what is your child's progress report really telling you?
Progress reports are important tools!
You dedicated hours with your IEP team to review evaluation results, identify needs, set goals, define accommodations, and determine placement. Everyone is on the same page, and the school has begun implementing the IEP effectively.
But is it working?
Special education relies heavily on data. Evaluation results help us identify needs, establish present levels, and create S.M.A.R.T. IEP goals—Specific, Measurable, Attainable, Relevant and Time-bound.
What is your child's progress report REALLY telling you?
Progress reports are essential to determine if a student is on track to meet their goals.
For reports to be effective and useful, they must include specific, measurable data.
But what is your child's progress report really telling you?
First, did you receive the progress reports?
Your child's IEP should specify how often you will receive progress reports. While these often align with the school’s grading periods, they don’t have to. It’s common for progress reports to be issued quarterly.
Sometimes, reports may be given directly to your child or placed in their backpack, assuming they will pass it on to you. Unfortunately, these don’t always make it home. They might also be emailed directly to you by your case manager or sent via traditional mail.
If you haven’t received a progress report when you expected it, don’t hesitate to contact your case manager and request a copy.
Next, is every goal from the IEP included in the report?
Regardless of whether your child has one goal or a dozen goals in their IEP, teachers are required to report progress for each individual goal. If there are benchmarks or objectives associated with a goal, those should also be included in the report.
When you receive the progress report, take a moment to ensure that all goals and their components are accounted for.
Now, is the progress data provided specific and measurable?
Often, reports indicate that a student is “making progress” or “on track,” which sounds encouraging but lacks detail. To assess true progress, consider asking:
• What percentage of success did the student achieve before the goal was set?
• What is their current percentage?
• What were the results of each trial?
• When and who conducted these trials?
• What content was provided, and which tools were used?
• Is this progress likely to lead to goal mastery by the deadline?
• If not, what adjustments does the district recommend?
“Sally will add double digit whole numbers with 80% accuracy, in 4 out of 5 trials, as measured by curriculum-based assessments, by 6/1/25. Her baseline for this goal is 56% accuracy.”
This goal is well-written—specific, measurable, attainable and time-bound. We assume it is also relevant to Sally's unique needs. However, understanding Sally's progress on this goal requires careful examination of the progress report.
Let’s break it down by looking at some examples of progress reporting:
