Quick Answer
An IEP progress report tells you how your child is doing on each annual goal. The codes (such as "M" for mastered or "IP" for insufficient progress) vary by district, so read the key on your report. IDEA says the IEP must describe how progress will be measured and when you will get reports (34 CFR 300.320(a)(3)). If progress stalls, you can ask for the data and ask for an IEP meeting.
For many families, the first IEP progress report of the school year arrives around November. It is often a single page of goals with a letter code next to each one. This guide walks through what the report should tell you, what the codes usually mean, and what you can do when the numbers stop moving.
When the Report Arrives
Keep two documents next to each other: the progress report and your child's current IEP. The report only makes sense against the goals as they are written in the IEP.
For each goal, you are answering three questions:
- What did the goal say my child would do, and how well?
- What does the report say my child is doing now?
- Is there a number, or only a code?
If this is your first report, it also helps to read how IEP goal progress is measured before you start.
What the Report Must Cover
IDEA sets out what the IEP itself must say about progress. The IEP must include a description of how your child's progress toward the annual goals will be measured. It must also say when periodic reports on that progress will be provided, such as quarterly or with report cards (34 CFR 300.320(a)(3)).
In plain terms, the IEP makes two promises:
- A method. How each goal will be measured, such as timed reading probes, work samples, or observation counts.
- A schedule. When you will hear how it is going.
The report is where those promises show up. If your IEP says a goal will be measured by "curriculum-based probes," the report should reflect probe results. If the report arrives late or skips a goal, that is worth raising.
Your state may add its own requirements on top of IDEA. Some states set a format or ask for more detail. Your state's parent center or the district's special education office can tell you what applies where you live.
What the Codes Mean
Most progress reports use short codes. There is no national standard. Each district, and sometimes each IEP software system, picks its own. Always read the key on your report first.
Here are codes you may see. Treat them as common examples, not definitions:
| Code | Often means | What to ask |
|---|---|---|
| M or GM | Mastered or goal met | Met by what measure, and on how many trials? What is the new goal? |
| SP | Sufficient progress, on track to meet the goal | What is the current number, and where should it be by now? |
| IP | Insufficient progress, not on track. In some districts, IP means "in progress" instead. | What is the team changing, and when will we meet? |
| P or E | Progressing or emerging | Progressing from what starting point (baseline) to what number? |
| NI or NA | Not yet introduced, or not addressed this period | Why has instruction on this goal not started? |
A code is a summary of someone's judgment. It is useful, but it is not the data. A report that says "SP" with no number tells you a conclusion without the evidence behind it.
What to Look For
A number that matches the goal
If the goal says "80% accuracy on 3 consecutive probes," look for a percentage and a count of probes. If the report says "doing well" or "working hard," it is describing effort, not progress on the goal.
A starting point
Progress means change from somewhere. Find the starting point (baseline) in the goal or in the Present Levels section of the IEP. Then compare it to the number on the report.
The pace
The first report covers a short stretch of the IEP year. Ask whether your child is on pace to meet the goal by the end date. A child at 40% in November with a goal of 80% by June may be on track. A child still at the baseline is not.
Goals marked "not introduced"
If a goal has not been worked on yet, ask why. Every goal in the IEP is there because the team agreed it addressed a need.
The same comment on every goal
Identical wording across goals can mean the report was filled in quickly. Ask for the data for each goal separately.
When Progress Stalls
Slow progress is not a failure on anyone's part. It is a signal that something in the plan may need to change. That might be the amount of service, the way it is taught, or the goal itself.
IDEA says the IEP team revises the IEP as appropriate to address any lack of expected progress toward the annual goals (34 CFR 300.324(b)(1)(ii)(A)). You do not have to wait for the annual review. You can ask for an IEP meeting at any time.
Changes can also be made between annual reviews without a full meeting. If you and the school agree, the IEP can be amended in writing (34 CFR 300.324(a)(4)). See how IEP amendments work.
Before the meeting, gather:
- The data. Ask for the probes, data sheets, or work samples behind each code.
- The service record. If a goal is stalled, check whether the services that support it were delivered. Service logs show what actually happened. See how to request service logs.
- What you see at home. A few dated notes on what you notice is useful information for the team.
What to Send the School
A short written request keeps a record and gives the team something specific to answer. You can adapt this:
Subject: Progress report questions for [Child's Name]
Thank you for the progress report dated [date]. For each goal, could you send the data used to determine the progress code, including the probes or data sheets? I would also like to see the service logs for [service] this period.
For goal [#], the report shows [code]. I would like to request an IEP meeting to talk about what might help. Please let me know some dates that work.
You have a right to inspect and review your child's education records, and the school must let you see them without unnecessary delay and before any IEP meeting (34 CFR 300.613).
Check the goals themselves
Sometimes the report is hard to read because the goal is hard to measure. If you want a second read, upload your child's IEP for a free first look at your child's roadmap. Bring what you find to the team.
Sources
- 34 CFR 300.320: Definition of individualized education program, Code of Federal Regulations
- 34 CFR 300.324: Development, review, and revision of IEP, Code of Federal Regulations
- 34 CFR 300.613: Access rights, Code of Federal Regulations
- Center for Parent Information and Resources: find your state's parent center
