example, if a goal states the student will master a skill 4 out of 5 times, progress must be reported using that same metric. The ARD committee determines the specific data collection methods, reporting schedule, and criteria for measuring progress when developing each annual goal. Each measurable annual goal must include a criterion component that establishes the measurable standard for determining mastery, which in turn drives the progress monitoring methodology (19 TAC §89.1055). The IEP must be revised to address any lack of expected progress toward the annual goals and in the general education curriculum, as appropriate (34 CFR §300.324(b)(1)(ii)(A)). This means that progress monitoring data should inform ARD committee decisions about whether the current IEP is producing adequate progress or whether changes are needed. Parents must receive reports on their child's progress toward IEP goals at least as often as parents of nondisabled children receive report cards. If the child's parent is unable to speak English, the district must provide progress reports translated into Spanish if that is the parent's native language, or make a good faith effort to provide translations in other native languages (TEC §29.005(d)). For students with behavioral intervention plans included in their IEP, the ARD committee must review the plan at least annually and more frequently if appropriate, considering changes in placement, increased disciplinary actions, unexcused absences, unauthorized campus departures, or safety concerns (TEC §29.005(h)). The ARD committee's annual review must specifically determine whether annual goals are being achieved, using progress monitoring data as the primary evidence (34 CFR §300.324(b)(1)(i)). When the ARD committee and parent disagree about a student's progress or proposed changes, the parent has a single opportunity to recess and reconvene the ARD meeting, which must occur within 10 school days unless both parties agree otherwise (19 TAC §89.1055(p)(1)).
What Texas Requires
The IEP must describe how progress toward each annual goal will be measured and when periodic progress reports will be provided to parents (34 CFR §300.320(a)(3))
Progress reports must be provided at least as frequently as report cards are issued to parents of nondisabled children (34 CFR §300.320(a)(3))
Progress must be measured and reported using the same metric and manner as established in the measurable annual goal criteria (19 TAC §89.1055)
The IEP must be revised when the child is not making expected progress toward annual goals (34 CFR §300.324(b)(1)(ii)(A))
For parents unable to speak English, the IEP document must be provided in Spanish (written or audio) or translated with good faith effort for other languages (TEC §29.005(d))
Behavioral intervention plans in the IEP must be reviewed at least annually and more frequently when changes in placement, increased disciplinary actions, absences, or safety concerns arise (TEC §29.005(h))
Key Timelines
Progress reports must be provided to parents at least as often as report cards are issued to parents of nondisabled children, such as quarterly or at each grading period (34 CFR §300.320(a)(3))
The ARD committee must review the IEP at least annually to determine whether annual goals are being achieved based on progress data (34 CFR §300.324(b)(1)(i))
If the parent disagrees and requests a recess, the reconvened ARD meeting must occur within 10 school days unless both parties agree otherwise (19 TAC §89.1055(p)(1))
Behavioral intervention plans must be reviewed at least annually and more frequently if circumstances change (TEC §29.005(h))
The IEP must be revised as needed when progress monitoring data indicates lack of expected progress — there is no waiting period required (34 CFR §300.324(b)(1)(ii)(A))