005-10 Individualized Education Program (IEP) Progress Reports
When must progress reports be provided to children with disabilities?
The Virginia Regulations, at 8 VAC 20-81-110 G. 8., require that each child’s IEP must include a "statement of…when periodic reports on the progress the child is making toward meeting the annual goals will be provided; for example, through the use of quarterly or other periodic reports, concurrent with the issuance of report cards, and at least as often as parents are informed of the progress of their children without disabilities."
A key phrase in this regulation is "at least as often as parents are informed of the progress of their children without disabilities." This means that the child’s IEP must indicate when periodic reports will be provided to parents. These progress reports must be provided to the parents of children with disabilities whenever the school division provides progress reports generally for its students in the general education settings. For many, this means quarterly and interim, and for others it may mean six week reports. IEPs, however, must specify when these reports will be provided, and LEAs must provide progress reports as outlined in the child’s IEP.
Some school divisions state the frequency of progress reports in general terms. Others indicate specific reporting dates. Either practice is acceptable. Undated "blocks" on the IEP for providing progress reports are not sufficient, unless there is a statement that indicates the reporting time frames (such as a statement indicating that reports will be provided at the same time as interim and quarterly report cards are provided to all parents).
IEP team members, including parents, may wish to review VDOE’s model IEP forms for recommended language that documents the frequency of progress reports. See Transition Individualized Education Program (Word), p. 11; Elementary Individualized Education Program (Word), p. 7. Both documents are available on the IEPs & Instructional Services page.