Are you a parent new to the special education world and just getting your first quarterly progress report on your child’s IEP goals? Or are you a seasoned parent who just isn’t quite sure what to look for when reviewing your child’s quarterly progress report? We’re here to help with that.
One way to help you better understand what you need to look for to make sure your child’s IEP progress report is giving you explicit, meaningful data, is by looking at some of the red flags of an IEP progress report.
IEP Progress Report Red Flags
Here are a few red flags to look for in your student’s IEP progress reports:
- Getting a progress report with no comments that only states if the goal has been mastered, needs to continue to be worked on or needs to be changed.
- If a progress report states that they were unable to collect data due to a child’s behavior. If behavior has not already been addressed in the IEP, then maybe it’s time to ask the team to complete a Functional Behavior Assessment to pinpoint the behaviors affecting the child’s work and discuss if a Behavior Intervention Plan (BIP) is needed to support your child for success in the classroom.
- Copy and paste responses. If it looks like the case manager or teacher just kind of copy and pasted responses from one goal or objective to the next, that is not giving you any good information.
- Comments that don’t tell you a thing about progress “Zahara is working very hard and doing a great job.” “Joseph is learning how to effectively read and enjoys reading books he picks out.” This is just qualitative data that doesn’t show how your child is really progressing.
Progress reports don’t include any numbers without reason. The biggest thing to look for in a progress report of any kind is numbers. Data, Data, data!
There may be sufficient reasoning for insufficient data, maybe a recent update of the IEP or excessive absences due to a medical situation; however, just stating “making progress”, “no progress seen”, or “demonstrating understanding of the goal” without any data points or numbers to back it up is not going to help you or the rest of the IEP team.
When the team has created annual goals, a form of measurement is always added so the team knows what to consider mastery. For example – in 4 out of 5 documented opportunities, with ___% accuracy, given no more than __ breaks, etc. An IEP progress report needs to also have those numbers included so that you as the parent can really see how they are progressing from quarter to quarter and if something needs to change. This also helps if they have mastered their goals quickly – the team can then meet to adjust the goals, or maybe even see if an IEP is still necessary.
What to Do If You Notice Any IEP Progress Report Red Flags
If a parent or educator notices red flags in an IEP progress report—such as vague comments, missing data, or copy-paste responses—it’s important to follow up in a way that is collaborative, respectful, and focused on clarity and support for the student.
- Review the Entire IEP
Revisit the goals, accommodations, and service minutes. Compare the current progress report to past ones and note any inconsistencies or lack of measurable progress. - Document Your Concerns
Highlight specific examples from the progress report that raise concern. Keep a copy of the report and jot down questions you have about missing or vague data. - Reach Out to the Case Manager First
The case manager is usually the point person for the IEP. Start by requesting clarification from them. Most times, this will provide the insight you need without escalating things. - Request a Team Meeting (if needed)
If you don’t get a satisfactory response or if your concerns raise larger issues (such as lack of data collection or suspected unmet needs), you have the right to request an IEP team meeting to discuss.
If clarity still isn’t achieved, or if concerns persist after speaking with the case manager:
- Contact the IEP team lead, special education coordinator, or principal.
- Consider writing a formal letter requesting an IEP team meeting under IDEA procedural safeguards.
- If necessary, seek support from a Parent Training and Information Center (PTI) or special education advocate in your area.
The biggest takeaway from this – while qualitative information is great, quantitative data is KEY! Without having a number, or a specific reason as to why there is no data collected (that is not related to behavior unless behavior has already been discussed), then the IEP progress report you were provided is not doing its job. Hence the word progress.
You need to know exactly where your child is in terms of progress towards their IEP annual goals.
Want to be a better advocate for your students? It starts with knowing what’s possible. The Intentional IEP gives you the tools and training your school should’ve provided – because when you’re confident in your IEPs, you can speak up, stand firm, and support students like never before.