Focusing on written reports of student progress, this paper seeks to help principals and instructional improvement committees in individually guided education schools analyze their reporting systems. The report clarifies the reasons for and the philosophical bases of reporting student progress, discusses the impact of such reporting on school-community relations, suggests alternative methods of reporting cognitive and affective achievement, and outlines a process a school district might follow to change its reporting system. The methods of reporting cognitive achievement discussed are checklists, narrative reports, and the traditional system of letter grades. The two methods of reporting affective achievement are behavior attitude checklists and comment cards. Examples of forms to be used in these methods are provided. A school or district that wants to change its reporting system should go through a nine-step analysis process that includes establishing the mandate, forming a committee, analyzing what is presently in use, establishing criteria for a new system, analyzing alternative methods, building a new system, routing decisions, implementing the program, and evaluating the new system. A rationale is presented for involving school-community members in decision-making on a reporting system. (Author/IRT)