Speech IEP progress report comments: examples and templates
A useful progress report comment answers three questions in plain language: what the student did, with numbers; how that compares with where they started; and whether they're on track to meet the goal. Below are a template, examples for each kind of progress, and the habits that make comments useless to families.
What every comment needs
- The skill in plain words, not the whole goal pasted back in.
- The data: the percentage or count, how many trials or sessions it's based on, the date range, and the level of support.
- A comparison with the baseline or the last reporting period.
- A judgment: mastered, on track, slower than expected, or not progressing.
- The next step, whenever something is going to change.
The template
Across [number] sessions from [start date] to [end date], [Name] [skill] with [X]% accuracy given [cue level] cues ([correct] of [total] trials). This is up from a baseline of [baseline]%. [One sentence on status and next step.]
Use the pooled percentage (all correct responses divided by all trials in the period), not an average of each session's percentage. The percent accuracy guide shows why the two differ.
Examples by kind of progress
Mastered
Across 12 sessions from January 6 to March 14, Sam produced /r/ in words with 86% accuracy given minimal cues (207 of 240 trials). This is up from a baseline of 30%. Sam met the mastery criterion of three consecutive sessions at 80% on March 3 and is now practicing /r/ in sentences.
On track
Across 10 sessions from January 6 to March 14, Priya answered who, what and where questions about a short story with 68% accuracy given minimal cues (68 of 100 trials). This is up from a baseline of 40%. Priya's progress is in line with the goal of 80% by June.
Progress, but slower than expected
Across 9 sessions from January 6 to March 14, Leo used easy onset at the start of sentences in 55% of opportunities given moderate cues (99 of 180 trials). This is up from a baseline of 35%, but below the rate needed to reach 80% by June. Sessions will add a visual cue card and practice during classroom conversation.
No progress
Across 11 sessions from January 6 to March 14, Maya requested preferred items on the AAC device independently in 20% of opportunities (22 of 110). This is unchanged from a baseline of 20%. Because performance has not moved toward the target of 70%, sessions will add modeling on the device throughout each activity, and the team will review the goal at the next meeting.
Frequency or behavior goal
Across 8 sessions from January 6 to March 14, Jordan interrupted peers during group discussion an average of 4.5 times per 30-minute session, down from 9 at baseline. The target is 2 or fewer.
Fluency goal
In 6 conversation samples from January to March, Theo averaged 3.2% syllables stuttered, down from 7.5% at baseline. Theo reports using easy onset when reading aloud in class.
For how to measure this one, see how to calculate percent syllables stuttered.
Not addressed this period
This goal was not addressed during this reporting period while Sam worked on the /r/ goal above. It will be introduced in April.
Progress codes
Many districts pair each comment with a code from a short list. The labels vary, but they usually come down to something like mastered, sufficient progress, insufficient progress and not yet addressed. The comment's job is to back up the code with numbers. "Insufficient progress" with no data next to it gives a family nothing to act on.
Rewrite these
| Instead of | Write |
|---|---|
| "Sam is doing great!" | "Sam produced /r/ correctly in 86% of words, up from 30% in September." |
| "Working on /r/." | Name the level: in words, in sentences, in conversation. |
| "Inconsistent." | "Accuracy ranged from 50% to 85% across sessions, 68% overall." |
| "Needs mod cues." | "Needs moderate cues, such as a choice of two answers, in about a third of trials." |
| "Continues to make progress." | The numbers, and whether the progress is fast enough to meet the goal. |
Habits to avoid
- Copying one comment across students or reporting periods. Families compare notes, and so do future SLPs.
- Jargon without a plain explanation: "phonological processes," "SLDs," "max cues."
- Changing how a goal is measured between periods without saying so. A drop caused by harder stimuli looks like regression.
- A percentage with no trial count or date range behind it.
A note on privacy
Online progress report generators and AI chat tools usually send whatever you type to a server. If a comment includes a student's name and disability information, check your district's policy before pasting it into one.