IEP progress report comments for social skills goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A strong social skills progress report comment states the goal's skill, the current data with a denominator and setting, the baseline for comparison, and whether the student is on track, then one next step. Example: "Ava joined a peer game using a joining phrase on 3 of 4 observed recess days this quarter, up from 0 of 4 in September. She is on track."

Social skills comments are where progress reports most often turn vague. "Ava is making friends and is a pleasure to have in group" is kind, but a parent cannot tell whether the goal is moving. IDEA requires the IEP to describe how progress will be measured and when periodic reports will be given to parents.^[1] A comment that repeats the measurement from the goal, with real numbers, does that job.

The 20 comments below follow one formula: skill, current data, baseline, status, next step. Each sits under the goal it reports on. Students, goals and numbers are fictional illustrations. For writing the goals themselves, see social skills IEP goal examples and social skills group goals. For progress report wording across all areas, see IEP progress report comments examples.

Decision table: what to report for each kind of goal

Goal type	What the comment must include	Typical measure
Starting or joining interactions	Count per session or day, setting	Frequency recording
Conversation exchanges	Number of back-and-forth turns, topic	Count per probe
Cooperation and group work	Opportunities met out of total	Opportunities
Conflict and flexibility	Responses out of events, plus event count	Opportunities
Generalization	Setting, observer, days observed	Probes in natural settings

Always name the setting. A student who meets a goal in the counseling room has not met it at recess, and the comment should say which one the data comes from.

Starting and joining interactions (comments 1 to 4)

Goal: During recess, Ava will join a peer game using a joining phrase on 3 of 4 observed days.

1. On track. "During 10-minute recess observations, Ava joined a peer game using a joining phrase on 3 of 4 days this quarter, up from 0 of 4 at baseline. She is on track to meet her goal. Next, we will fade the adult reminder before recess."
2. Emerging. "Ava joined a peer game on 1 of 4 observed days this quarter (baseline 0 of 4). She used the phrase when an adult stood nearby and did not yet start on her own. We will add peer buddies to recess twice a week."

Goal: During group, Eli will invite a peer to take a turn at least 3 times per session in 4 of 5 sessions.

3. Met. "Eli invited peers to take a turn 3 to 5 times per session in 5 of the last 5 group sessions (baseline 0 to 1). He has met this goal in group. We will now measure the same skill at indoor recess."
4. Not on track. "Eli averaged 1 invitation per session across 8 sessions this quarter (baseline 0 to 1), below the goal line. The data shows he invites peers during games he chooses but not others. The team will meet to adjust the activities and prompts."

Weak comment: "Ava is starting to make friends at recess." Strong comment: comment 1. It gives the setting, the count, the baseline and the next step.

Conversation skills (comments 5 to 8)

Goal: During a 5-minute partner talk, Maya will keep a conversation going for at least 4 exchanges on a peer's topic in 4 of 5 sessions.

5. On track. "Maya kept conversations going for 3 to 5 exchanges on a peer's topic in 3 of the last 5 sessions (baseline 1 exchange). She is on track. She still returns to her favorite topic after about 3 exchanges, so we are practicing follow-up questions."
6. Met. "Maya reached 4 or more exchanges in 5 of 5 sessions this quarter. She has met this goal in structured partner talk. Next quarter we will probe at lunch."
7. Regressed. "Maya averaged 2 exchanges in the last 4 sessions, down from 3 to 4 last quarter. The drop started after a 2-week absence. We will review the skill and recheck in 3 weeks before changing the goal."

Goal: After a peer shares news, Eli will ask a related follow-up question in 3 of 4 opportunities.

8. Emerging. "Eli asked a related follow-up question in 2 of 4 opportunities on the last 3 probes (baseline 0 of 4). He asks more often with a question card on the table. We will fade the card over the next 4 weeks."

Weak comment: "Maya's conversation skills are improving." Strong comment: comment 5. It gives a number of exchanges, the baseline and what is still hard.

Cooperation and group work (comments 9 to 12)

Goal: During partner projects, Omar will state his idea, listen to his partner's and agree on one plan in 3 of 4 projects.

9. On track. "Omar agreed on a shared plan with his partner in 2 of 3 science labs this quarter (baseline 0 of 4). He states his idea well and is learning to include his partner's. He is on track."
10. Met. "Omar agreed on a shared plan in 4 of 4 projects across science and social studies. He has met this goal. We recommend a new goal on leading a group of three."

Goal: During a 4-step group task, Tyler will complete his step and check with the group in 4 of 5 tasks.

11. Emerging. "Tyler completed his assigned step in 3 of 5 tasks, but checked with the group in 1 of 5 (baseline 2 of 5 overall). We added a check-in card to his workspace."
12. Not on track. "Tyler met the goal in 1 of 5 tasks this quarter, below the baseline of 2 of 5. Records show the group tasks moved to a new room with more noise. The team will review seating and the task length."

Weak comment: "Omar works well with others most of the time." Strong comment: comment 9. It counts the labs and names the part still developing.

Handling disagreements and losing (comments 13 to 16)

Goal: When he loses a game, Tyler will say "good game" or shake hands and stay with the group in 4 of 5 losses.

13. On track. "Tyler stayed with the group and said 'good game' after 3 of 4 recorded losses this quarter (baseline 1 of 5). He is on track."
14. Met. "Tyler responded calmly to 5 of 5 losses in group and 4 of 5 in PE. He has met this goal in both settings."

Goal: When he and a partner want different roles, Mateo will offer a compromise in 4 of 5 disagreements.

15. Emerging. "Mateo offered a compromise in 2 of 5 disagreements, all with an adult cue (baseline 0 of 5). Without the cue, he insisted on his role. We will keep cueing for 3 more weeks, then fade."
16. Fewer opportunities. "Only 2 disagreements were observed this quarter, and Mateo offered a compromise in 1. With so few chances, the data is not enough to judge progress. We will add 2 structured partner games per week."

Weak comment: "Tyler is a better sport." Strong comment: comment 13. It reports the losses observed and the response.

Generalization and goal status (comments 17 to 20)

Goal: At lunch, Maya will take part in a conversation of 3 or more exchanges with a peer on 3 of 5 days, recorded by the lunch para.

17. Gap between settings. "Maya meets her conversation goal in group (5 of 5 sessions) but reached 3 exchanges at lunch on only 1 of 5 days (baseline 0 of 5). We will add a weekly lunch bunch so she can practice with one familiar peer."
18. Generalizing. "Maya held conversations of 3 or more exchanges at lunch on 3 of 5 days in the last 2 weeks, as recorded by the lunch para. She is on track."

Goal: Nora will join a peer game at recess using a joining phrase on 3 of 4 observed days.

19. Met early. "Nora joined a peer game on 4 of 4 observed days for 3 straight weeks. She met this goal ahead of schedule. The team will meet to write a new goal, such as inviting a peer to join her."
20. Not yet introduced. "This goal was not measured this quarter because the recess schedule changed and observations had to stop. Probes restart the week of February 3."

Weak comment: "Maya talks with friends at lunch sometimes." Strong comment: comment 18. It names who recorded the data, the setting and the days.

How to measure so the comment holds up

A comment is only as good as the data under it. Probe each social goal at least once a week in the setting the goal names, and graph the results against a goal line. The group data sheet works for groups, and the opportunity data sheet works for skills that depend on a trigger, such as losing a game. Repeated, brief measures over time are the core of progress monitoring.^[2]

When the data is thin, say so (comment 16) rather than guessing. When a goal is met early, report it and plan a new one (comment 19). The goal not met guide covers the harder conversations.

Adapting comments by grade and support level

Student	What to emphasize	Example phrase
K to 2	Prompt level and adult support	"with 1 adult reminder"
Grades 3 to 5	Settings beyond group	"at recess on 3 of 4 days"
Middle and high school	Independence and peers	"without adult prompts, with 2 different peers"
Significant support needs	Mode of communication and prompts	"using her AAC device, with a gesture prompt"

Families often read the comment without the goal in front of them. Name the skill in plain words, and link families to the guide for reading a progress report. For goal wording, see the peer interaction goals and the social skills goal hub, and check new goals in the goal checker.

Frequently asked questions

What should a social skills progress report comment include?

The skill, the current data with a denominator and setting, the baseline, whether the student is on track, and one next step. Keep it to two to four sentences so families can read it quickly.

What if there was not enough data this quarter?

Say so plainly, give the reason, and state when measurement will restart or how the team will create more opportunities. Do not guess at progress. A comment that admits thin data is more useful than a vague one.

Should I report data from the social skills group or from recess?

Report the setting the goal names. If the goal names recess, report recess data. If the student does well in group but not yet at recess, report both, because the gap tells the family what comes next.

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.