Requestor
GERMARIE SANCHEZ POMALES
Requested Information
This is a request to produce records (paper and electronic) created, received, maintained, or used by the Howard County Public School System (HCPSS) that relate to the definition, selection, assignment, training, or administration of progress codes / progress notations reported on IEPs and IEP annual goal(s) progress reports.
I request all responsive records from January 1, 2015 to the date you begin your search, including but not limited to the following categories:
1. Policies, policy implementation procedures, circulars, directives, administrative procedures, memos, or board guidance that define or describe any progress code, progress notation, or related terminology that may appear on IEPs/IEPs progress reports or forms (for example: “Making sufficient progress to meet goal”, “Progress Not Measurable At This Time”, “Not making sufficient progress to meet goal” or similar notations).
2. All versions of the IEP Annual Goal(s) Progress Report template(s) and any associated instructions, example completions, sample language, or annotated examples provided to staff or families.
3. Worksheets, rubrics, scoring guidelines, benchmarks, thresholds, or decision rules used to convert collected data or assessment results into a particular progress code.
4. Decision trees, flow charts, checklists, or other guidance used by IEP teams, teachers, related service providers, instructional assistants, or administrators when selecting a progress code.
5. Training materials (presentations, slide decks, handouts, e-learning modules, agendas, sign-in sheets, session recordings, or transcripts) provided to staff (special education teachers, related service providers, school administrators, and IEP case managers) that address assigning progress codes or documenting progress on annual goals.
6. Any written guidance or scripts provided to school staff or contractors concerning communications to parents regarding progress codes.
7. Internal emails, listserv messages, memoranda, meeting notes, that concern how progress codes should be assigned, interpreted, or reported.
8. Any rubrics, spreadsheets, databases, software configuration notes, or technical documentation that store, map, or generate progress codes for IEP progress reporting.
9. Any forms, templates, or data collection tools (paper or electronic) used to collect the evidence that supports a progress code, including examples of completed, redacted forms.
10. All records of policies, guidance, or training given to principals, special education supervisors, or HCPSS district staff that monitor or audit IEP progress-report coding.
11. Any vendor materials, consultant reports, or external guidance (e.g., state-level templates or vendor-provided IEP modules) used by HCPSS to shape its local progress-code practices.
I request all responsive records from January 1, 2015 to the date you begin your search, including but not limited to the following categories:
1. Policies, policy implementation procedures, circulars, directives, administrative procedures, memos, or board guidance that define or describe any progress code, progress notation, or related terminology that may appear on IEPs/IEPs progress reports or forms (for example: “Making sufficient progress to meet goal”, “Progress Not Measurable At This Time”, “Not making sufficient progress to meet goal” or similar notations).
2. All versions of the IEP Annual Goal(s) Progress Report template(s) and any associated instructions, example completions, sample language, or annotated examples provided to staff or families.
3. Worksheets, rubrics, scoring guidelines, benchmarks, thresholds, or decision rules used to convert collected data or assessment results into a particular progress code.
4. Decision trees, flow charts, checklists, or other guidance used by IEP teams, teachers, related service providers, instructional assistants, or administrators when selecting a progress code.
5. Training materials (presentations, slide decks, handouts, e-learning modules, agendas, sign-in sheets, session recordings, or transcripts) provided to staff (special education teachers, related service providers, school administrators, and IEP case managers) that address assigning progress codes or documenting progress on annual goals.
6. Any written guidance or scripts provided to school staff or contractors concerning communications to parents regarding progress codes.
7. Internal emails, listserv messages, memoranda, meeting notes, that concern how progress codes should be assigned, interpreted, or reported.
8. Any rubrics, spreadsheets, databases, software configuration notes, or technical documentation that store, map, or generate progress codes for IEP progress reporting.
9. Any forms, templates, or data collection tools (paper or electronic) used to collect the evidence that supports a progress code, including examples of completed, redacted forms.
10. All records of policies, guidance, or training given to principals, special education supervisors, or HCPSS district staff that monitor or audit IEP progress-report coding.
11. Any vendor materials, consultant reports, or external guidance (e.g., state-level templates or vendor-provided IEP modules) used by HCPSS to shape its local progress-code practices.
Date Received
Status
Submitted