Progress report codes explained

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

IEP progress report codes are short letter marks, such as SP for sufficient progress or IP for insufficient progress, that tell you whether your child is on track to meet each IEP goal. Your school district picks the codes. Federal law only says you must get regular reports on progress toward each goal, so always look for the number behind the code.

A progress report code is a short mark next to each IEP goal that sums up how your child is doing on that goal. It might be a letter, like "SP," or a word, like "Progressing." The code is a quick summary. The real information is in the numbers and notes next to it.

Where progress reports come from in the law

Federal special education law says each IEP must explain how your child's progress toward the annual goals will be measured. It must also say when you will get reports on that progress, for example every quarter, at the same time as report cards.^[1] That rule is in the federal regulations at 34 CFR §300.320(a)(3).

The law does not list any codes. Each state or school district chooses its own codes and its own form. That is why a code on your child's report may not match a code a friend sees in another district.

Common progress report codes

These are examples of codes many districts use. Your district's list may use different letters or words. The key on your child's report tells you what each one means there.

Code	What it usually means	What to look for next to it
M or GM	Goal met or mastered	The scores that show the goal was met
SP	Sufficient progress: on track to meet the goal by the end of the IEP year	Your child's current score and the goal target
P	Progressing (some districts use this the same as SP)	Whether "progressing" means on track or just moving
IP	Insufficient progress: may not meet the goal on time	What the school is changing
E	Emerging: the skill is just starting to show	How often your child shows the skill
NI or NA	Not yet introduced, or not worked on this period	When teaching on this goal will start
R	Regression: skills went backward	Why, and what the plan is

Two codes cause the most confusion. "P" can mean on track in one district and only "some growth" in another. "NI" can be fine early in the year, but if you see it on the same goal twice, ask why the goal is not being worked on.

A progress report code example

This example is made up. It shows how a code and the numbers fit together.

Your child, Emma, has a goal to read 80 words correctly in 1 minute by the end of her IEP year. In September she read 50 words in 1 minute.

What the report says: "IP. Emma reads 58 words correctly per minute, up from 50. She needs about 64 by now to stay on track. Starting next week she will get 15 more minutes of reading practice, 4 days a week."

What it means: Emma is growing, but not fast enough to reach 80 by the end of the year. The code IP tells you that. The note tells you how far behind she is and what the school will do about it.

Without the note, "IP" alone would tell you something is wrong but not what. That is why the number matters more than the letter.

Progress report codes vs report card grades

Parents often read a progress code like a grade. They measure different things.

Point	Progress report code	Report card grade
What it measures	Your child's progress toward one IEP goal	How your child did in a class
Compared with	Your child's own starting point and goal	The class standards and assignments
Who writes it	The special education teacher or therapist for that goal	The class teacher
Where it comes from	The IEP, required by federal law	School and district grading rules
How often	When the IEP says, often each quarter	Each grading period
A good result looks like	"Sufficient progress" or "Met"	An A or B, or "meets standard"

Your child can earn a B in math and still get "IP" on a math goal, or the other way around. The goal measures one skill. The grade measures a whole class.

Questions to ask about a code

You can ask these at a meeting, by email or by phone. They are fair questions, and teachers expect them.

"What does this code mean in our district?"
"What is my child's score right now, and what was it at the start?"
"Is my child on track to meet this goal by the end of the IEP year?"
"This says insufficient progress. What are you changing, and when will we know if it helps?"
"Can I see the graph or data sheet for this goal?"
"This goal says not introduced. When will teaching on it start?"

If a report has only codes and no numbers, it is fine to ask for the data. The IEP said how progress would be measured, so there should be scores to share.

What to do next

Read the code, then read the number beside it. If there is no number, ask for one. If you see "IP" or "R," ask what will change and when you will hear again. You can ask for an IEP meeting at any time if you are worried. The team must look at the IEP when a child is not making the expected progress on the goals.^[2]

For a step-by-step look at the whole report, read how to read an IEP progress report. To check whether a goal can be measured at all, see what makes an IEP goal measurable. Your state's Parent Training and Information Center can help you for free, and you can find yours through the Center for Parent Information and Resources.^[3]

For teachers: making codes useful

A code is only as clear as the note beside it. Put the current score, the baseline or aimline value and the next step next to every code, as shown in how to write an IEP progress report. Match the code to the data, not to the student's effort. The IEP progress monitoring guide explains how to decide whether a student is on track, and the progress report comment examples show notes for each code. The progress report glossary entry gives the short definition.

Frequently asked questions

What does SP mean on an IEP progress report?

In many districts SP means sufficient progress. Your child is on track to meet the goal by the end of the IEP year. Check the key on your child's report, because codes are set by each district.

What does IP mean on an IEP progress report?

In many districts IP means insufficient progress. Your child may not meet the goal by the end of the IEP year at the current pace. Ask what the school will change and when you will see new data.

Are IEP progress report codes the same in every state?

No. Federal law requires regular progress reports but does not set any codes. Each state or district picks its own codes and forms, so always read the key on the report.

What should I do if the report only has codes and no numbers?

Ask the teacher for your child's current score on each goal, the starting score and whether your child is on track. You can also ask to see the graph or data sheet for the goal.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
Center for Parent Information and Resources, CPIR

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.