The ABCs of IEPs

By Sheila Wolfe - IEP Services

THE ABCs OF IEPs

The Difference Between Progress and Meaningful Progress

It is important for parents to understand the difference between “progress” and “meaningful progress” when it comes to reports from their child’s school. The Supreme Court has ruled that schools must provide programs calculated to provide “meaningful progress” to students with disabilities. In this article, we will discuss how a parent determines if their child is truly making meaningful progress through the services and supports provided in the IEP.

For an IEP to deliver meaningful progress, it should be written with the intention of closing the gap between a student with a disability and their non-disabled peers. However, each student is unique, and some students will not have the ability, regardless of intervention, to be at “grade level” with their peers. Still, the IEP must deliver services that close that educational gap to whatever extent is possible for each student.

The idea of closing the gap can be seen in the graphics below borrowed from “MindChicago” at https/mindchicago.com/ blog/2016/3/18/t0uck235qoqg2nb8et7dhbo4hstuc6

Chart One

Chart Two

In the first chart, we can see that Dylan has made “progress” in his reading skills during the third grade. However, Dylan’s trajectory (the slope of the line of his progress) is the same as that of his peers. In a progress report under the first scenario, a parent may be told that Dylan made significant progress in reading for that school year. If a parent just considers where Dylan began the year and where he ended the year it would seem so. But if compared to his peers, Dylan would remain significantly behind his peers forever given the interventions provided in the first scenario/IEP. If a parent correctly assesses this situation, they will advocate for a more intense or perhaps a completely different intervention to achieve meaningful progress (closing the gap).

In the second chart, Dylan’s trajectory is greater than that of his peers (the slope is steeper). This means he has closed some of the gap that exists between his reading level and the levels of his peers. If the school continues to provide the same reading intervention (or even increases the intensity of that intervention) Dylan has a shot at catching up to his peers. This is the definition of meaningful progress.

It is also important to use norm-referenced tests (NRT) when calculating student progress. When using an NRT the student’s scores can be compared to his peers and national averages. Schools often use assessment tools like Fountas & Pinnell which is considered accurate at measuring an individual student’s reading level. However, Fountas & Pinnell is not a norm-referenced test and therefore cannot provide information to compare a student to same grade/age peers.

If the school is not providing norm-referenced tests when reporting progress, the parent can request this testing be completed. It is best to have this type of assessment built into the IEP as the progress monitoring tool, but if it is not, the parent has the right to these assessments for any area of academic achievement. Remember that the school has 50 instructional days to complete any requested assessments and hold a case conference to discuss the results, so plan accordingly.

Here are some good sources of additional information on progress monitoring and meaningful progress: https/www.wrightslaw.com/law/art/endrew.douglas.benefit.fape.htm https/www.wrightslaw.com/info/progress.index.htm

Do you need help getting your child with special needs the services they NEED and DESERVE at school?

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Sheila A. Wolfe

Special Education Consultant

IEP IEP Services, Services, LLC LLC

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16 Special Needs Living • November 2021