IEP progress report examples: weak vs strong, tied to graphed data

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A strong IEP progress report entry gives the current score in the goal's unit, compares it with the baseline and the aimline, says whether the trend is on pace, and names the next step. Example: "Ana reads 74 WCPM, up from 55, and is on pace for 90 by May. Instruction continues." The twelve examples below pair weak entries with rewrites.

Each example below shows three things: the graph the entry describes, a weak entry that a parent cannot act on, and a strong rewrite built from the same data. The students and numbers are fictional and show the format, not targets for any grade.

For the method behind these entries, read how to write an IEP progress report. For the full cycle from baseline to report, see the IEP progress monitoring pillar.

Which example to use

Find the goal's measure in the left column, then go to that section.

The goal is measured in	Data pattern	Go to
Words correct per minute	On pace, or below the aimline	Reading fluency
Percent correct or digits correct	Rising, or met early	Math
Rubric points	Slow rise, or uneven	Writing
Count or minutes per period	Falling as planned, or flat	Behavior
Correct trials or opportunities	Rising, or stuck at a prompt level	Trials and opportunities
Steps done independently	Rising step by step, or one step stuck	Task analysis

Reading fluency

Both goals use weekly 1-minute probes scored with oral reading fluency rules. See reading fluency goal templates for goal wording.

Example 1: on pace

Graph: baseline 55 WCPM in September; aimline to 90 by May; the last 4 points (72, 75, 73, 76) sit on or just above the line.

Weak	Strong
"Ana is reading more fluently and enjoys reading aloud."	"Ana reads 75 words correct per minute on grade 3 passages (median of the last 3 weekly probes), up from 55 in September. She is on pace to reach 90 by the annual review. Instruction continues as is."

What makes it strong: the number and unit, the baseline, and a plain on-pace statement.

Example 2: below the aimline

Graph: baseline 40 WCPM; aimline to 70; the last 4 points (46, 45, 47, 46) fall 4 to 6 words under the line and look flat.

Weak	Strong
"Ben continues to work on fluency."	"Ben reads 46 words correct per minute, up from 40, but below the 51 he needs by now to reach 70. His scores have been flat for 4 weeks. Starting Monday he adds 15 minutes of repeated reading 4 days a week, and we will review his graph in 4 weeks."

What makes it strong: it admits the gap, names the change and gives a check date.

Math

Example 3: computation accuracy, rising

Graph: baseline 40% correct on 10 two-digit addition problems with regrouping; goal 90%; scores of 60%, 70%, 70% and 80% on the last 4 probes, climbing faster than the aimline. Template: addition and subtraction goals.

Weak	Strong
"Carla has improved in math."	"Carla solves 8 of 10 two-digit addition problems with regrouping correctly, up from 4 of 10 in September. She is ahead of the pace needed to reach 9 of 10. Errors now come mostly from regrouping across zero, which is the next focus."

What makes it strong: a fraction a parent can picture and the specific error pattern.

Example 4: math facts, goal met early

Graph: baseline 14 digits correct in 2 minutes; goal 35; the last 3 probes are 36, 38 and 37. Template: multiplication and division goals.

Weak	Strong
"Goal met. Great job!"	"Goal met. Deshawn writes a median of 37 digits correct in 2 minutes on mixed multiplication facts, up from 14, which passes his goal of 35. The IEP team will meet to set a new target, likely division facts, before the next report."

What makes it strong: it shows the evidence and says what happens to a met goal.

Writing

Both goals are scored with a 12-point paragraph rubric, using rubric scoring. Template: paragraph organization goals.

Example 5: slow rise

Graph: baseline 4 of 12; goal 10 of 12; biweekly samples of 5, 6, 6 and 7, close to the aimline.

Weak	Strong
"Eli's writing is getting better but he needs to add more details."	"Eli's paragraphs score 7 of 12 on the class rubric, up from 4 of 12. He now writes a clear topic sentence and two details. He is on pace to reach 10 of 12. The next focus is a closing sentence."

What makes it strong: rubric points with the parts the student can now do.

Example 6: uneven scores

Graph: baseline 3 of 12; scores of 8, 4, 7 and 3 across the quarter, bouncing above and below the aimline.

Weak	Strong
"Fatima's writing is inconsistent."	"Fatima's paragraphs scored between 3 and 8 of 12 this quarter (baseline 3). She scored 7 or 8 when she used a graphic organizer and 3 or 4 when she did not. She will now use the organizer for every sample, and we will see if her scores steady by the next report."

What makes it strong: it explains the bounce with data and turns it into a plan.

Behavior

Both goals use a set observation period each day, summarized weekly. See classroom expectations goals.

Example 7: frequency falling as planned

Graph: baseline 12 call-outs per 45-minute class; goal 3 or fewer; weekly averages of 8, 7, 6 and 6, falling slightly faster than the aimline. Counted with frequency recording.

Weak	Strong
"Gabe's behavior has improved a lot."	"Gabe calls out an average of 6 times per 45-minute class, down from 12 in September. That is ahead of the pace needed to reach 3 or fewer by the annual review. The self-monitoring card continues."

What makes it strong: a count per set period, the direction and the support that is working.

Example 8: duration flat

Graph: baseline 9 minutes of sustained work in a 20-minute block; goal 18 minutes; the last 5 weekly medians are 10, 11, 10, 10 and 11, below the aimline. Timed with duration recording. Template: sustained attention goals.

Weak	Strong
"Hana struggles to stay focused."	"Hana works without stopping for a median of 11 minutes in a 20-minute block, up from 9, but below the 14 minutes she needs by now. Her time has not changed in 5 weeks. Next week she starts a break card after 8 minutes of work, and we will review in 4 weeks."

What makes it strong: minutes, a clear gap and a specific change.

Trials and opportunities

Example 9: articulation trials, rising

Graph: baseline 30% correct /r/ in words across 20 trials; goal 80% in sentences; the last 3 sessions are 65%, 70% and 75% at word level. Template: articulation goals.

Weak	Strong
"Isaac is doing well with his /r/ sound in speech."	"Isaac says /r/ correctly in 15 of 20 single words (75%), up from 6 of 20. Once he reaches 80% at word level for 2 sessions, practice moves to phrases. He is on pace for the annual goal."

What makes it strong: the denominator, the level of practice and the next step up.

Example 10: opportunities, stuck at a prompt

Graph: baseline 1 of 10 opportunities asking for help independently; goal 8 of 10; the last 4 weeks are 5, 5, 6 and 5, all with a gestural prompt. Recorded as opportunities. Template: requesting help goals.

Weak	Strong
"Jada asks for help when she needs it."	"Jada asks for help in 5 of 10 chances when an adult points to her help card, but in 0 of 10 without that cue. The goal is 8 of 10 on her own. Staff will now wait 5 seconds before cueing, to fade the prompt."

What makes it strong: it separates prompted from independent and names the fading plan.

Task analysis

Both goals use a step-by-step checklist scored independent or prompted, using task analysis. Template: daily living goals.

Example 11: steps rising

Graph: 10-step handwashing routine; baseline 3 of 10 steps independent; probes of 5, 6, 7 and 7 steps, on the aimline.

Weak	Strong
"Kai is learning to wash his hands."	"Kai completes 7 of 10 handwashing steps on his own, up from 3. He still needs a gesture for turning off the water and drying his hands. He is on pace to do all 10 steps independently by the annual review."

What makes it strong: steps out of total and which steps still need help.

Example 12: one step stuck

Graph: 12-step snack routine; baseline 4 of 12; probes of 9, 9, 9 and 9, always prompted on step 6 (opening the container).

Weak	Strong
"Leo is almost independent with snack time."	"Leo completes 9 of 12 snack routine steps on his own, up from 4, but he has stayed at 9 for 4 weeks. Step 6, opening the container, needs a physical prompt every time. The OT will try an easier container and teach that step on its own before putting it back in the routine."

What makes it strong: it finds the exact step blocking progress.

One-page printable version

Print this table or copy it into your district form. No sign-up is needed.

Part of the entry	Ask yourself	Example phrase
Current level	What is the median of the last 3 scores, in the goal's unit?	"reads 75 words correct per minute"
Baseline	Where did the student start?	"up from 55 in September"
Aimline comparison	Is the student on, above or below the line to the goal?	"on pace to reach 90 by the annual review"
Trend	What have the last 4 to 6 points done?	"flat for 4 weeks"
Detail	What explains the data?	"errors are mostly regrouping across zero"
Next step	What happens now, and when do we check?	"adds 15 minutes 4 days a week; review in 4 weeks"

How the data behind these entries is collected

Every strong entry above depends on brief probes collected on a schedule, usually weekly, with the baseline and aimline drawn on a graph.^[2] The free IEP data sheets match each measure, and the measurement methods pages explain how to score them. For shorter comment wording sorted by data pattern, use the IEP progress report comment examples. To draw the line each entry refers to, see graphing IEP data with aimlines.

Adapting entries by grade and support level

Student	Adjust the entry this way
Preschool and kindergarten	Use counts of chances and plain verbs ("points to 6 of 10 pictures"). Avoid percent.
Elementary	Keep the unit from the goal and add one sentence on the error pattern.
Middle and high school	Add how the skill shows up in class work, and write so the student can read it too.
Significant support needs	Report prompt level beside the score ("5 of 10 with a gesture, 1 of 10 on her own").
Students who attend student-led meetings	Write in plain first-person-ready wording the student can present.

The IEP sets when reports go home, and states and districts set the forms and codes.^[1] If you write these for a whole caseload, IEP Atlas Pro drafts batch reports from the graphed data for you to edit.

Frequently asked questions

What should an IEP progress report include?

For each goal: the current level in the goal's unit, a comparison with the baseline and the aimline, the trend over recent weeks, a progress code if your district uses one, and the next step. Two to four sentences per goal is usually enough.

Can I use the same comment for several students?

Use the same structure, but never the same comment. Each entry needs that student's numbers, error pattern and next step. A comment that fits any student tells the parent nothing.

What do I write when a goal is met before the annual review?

Say it is met, give the evidence (such as the median of the last three probes), and say what happens next. Usually the team meets or amends the IEP to set a new target so the student keeps working on a real need.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention

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.