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Teacher Tips on Adequate Yearly Progress Reports

written by: Lisa Pulsifer • edited by: Elizabeth Wistrom • updated: 4/21/2015

Creating adequate yearly progress reports can seem like an overwhelming task. Read more to find out what preparations will make the process more simple.

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    Adequate yearly progress means that a student has reached their educational goals during the school year. Creating adequate daily Progress Reports progress reports is an essential part of teaching students that require special education.

    For students that can’t be evaluated in traditional ways, these reports are necessary in order to show that the work they have done throughout the year has paid off. Also, it allows teachers to show parents and administrators that they have been working toward the goals stated in the student’s IEP.

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    Define the Goal Clearly

    In order to be able to develop an adequate yearly progress report, it is important to start with a properly defined goal. This will be done when developing the student’s IEP and will provide focus to the report. The goal must be measurable, require the student to perform an action and be reachable. Information should also be given to define what success will look like at the end of the year. Here is an example of a properly written goal: Rachel will correctly answer three yes or no questions a day during circle time when given one verbal prompt on 80% of opportunities during the school year. This goal describes the action that the student must complete what type of assistance can be given and determines what will be considered successfully reaching the goal.

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    Data Collection

    In order to accurately write these reports, it will be necessary to keep track of progress throughout the year. This can be done with data collection that is specific to each goal. There are many different ways to accomplish this. The most important thing is that each person working with the student understands the goal, how to record the information and it is taken consistently. In order to increase the likelihood of this being accomplished the data collection process must be simple and located where the goal is most likely to be performed. Having accurate data allows the teacher to back up what is put on the report.

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    Reporting Styles

    The type of goal will determine the reporting style of the report which if done correctly will be a summary of the data collected throughout the year. While it may be tempting for a teacher to develop a narrative so they may include all the information they have about the student , it is not necessary nor does it easily show what others looking at the report would like to see. The simplest way to provide the information for the report is to list the specific goals and where the student is in reaching them. This should be done in a clear way that allows a busy person to look over the information quickly and get what they need. While students with more severe disabilities will solely rely on staff to provide proof of progress, students with less severe disabilities will be able to provide their own work samples.

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    Progress Reports

    Students in special education are required to receive progress reports on the same schedule as the regular education students. This is a good opportunity to evaluate each goal to determine if adequate yearly progress is being made. If it does not appear that the student will be successful, changes should be made to the goal or how it is being reached in order to work toward something more appropriate. Changes should be reflected when reviewing adequate yearly progress.