📉 When “Progress Monitoring” Doesn’t Actually Show Progress 

By:  Frances Shefter, Esq. (and mom) 

As a mom of two neurodiverse children and an education attorney, one of the biggest frustrations I hear from parents is this: the school keeps saying their child is “making progress,” but when parents actually look at the reports, there is very little information showing meaningful growth. 

And honestly, many parents are right to question it. 

Too often, progress reports are filled with vague statements like: 

• “making satisfactory progress,”  

• “progressing gradually,”  

• or “making sufficient progress.”  

But what does that actually mean? 

One thing I see far too often is a progress report that says a child is making “sufficient progress,” but then the description underneath does not reflect meaningful progress at all. 

That matters because “sufficient progress” has a specific meaning. It means your child is making enough progress to reasonably achieve the expected level of performance within the IEP cycle. 

So if a report says a child is making sufficient progress, but the data shows little improvement, inconsistent performance, or the exact same struggles month after month, parents should absolutely ask questions. 

Parents deserve actual data, not just general statements. 

If a child is working on reading comprehension, parents should be able to clearly see measurable growth. What was the baseline, and where is your child now? Did they move up one reading level? Two levels? What is the average expected growth for that period of time? 

That information matters because it helps parents understand whether the interventions and supports are actually working. 

The same thing applies to emotional regulation, executive functioning, writing, communication, social skills, or math.  There should be clear information showing whether the child is improving.  For example, if a child is expected to complete a task independently 80% of the time, parents should know: 

• what percentage the child is currently performing at, and 

• whether that performance is with or without adult support. 

Without that information, it becomes very difficult to understand what “progress” actually looks like.  Progress monitoring should not feel vague or confusing. It should help parents clearly understand: 

• where their child started,  

• where they are now,  

• and whether the current supports and interventions are helping.  

Unfortunately, many parents receive reports that provide little meaningful information. Sometimes the data is incomplete. Sometimes there is no baseline at all. Sometimes the written comments directly contradict the progress rating itself. 

And that can leave parents feeling confused, frustrated, and unsure whether their child is actually moving forward.  Parents deserve honest, clear information about whether their child is truly progressing.  Not vague language that sounds positive but says very little. 

Progress monitoring should not simply be paperwork completed for compliance purposes. It should be a meaningful tool that helps parents and educators make informed decisions about whether the child’s supports, interventions, and services are actually helping.  And if they are not working, what adjustments can be made to the IEP so that your child can make meaningful progress. 

As parents, we need to slow down and carefully review the reports we receive. Look for missing data, vague descriptions, inconsistent information, or comments that do not match the rating being given. 

Most importantly, ask questions. 

Parents have every right to understand how progress is being measured and whether their child is actually making meaningful growth. 

Many parents know something feels off when they read their child’s progress reports, but they are not always sure what questions to ask or whether the data actually reflects meaningful growth. 

At Shefter Law, we help families break down the information schools provide so parents can better understand whether their child is truly progressing or simply being given vague updates that sound reassuring on paper.  We work with parents to identify missing data, inconsistent reporting, and progress descriptions that do not match the actual performance being reported.  We can then talk through options of whether amending the IEP, adding supports, or a different placement is more appropriate.  Contact the office to schedule a document review strategy session so we can help determine what is truly going on with your child’s education.