Which factor is evaluated for a general indication of progress on an Individualized Education Program (IEP)?

• A. Functional performance assessment results
• B. Frequency of social interaction
• C. Frequency of required medication
• D. Yearly school attendance records

Answer: (A)

The factor that is evaluated for a general indication of progress on an Individualized Education Program (IEP) is functional performance assessment results. These assessments provide insights into how a student is performing across various domains that are relevant to their educational goals, such as communication, self-care, and social skills. By analyzing these results, educators and specialists can determine whether the student is making adequate progress toward meeting their individualized goals outlined in the IEP.

Functional performance assessments are specifically designed to measure the skills and behaviors that influence a student's ability to succeed in their educational environment, making them a critical component in evaluating overall IEP effectiveness. This aligns with the purpose of the IEP, which is to ensure that students with disabilities receive tailored support that addresses their unique needs and facilitates their learning.

The other options, while potentially relevant to a student's overall wellbeing or school experience, do not provide a direct measurement of progress in relation to the specific goals set forth in the IEP. For instance, frequency of social interaction may indicate social skills development but lacks the comprehensive focus on the academic and functional goals of the IEP. Similarly, medication requirements and attendance records can present important insights into a student's health and engagement but do not specifically reflect progress on the targeted educational objectives within