If you’ve ever read an IEP progress update that says “making progress” or “improving”—but you still don’t know what your child can do now compared to before—you’re not alone.
Most school teams aren’t trying to be vague. They’re busy, data can live in different places, and sometimes goals are written in ways that are hard to measure consistently. But you still deserve clarity.
This post gives you a simple, calm way to ask for real data—without sounding angry—and copy/paste scripts you can send today.
Why asking for data matters (without getting “technical”)
Clear measurement helps everyone:
confirm what’s working
identify what isn’t
avoid waiting months to adjust supports
make meetings productive (less debating, more solving)
Think of it like this: we can’t improve what we can’t clearly describe.
The 5 data points that unlock real answers
You don’t need school jargon. Ask for these five basics:
Baseline: Where did your child start?
Current level: Where are they now? (the most recent data point or two)
Measurement method: How is progress measured? (rubric, checklist, probe, work sample)
Frequency: How often is data collected?
Trend + next review: Is it steady/flat/inconsistent—and when will we review it again?
If you can get those five, you’ll understand progress better than most progress reports.
The polite script that gets real answers (copy/paste)
Subject: Clarifying progress data for [Student Name]
Hi [Name/Team],
\nThank you for supporting [Student Name]. I’m hoping you can help me better understand the progress information for [goal/area] so we’re all working from the same picture.
\nCould you please share:
the baseline (where [Student Name] started),
the most recent data point(s) (current level), and
how progress is measured (for example: work samples, checklist, rubric, probe)?
\nIf it’s easier, I’m happy with a quick snapshot or a couple of examples/work samples. Thank you—this will help me support carryover at home in a way that matches what you’re doing at school.
\n[Your Name]
Why this works: it’s appreciative, specific, and solution-focused—and you’re asking for clarity, not perfection.
The “busy team” version (one sentence)
If you want something that’s easy to answer in 30 seconds:
Hi [Name]—could you share one recent data point for [goal] and how it’s measured? Baseline + current is perfect if you have it. Thank you!
[Your Name]
If the update says “making progress,” ask this
Subject: Clarifying what “progress” means for [Student Name]
Hi [Team],
\nThank you for the progress update. To help me understand what “making progress” looks like for [Student Name], could you share the baseline, current level, and how the goal is measured?
\nAlso, how often is data collected, and when is the next planned data review?
\nThank you,
[Your Name]
If the goal is too vague to measure (very common)
Sometimes the goal is written in a way that makes data hard to capture (“will improve,” “will participate,” “will increase independence”).
Here’s a calm way to tighten it:
Subject: Goal clarity for [Student Name]
Hi [Team],
\nI’m wondering if we can make sure the goal is written in a way that’s easy to measure consistently. Would you be open to reviewing the wording so we have a clear baseline, clear criteria for success, and a simple way to track progress?
\nI’m aiming for clarity and consistency—thank you.
\n[Your Name]
What to request by goal type (simple examples)
Use these prompts depending on the area you’re asking about:
Reading goals
“What’s the baseline vs current level for fluency/accuracy/comprehension?”
“Do you have a recent passage level and brief performance snapshot?”
Writing goals
“Can you share one current writing sample compared to an earlier one?”
“What rubric or checklist is being used (sentences, organization, conventions)?”
Math goals
“What’s the accuracy rate on [skill] over the last 2–3 checks?”
“Can you share one example set showing errors and what supports helped?”
Behavior/regulation goals
“How often is the behavior happening now compared to baseline?”
“Are there patterns (task type, transitions, time of day) we’re seeing?”
Speech/language goals
“What’s the current accuracy/prompt level during sessions?”
“How do we check if the skill shows up in the classroom too?”
If they say “we don’t have data” (here’s your next move)
Sometimes you’ll get: “We don’t track it that way” or “We don’t really have numbers.”
That’s not the end. It’s the opening for a simple plan:
Thank you for clarifying. Would it be possible to do a short 2–3 week data snapshot so we have something concrete to review?
\nA simple plan could be:
collect data 1–2 times per week using a quick [rubric/checklist/work sample],
record it in a simple tracker, and
review results on [date].
\nI’m not looking to add burden—just enough information to guide next steps.
This is collaborative, practical, and hard to argue with.
“If they say X, reply Y” (no-drama responses)
If they say: “They’re doing fine.”
Reply:
I’m glad to hear that. Could you help me understand what “fine” looks like in measurable terms for the goal? Baseline + current level would be really helpful.
If they say: “Progress is slow.”
Reply:
Thank you—that’s helpful. Could we quantify “slow” with baseline and the last few data points, then talk about whether adjustments could help progress move more steadily?
If they say: “We don’t have time for extra documentation.”
Reply:
I completely understand. I’m not asking for extra paperwork—just a quick snapshot (even one work sample plus a brief note about prompt level). That would help me understand what’s working.
If they say: “We’ll discuss it at the annual meeting.”
Reply:
I appreciate that. Because the impact is happening now, could we do a brief data check and short review meeting sooner so we can adjust in real time rather than waiting?
A quick “good response” checklist
When you get their reply, you’re aiming for:
Baseline: ___
Current: ___
Measure: ___
Frequency: ___
Next review date: ___
If you get partial info, respond with:
“Thanks—could you also share baseline/current so I can interpret this correctly?”
Next read
The Follow-Up Email After an IEP Meeting (Summary Template That Protects You) — so you leave meetings with written commitments and timelines.
