Report Card Comments for Students With IEPs: What You Need to Know

Report Cards and IEPs Are Related but Separate

One of the most common misconceptions is that the IEP progress report and the general education report card say the same thing. They do not and they should not. A report card comment reflects a student's performance in the general education curriculum. An IEP progress report reflects progress on specific IEP goals. You need to understand which one you are writing and what it is supposed to communicate.

If you are a general education teacher writing about a student with an IEP, coordinate with the special education teacher before writing comments. If you are the special educator, you need to be clear about what you are reporting on.

Aligning Report Cards With IEP Goals

When writing report card comments for students with IEPs, it is helpful to:

• Reference the modified or alternate curriculum the student is working within if applicable
• Reflect the accommodations and supports that are part of how the student accesses learning
• Avoid comparing the student to grade-level peers in a way that contradicts the IEP's individualized nature

Example for a student with a math IEP goal:

"[Name] is working within a modified math curriculum focused on number sense and basic operations. This quarter, she has made progress toward her goal of adding two-digit numbers using visual supports. She brings a positive attitude to math instruction and responds well to concrete and visual models."

Language Dos and Don'ts

Do:

• Mention specific skills the student is developing relative to their individual goals
• Name the supports and accommodations that are helping
• Express genuine observations about effort, engagement, and progress

Do not:

• Compare the student to the general grade-level standard when they are on a modified curriculum
• Use language that implies the student is simply failing to meet expectations that were not designed for them
• Include diagnostic or medical terminology in report card comments (that belongs in the IEP)

Communicate With the SpEd Team

Before report cards go home, a quick check-in with the special education case manager ensures your comments and the IEP progress report are aligned. Nothing creates more confusion for families than two documents that seem to contradict each other.

Families of students with IEPs are often highly attuned to every word in school documents. Write carefully, write specifically, and always offer to talk.