The third quarterly report arrives. Under the reading goal it says "Progressing." Under the math goal it says "Progressing." Under writing it says "Progressing." You are glad it is not worse. You also realize you have no idea whether your child is on track.
Progress reports are the school's side of a promise written into the IEP. The law requires the promise, but leaves much of the form to states and districts, so what you receive can range from a data table to a single word. This guide explains what the rule requires and how to read a report, and what to ask for when a report tells you too little.
What the rule requires
Section 300.320 says the IEP must include a description of how the child's progress toward meeting the annual goals will be measured, and when periodic reports on the progress the child is making will be provided. It gives examples: quarterly reports, or reports concurrent with the issuance of report cards.
The Center for Parent Information and Resources makes two points about that. IDEA does not require report cards or quarterly reports; it mentions them only as examples. And the timing, format, and content of progress reports are left to state and local educational agencies. So the first place to look is your own IEP: it should say when reports come.
Review and revision
Section 300.324 requires the IEP team to review the IEP periodically, and at least once a year, to find out whether the annual goals are being achieved. It must revise the IEP as appropriate to address any lack of expected progress toward the annual goals, the results of any reevaluation, information provided to or by the parents, the child's anticipated needs, or other matters.
That means a report showing no progress is not just information. It is a trigger for the team to look again. See what to expect at the annual review.
What a useful report says
| What you want to know | What a useful report says |
|---|---|
| Which goal | The goal, in short, or its number |
| Where it started | The baseline, with a date |
| Where it is now | The latest result, with a date and the number of chances |
| How it was measured | Observation, work sample, probe, test, or checklist |
| Whether it is on track | A plain statement, tied to the numbers |
| What happens next | A change to the approach, or the next step |
Some states also require reports to say whether progress is enough to reach the goal by the end of the year. Your state's rules decide this, so ask.
Vague and specific
| Vague | Specific |
|---|---|
| "Progressing" | "Reads 62 words per minute on a grade-level passage, up from 48 in September. The goal is 90 by May" |
| "Making progress" | "Solves 6 of 10 two-step word problems, up from 3 of 10. Measured by weekly probes" |
| "Needs improvement" | "Uses a complete sentence in 2 of 10 attempts, with no change since October. The team will review supports in January" |
| "Met" | "Met the goal: 8 of 10 or better on three checks in a row, Sept 26 to Oct 10" |
The specific column tells you the measure and the number, which you can compare with the goal's own criteria. For goals that cannot be measured from the IEP wording, see what to ask when IEP goals are too vague.
How to read it step by step
- Open the goal in the IEP. Find the target and the criteria, such as "with 90 percent accuracy."
- Find the baseline in the present levels. How to read the present levels section can help.
- Compare the latest result with the target. How far away is it, and how much time is left?
- Look at how it was measured. Is it the same measure as in the goal?
- Check the gaps. Are any goals missing from the report?
- Ask what changes next. If nothing, ask why not.
When the report is thin
Send a short email to the case manager.
A polite request for numbers is not a complaint. It is a normal use of your role on the team.
When progress is not what the goal expects
CPIR says progress data show whether the IEP is working or needs changes, and that if a child is not progressing as expected, the team should find out why and take corrective action. You can ask for a meeting in writing. Questions that help:
- Is the goal still right for my child?
- Are the services being delivered as written? You can ask in writing for the records of services your child has received.
- What data will we look at, and when?
- What will be different in the next quarter?
If you and the school cannot agree, what to do if you disagree with the IEP lists the options.
Keeping your own record
Once a term, make a one-page sheet for each goal: the target, the baseline, and each progress report's result with its date. A short table is enough. Seeing three or four points together makes it easier to spot a flat line, and it is easier to talk about at a meeting than a stack of papers.
Reports for different kinds of goals
Not every goal reports the same way. A goal measured by counting, such as correct answers out of ten, reports a number. A goal measured by a rating scale reports a level, and a good report says what that level means in words. A goal about behavior, such as staying with an activity, may report minutes or frequency. If a report gives a number or a level you do not understand, ask for the scale or the unit. You are entitled to understand what the numbers mean, and the person who wrote it should be able to explain it in a sentence.
Sharing what you see at home
Progress reports reflect what the school sees. You see something different. If your child now reads signs on the road, or has stopped hiding from homework, or has gotten worse at something the report calls "improving," write it down with the date and send it to the case manager before the next meeting. The team has to consider information provided by parents when it reviews the IEP, and your examples may show what the data miss.
Progress report mix-ups
- Counting "progressing" as an answer. It is a status, not a measurement.
- Waiting for the annual review. The IEP team can review and revise earlier.
- Assuming reports are quarterly. Check what your IEP says.
- Reading one report alone. Compare it with the last one.
Terms are in the glossary.