IEP Progress Reports

Explanation

The state of MN has multiple requirements for IEP progress reports.

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).
- In most cases, the case manager completes and sends home a written progress report when report cards are being sent home during the winter and end of year reporting periods. This progress reporting schedule must be described in the IEP document in the "Progress Reporting" section on the Student Information page. Drop downs that fit our district are provided. During conference reporting periods, the report can be given at conferences or sent home.
- Service providers are responsible to provide the written progress for their goals and objectives.
Progress reporting must be documented in writing, even when information has been reported orally (e.g., at an annual IEP meeting).
- Progress must be able to be found in SpEd Forms in one of the following: 1. The PLAFFP of the new IEP includes present levels on the previous goals. (This is suggested as the method all staff use.) 2. A record of team meeting form has been finalized that includes present levels on the previous goals. 3. A notes or agenda doc has been uploaded to history in SpEd Forms that includes present levels.
The progress report must include quantitative data.
- Match the way it is written in the objectives. ie: STUDENT can do this 3/5 trials. STUDENT can currently do this with 50% accuracy.
The progress report must include the extent to which progress is sufficient. (Choose from the options in SpEd Forms./Check a box for each goal.)

How to Complete a Progress Report in SpEd Forms

211014 Progress Reports

This is a presentation from SpEd Forms on how to complete progress reports.

Slides 3-6 include the steps you need to follow. The IEP progress report is found on the IEP menu.

Over the year of the IEP, you will add progress to the progress report and finalize each time.

*The case manager needs to finalize the progress report before sending it to the parent.

REMINDERS:

You should click "Show Objectives" for each goal and write a progress statement for each objective.
Make sure the correct IEP is chosen at the top of the Progress Report page.

Example

Below is what the live screen looks like for a goal.

Below is what the PDF printout looks like for a goal.

BCCS Guidance

Special Ed Progress Reporting

MDE Training Option

Targeted Technical Assistance: IEP Annual Goals and Short-Term Objectives - 8/30/16
This online training provides guidance to special education school staff responsible for the development, documentation, and implementation of IEPs specific to annual goals and short term objectives.
Targeted Technical Assistance: Progress Reporting on IEP Goals and Objectives - 11/17/16
This online training provides guidance to special education school staff responsible for measuring, collecting, and reporting individual students’ progress toward their individualized education program (IEP) annual goals and short term objectives.

Continuing education units (CEU) for online MDE trainings are available! To request CEUs, complete our Request for Teacher CEU form and submit to MDE.

Periodic Review – Recorded Presentation helps early childhood special education service providers with periodic reviews, emphasizing child and family outcomes.

Progress Reporting – Recorded Presentation helps special education service providers navigate progress reporting. This training includes clarification, examples and Progress Reporting – Guiding Questions for IEP Teams to consider when making decisions about progress reporting components.

FAQs

What are the due dates for progress reports this school year?

Check out the Special Services calendar!

If a goal is met, do I need to write a new one?

You may follow the amendment process to remove the met goal, add the new baseline/skill data to the PLAAFP, and add a new goal.

If their IEP is coming up (before the next progress reporting period) and they have other goals to work on, you can wait until the new IEP meeting to discuss as a team and then write a new goal.

What do I need to do if I mark insufficient progress for a goal?

As a district, we need to show that we are changing something/addressing the insufficient progress.

Your first action would be to contact the family to discuss an amendment or hold an IEP meeting (and amend afterwards).

If it is due to attendance, include that. Also, make sure you have been documenting in the communication log your communication with the family about this.
The amendment process should be followed to change the goal, services, or something else in the IEP to address this. Ex: on the PWN, "To address STUDENT's insufficient progress on Goal 2 on October 30, 2025 , after discussing with the family and IEP team, the special education teacher will increase repetition, reteaching, and practice opportunities with feedback during current direct instruction during reading services.

In any scenario a student is showing insufficient progress, there needs to be a documented response to support the student.

Does providing progress verbally at the IEP meeting count?

It counts, BUT it ALSO must be in writing. Progress reporting must be documented in writing, even when information has been reported orally (e.g., at an annual IEP meeting).

- Progress must be able to be found in SpEd Forms in one of the following:
  1. The PLAFFP of the new IEP includes present levels on the previous goals. (This is suggested as the method all staff use.)
  2. A record of team meeting form has been finalized that includes present levels on the previous goals.
  3. A notes or agenda doc has been uploaded to history in SpEd Forms that includes present levels. .

How much do I need to write?

Minimally, you need to address the criteria in each goal/objective. If the objective says the student will do something 3 out of 5 trials, with 80% accuracy, etc. your progress comment should be a sentence that says their current level with matching data. ie: 2 out of 5 trials, with 50% accuracy, etc. It may be appropriate to or you may choose to further elaborate depending on the situation as well, but there is not a need to. Be thoughtful of how your goals and objectives are written so that what you are measuring is specific.

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