How to write an IEP progress report

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

To write an IEP progress report, pull each goal's graph, take the median of the last three scores, compare it with the baseline and the aimline, pick the progress code that matches, and write two to four sentences: the number, the comparison, the trend and the next step. Use the goal's own unit and plain words a parent can read.

An IEP progress report tells a parent, in a few sentences per goal, whether the student is on track to meet each annual goal and what the school is doing about it. It is written from the data you already collected, not from memory.

The method below takes about 10 minutes per goal once the data is graphed. For the cycle that produces that data, start with the IEP progress monitoring pillar.

What a progress report has to cover

The IEP must describe how progress toward each annual goal will be measured and when periodic reports on that progress will go to parents, for example quarterly at report card time.^[1] The report is that promise kept. Each entry should answer one question: is the student making enough progress to meet the goal by the annual review?

Most district forms have three parts per goal: the goal text, a progress code, and a narrative box. The code is a shortcut. The narrative is where the evidence lives. See IEP progress report codes for what common codes mean.

What you need before you start

The current IEP, with each goal's exact wording and measure.
The data sheets or graphs for each goal, with the baseline and the aimline drawn in.
Notes on any change in instruction, absences or missed sessions during the period.
Your district's progress report form and its code list.

If the data is not graphed, graph it first. The aimline and trend line guide shows how in a few minutes per goal.

Step by step

Step 1: Find the current level

Take the median of the last 3 data points in the period. The median resists one strong or weak day better than the last score alone. Example: probes of 64, 71 and 68 WCPM give a current level of 68 WCPM.

Step 2: Compare it with the baseline and the aimline

Write down two comparisons. Baseline to now shows growth. Now against the aimline shows whether the growth is enough. A student who grew 15 words but sits 8 words under the aimline is progressing, yet not on track.

Step 3: Describe the trend

Look at the last 4 to 6 points against the aimline. Above it, on it, or below it? Rising, flat, or falling? Put that in one plain phrase, such as "rising faster than needed" or "flat since January."

Step 4: Pick the progress code

Match the code to the comparison, not to effort. If the student is on or above the aimline, the code is usually "sufficient progress" or similar. Below the aimline, use "insufficient progress" or the local equivalent, even if the student works hard.

Step 5: Write the narrative

Use this order: the current number with its unit, the baseline or target for comparison, the trend, and the next step. Two to four sentences. Leave out effort, attitude and diagnosis unless they explain the data.

Step 6: State the next step

Say what happens now. "Instruction continues" is a valid next step when the student is on track. If the student is off track, name the change and when you will check again. If the goal is met early, say whether the team will raise it.

Step 7: Read it as a parent

Read each entry aloud. Remove every acronym you did not define. Check that a parent could repeat back where the student is and what happens next. If a sentence would fit any student, rewrite it with this student's numbers.

Time each step takes

Step	Time per goal	Notes
Find the current level	1 minute	Faster if the sheet already sorts scores
Compare with baseline and aimline	1 minute	Read straight off the graph
Describe the trend	1 minute	Use the last 4 to 6 points
Pick the code	30 seconds	From the district list
Write the narrative	4 to 5 minutes	Use the sentence order above
State the next step	1 minute	Note any instructional change
Read it as a parent	1 minute	Cut jargon

For a student with 4 goals, plan about 40 minutes. The first report of the year takes longer; later ones reuse the same structure.

Worked example: Jaylen's second-quarter report

Jaylen is a fictional seventh grader with three goals. The numbers illustrate the method only.

Goal 1: reading comprehension

Goal: "Given a grade 7 informational passage, Jaylen will answer 8 of 10 literal and inferential questions correctly on 3 consecutive weekly probes." Baseline: 4 of 10. The aimline for week 18 is about 6 of 10. Last three probes: 6, 7 and 7. Current level: 7 of 10. Trend: above the aimline for 4 weeks.

Narrative: "Jaylen answers 7 of 10 comprehension questions correctly on grade 7 passages, up from 4 of 10 in September. He is ahead of the pace he needs to reach 8 of 10 by the annual review. Inference questions are now his main error. Instruction continues, with more practice on inference."

Goal 2: calling out in class

Goal: "During 45-minute core classes, Jaylen will call out without raising his hand 2 or fewer times per class, averaged across a week." Baseline: 9 per class. The aimline for this point is 6 per class. Weekly averages for the last three weeks: 8, 7 and 8. Current level: 8 per class. Trend: flat and above the target line for 5 weeks.

Narrative: "Jaylen calls out an average of 8 times per 45-minute class, down from 9 in September but above the 6 per class he needs by now to meet the goal. The count has been flat for 5 weeks. Starting next week, his teachers will add a self-monitoring card and praise for hand raising. We will review the data in 4 weeks."

This is the entry where a code matters most. Jaylen grew a little, but not enough, so the code is "insufficient progress" or its local equivalent. For more ways to word a flat or falling trend, see the progress report comment examples.

Goal 3: multi-step word problems

Goal: "Given 5 two-step word problems with whole numbers, Jaylen will solve 4 of 5 correctly on 3 of 4 biweekly probes." Baseline: 1 of 5. Probes in the quarter: 2, 3, 3 and 4. Current level: 3 of 5. Trend: rising and on the aimline.

Narrative: "Jaylen solves 3 of 5 two-step word problems correctly, up from 1 of 5. He reached 4 of 5 on the most recent probe and is on track to meet the goal. Instruction continues as is."

Each entry took about 8 minutes. None of them uses the words "working hard" or "making progress" without a number.

Common mistakes

Weak: "Jaylen is making progress." Better: "Jaylen answers 7 of 10 questions correctly, up from 4 of 10."
Weak: "Jaylen needs to focus more." Better: "Jaylen calls out 8 times per class; his teachers are adding a self-monitoring card."
Weak: Reporting the single best score of the quarter. Better: Reporting the median of the last 3 scores.
Weak: A code of "progressing" when the student is well below the aimline. Better: The code that matches the comparison, with the plan to change instruction.
Weak: Copying last quarter's narrative and changing the date. Better: New numbers, a new trend statement and a fresh next step.
Weak: Grade equivalents or "on grade level" with no measure. Better: The goal's own unit, such as WCPM or digits correct.

Narrative sentence starters

These starters keep each entry in the same order. Fill them with the goal's own unit.

Part	Starter
Current level	"(Name) now (does the skill) at (number and unit)..."
Comparison	"...up from (baseline) in (month)." or "...compared with (aimline value) needed by now."
Trend	"Scores have been (rising faster than needed / on pace / flat / falling) for (number) weeks."
Next step	"Instruction continues as is." or "Starting (date), (change). We will review in (number) weeks."

For complete entries by goal type, see the IEP progress report examples. Reading teachers can pull wording from the progress report comments for reading.

Tools that help

The free IEP data sheets each have room for the baseline, the scores and the support given, which is what the report draws on. The measurement methods pages explain how each unit is scored, so the report uses the right words. The progress report entry in the glossary gives the short definition for parents.

If you write reports for a full caseload, IEP Atlas Pro builds batch progress reports with draft narratives from the session data and graphs, which you edit before sending. Parents who want help reading the finished report can use the guide on how to read an IEP progress report.

Frequently asked questions

How long should an IEP progress report narrative be?

Two to four sentences per goal is enough: the current number, the comparison with the baseline or aimline, the trend and the next step. Longer narratives tend to drift into effort and behavior comments that do not answer whether the goal is on track.

Should I mention effort or attitude in an IEP progress report?

Only when it explains the data, such as missed sessions or refusal that lowered scores. The report's job is to say whether the student is progressing toward each goal. Effort comments belong on the regular report card.

What if I do not have enough data for a goal?

Report what you have, state how many data points it rests on and why there are few, and say how data collection will change. Do not estimate a score you did not measure.

Who writes the IEP progress report?

Usually the provider responsible for each goal writes that goal's entry, and the case manager compiles them and sends the report. Related service providers such as speech or occupational therapists write the entries for their goals.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.