Progress Reports
Progress Reports
Progress Reporting Nuts and Bolts
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Progress on annual IEP goals must be reported to parents/guardians as frequently as progress is reported to general education students in the district (i.e. report cards)
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It can be either a formal ✍️ written report or an 💬 oral report (during the IEP meeting), but either way there needs to be written documentation that it happened
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In order to ensure that we are providing students with FAPE, we review students' progress monitoring data more frequently (i.e., monthly) and make changes to instruction and supports to ensure adequate progress
Progress Reporting Requirements
(Minn. R. 3525.2810, subp. 1(A)(9))
Progress on annual IEP goals must be reported to parents/guardians of special education students as frequently as progress is reported to general education students in the district (i.e. report cards). This schedule is described in the IEP's Student Information page.
(Minn. R. 3525.2810, subp. 1(A)(9))
The following information must be included:
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A quantitative description of the progress the student made toward their IEP goals: Using data, describe the student's present performance and what the expectation was for performance at that point in time (i.e. the IEP goal target).
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A statement of the extent to which that progress is sufficient to enable the student to achieve their goal by the end of the year: Based on the progress data compared with expected performance, determine whether the student has made: insufficient or adequate progress toward the goal, or whether the goal was met.
Ex."On the last 3 reading probes, [Student] read a median of 47 words per minute. His goal by 2/23/2019 was 75 words correct per minute. [Student] has made insufficient progress toward meeting his goal this year."
(Minn. R. 3525.2810, subp. 1(A)(9))
Progress reports can be either written or oral. In most cases, written reports are sent home at report card time. However, an oral report during the annual IEP meeting can substitute for one of these. NOTE: Oral progress reports must be documented.
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(Minn. R. 3525.2810, subp. 1(A)(9))
Progress on annual IEP goals must be reported to parents/guardians of special education students as frequently as progress is reported to general education students in the district (i.e. report cards). This schedule is described in the IEP's Student Information page.
-
(Minn. R. 3525.2810, subp. 1(A)(9))
The following information must be included:
-
A quantitative description of the progress the student made toward their IEP goals: Using data, describe the student's present performance and what the expectation was for performance at that point in time (i.e. the IEP goal target).
-
A statement of the extent to which that progress is sufficient to enable the student to achieve their goal by the end of the year: Based on the progress data compared with expected performance, determine whether the student has made: insufficient or adequate progress toward the goal, or whether the goal was met.
Ex."On the last 3 reading probes, [Student] read a median of 47 words per minute. His goal by 2/23/2019 was 75 words correct per minute. [Student] has made insufficient progress toward meeting his goal this year."
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(Minn. R. 3525.2810, subp. 1(A)(9))
Progress reports can be either written or oral. In most cases, written reports are sent home at report card time. However, an oral report during the annual IEP meeting can substitute for one of these. NOTE: Oral progress reports must be documented.
Helpful Hints
If you used percents in your goal make sure you report the progress in percents. If you used 3 out of 5 opportunities make sure you report the progress in this manner.
If your students receive any related services where progress needs to be reported, you as the case manager need to make sure you connect with the service provider and let them know when you need progress reports completed by
Getting Started
Determining the dates and statements
Quarter 1 ends 11/6/25, so please use this as the date for your progress reports for Q1 in SpEd Forms.
To make sure that progress reports can be reviewed and corrected as needed, please turn them into your assigned lead teacher by Friday, 10/30/2025.
When you have an IEP and/or IEP/EVAL meeting during a quarter, you do not need to turn in a progress report for that quarter on that particular student.
Report On Each Objective
Progress reporting needs to be completed in writing quarterly. Please make sure that you address each objective of the goal and state an overall average for the goal.
Example: Johnny’s annual IEP is held on November 25th. This is considered Quarter 2. You would need to turn in progress reports for quarters 1, 3, and 4.
*Progress reports should be emailed out to parent(s)/guardian(s) & home district with the student’s report cards no earlier than 11/6/25.
How to list the objectives
You need to have your objectives explicitly stated. Please have them copied into your text box by clicking on “Show Objectives” seen in blue below.
Writing the Progress Report
Determing the level of progress and next steps
Depending on the level of current achievement your student will fall under one of the following categories:
Insufficient Progress - When the progress has stagnated (62% progress against a 60% baseline 9 months into an IEP) or regressed (achievement is lower than baseline)
Adequate Progress - When the progress is moving towards the target at a rate that puts the goal within reach by the end of the annual IEP.
Goal Met - When the current average is sustained at the target goal. (Student has met the average for several weeks)
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If insufficient progress has been made, please report on BOTH what the student needs to do to meet the goal and what we as staff can do for the student to help them meet the goal. Please discuss interventions you plan to do, what you are changing for the students, and so on.
Please note, an IEP meeting should be convened after one quarter, when the current interventions are resulting in insufficient progress. This meeting could be to change the goal or to simply problem-solve interventions to help the student make progress.
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If adequate progress has been checked, please report on what the student needs to do to meet the goal.
*This goal will be continued to ensure that the students special education needs are met.
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If goal met has been checked, please hold an IEP team meeting to address if a new goal and objectives are needed to replace the one the student met. We will need to do an amendment to the IEP. We still need to report the data that shows how he/she met the goal. In the progress notes, write that an IEP meeting will be held to address this goal.
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Johnny will increase his ability to show classroom appropriate behaviors (following directions and participate during instruction) from a current level of 73% of observed opportunities to a future level of 85% of observed opportunities as measured by staff observation using behavior tracking sheets by his next annual IEP meeting.
Objective 1: Given a direction, Johnny is following the direction with one prompt without arguing, yelling, or becoming disruptive 79% of observed opportunities as measured by staff observations using behavior tracking sheets.
Objective 2: Given a class period, Johnny is participating (taking notes, raising his hand, follow along, etc.) in 81% of observed opportunities as measured by staff observation using behavior tracking sheets by his next annual IEP meeting.
Progress: According to daily point sheets and staff observations, Johnny has an overall average of showing classroom appropriate behaviors in 80% of observed opportunities. In order to meet this goal, Johnny needs to continue following directions without disrupting the learning environment and actively participate during instruction. Staff will continue to model ways to advocate during peer interactions and during work demands.