SPECIAL EDUCATION STUDENT PROGRESS MONITORING CHECKLIST — PART II & III
(K-12 ACADEMIC TRACK)
Student
ID#
Tracking Teacher
Course
Teacher of Record
Directions: 1. This form is ONLY to be completed for students who are failing a course.
2. One form should be completed for EACH course the student is failing.
3. Initial and date each blank for which you are responsible.
II. SECOND Progress Report Failure (@ 6 Weeks):
Tracking Teacher prints progress report to review for failing grades.
Tracking Teacher confers with teacher of record (General Ed and/or Special Education Co-Teacher if
applicable) submitting failing grades and completes a performance analysis to identify reasons for failure and
determine appropriate action
Tracking teacher advises teacher of record of instructional adaptations/IEPs/Behavior Plan and provides
consultation [date & time]:
@ : AM
Tracking teacher confers with teacher of record to review data on IEP objectives presented but not mastered
Tracking teacher confers with teacher of record and review adaptations to ensure these are being
implemented per IEP requirements, AND:
Completes Student Performance Analysis form
If failure is not due to breakdown in implementing adaptations and/or IEPs (including BIP), the
teachers meet with student to identify reasons for failure and make a plan for remediation and
raising grades (attach plan)
The tracking teacher/teacher of record schedule a parent conference Date
Time :

Review/provide copy of Student Performance Analysis to parentDate
Warn parent and student of loss of credit should grades not improve (send
letter, if unable to get parent to attend parent conference [attach] Date

Discuss the progress report with parent and the plan for remediation/raising grade


Place copy of Parent Conference form in student special education campus folder
The tracking teacher / teacher of record:
Meet with student to identify reasons for failure and make a plan for remediation/raising grades
Implement interventions as planned on the Student Performance Analysis form
Work more closely with student (how?):

If it is determined that the student will fail for the 9-weeks, schedule an ARD [“Brief ARD” unless
prohibited by proposed action(s)] to review progress and make IEP adjustments as appropriate.
Revisions in the student’s IEP include: ARD Date:
Additional instructional adaptations
Modified subject area TEKS/IEP objectives
Study skills IEP
Functional behavior assessment and behavior intervention plan
Tracking teacher advises teacher of record of any change in instructional adaptations/IEPs/
Behavior Plan and provides consultation [date & time]:
@ : AM
III. Failure on REPORT CARD (@ 9 Weeks):
Tracking Teacher prints report card to review for failing grades.
Tracking Teacher contacts teacher(s) of record submitting failing grades to set up a mutual time to return to
the original Student Performance Analysis form and complete the “Follow-up Actions” section
Determine any further action(s) that may be needed
Schedule ARD to address failure(s) [“Brief ARD” unless prohibited by proposed action(s)] ARD Date
Tracking teacher advises teacher of record of any change in instructional adaptations/IEPs/
Behavior Plan & provides consultation [date & time]:
@ :
AM
Original to: Campus Special Ed Coordinator (audit).
Copies to: Tracking Teacher, ARD Facilitator, Parent, and, Teacher of Record.
Revised 11/9/2009