In fact, progress monitoring and reporting is the federal special education
requirement with which schools struggle the most (Etscheidt, 2006). For students
with disabilities, schools follow specific procedures for developing an IEP,
which involves selecting targeted goals and services. But even the IEP is not
sufficient to guide daily intervention and progress monitoring. Instead, IEPs
create the broad structure from which educators can develop a more detailed and
practical day-to-day intervention plan.
Contents contributed and discussions participated by shawna poppen
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