Progress Monitoring

What's Required
CFR§300.320(a)(3)(i)-(ii)19 TAC §89.1050,and TEC §29.00require a description of how a student's progress toward meeting the annual goals will be measured and when periodic reports on the progress the student is making toward meeting the annual goals (such as through the use of quarterly or other intermittent reports, concurrent with the issuance of report cards) will be provided.

Purpose: The purpose of progress monitoring is to assess students’ academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction.  When progress monitoring for special education, the special education case manager should review student’s progress on both their IEP goals/objectives and their reported grades.

What We Do

Spring ISD Special Education Progress Monitoring, Coaching and Professional Development Check & Balance Flowchart

Progress Monitoring of students is an expectation of all staff members in Spring ISD through various capacities based on individual staff roles. The flowchart below outlines the layers of checks of and balances that exist in the Spring ISD model.

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Case Manager Specific Progress Monitoring Expectations

The case manager will pull reports for grades, discipline, attendance, and goals/objectives to determine if a student is making progress in their instruction.


Frequency: Each reporting period (commensurate with the distribution of academic progress reports and report cards)

 Note: A reporting period includes report card  or progress report (ex. in each grading period their are 2 report periods [1 progress + 1 report card])

Things to consider if a student is not making adequate progress in their instruction: 

  • Does the student have goals and objectives for the content area in which they failed?
  • Are the student’s goals and objectives appropriate?
  • Are the student’s classroom accommodations appropriate?  Are additional accommodations necessary?
  • Are accommodations being implemented with fidelity? Are accommodations being used routinely, frequently, and independently (as appropriate)?
  • Does the student receive support in the area in which they failed?  Is the support sufficient or should additional supports be implemented?
  • Is the student completing classwork and/or homework?
  • Is the student attending the class regularly or is absenteeism an issue?
  • Are discipline consequences a factor?

 Things to consider if a student is not making adequate progress in their mastery of goals/objectives:

  • What specially designed instruction was provided to teach the student how to meet the outlined expectations?
  • Were the included objectives (outlined in the goal) scaffolded to show incremental progress? 
  • Was student processing time considered in the development of the goal?
  • Is data being collected twice weekly, reviewed, used to adjust instructional practices?
  • Is the student able to work independently using the strategies/skills taught or does the student need additional assistance (step-by step instruction, teacher guidance, chunking of information, etc)? 
  • Is attendance or discipline a factor?

What do we do if a student is not making progress?

  1. The case manager should call a staffing for the teachers of the affected content areas (general education teachers and special education teachers) in which the student is not making progress.  Conversation Notes are kept to outline the details of the staffing as well as to determine action items.
  2. The case manager should contact the parent to discuss the next steps.  The parent contact will be documented in eSped. 
  3. Ensure students know how to use their accommodations and they are being implemented and documented with fidelity.


Next Steps:

  1. If a student continues to not make adequate progress for a second reporting period (progress report or report card), the case manager should again call a staffing with the teachers of the affected content areas to discuss components of the student’s IEP that are not effective or sociological factors that are hindering student progress (this will be recorded on the Special Education Progress Monitoring & Failure Documentation Form).  The case manager will also contact the parent/guardian to outline next steps and document the conversation in eSped. 
  2. If a student continues to not make adequate progress for a third reporting period (13 1/2 weeks elementary and 9 weeks secondary), the case manager should call a revision IEP meeting to discuss changes to the student’s IEP that would allow for additional opportunities for students to make instructional progress.

This is a continuous process that occurs every progress and report card period.  

Additional Resources