Welcome back to The Special Ed Strategist Podcast! I'm your host, Wendy Taylor, a special education strategist, disability rights expert, and advocate for families navigating the IEP process. Let me ask you something: When you open your child’s IEP progress report, do you feel confident—like you’re getting a clear picture of how they’re doing? Or do you find yourself squinting at vague phrases like “progressing adequately,” wondering if that really means anything at all? If you’ve ever felt confused, frustrated, or left in the dark, you are absolutely not alone. And that feeling? It matters. Because understanding your child’s progress is not just a box to check—it’s the key to knowing if the supports in their IEP are actually working. It’s the difference between growth and stagnation. Between empowerment and uncertainty. Today, I want to hand you the flashlight. By the end of this episode, you will know exactly how progress should be measured, what your legal rights are, and how to interpret those progress reports with clarity. You’ll also walk away with the confidence to ask the right questions when things don’t seem quite right. Why Measuring IEP Progress Matters More Than You Think Let’s start big picture. Measuring progress is not just a compliance task for schools. It is the backbone of your child’s success. It tells us if interventions are effective, if goals need adjusting, or if your child requires a different approach altogether. Without accurate progress monitoring, we’re just guessing—and our children deserve more than guesswork. Your Legal Rights Under IDEA Under the Individuals with Disabilities Education Act (IDEA), schools are legally required to measure and report progress on your child’s IEP goals. This should happen as often as you receive report cards. And these updates should be more than checkboxes or generic phrases. They need to show you how your child is moving toward those measurable goals. Where can you find this requirement in your child’s IEP? Go to the section that outlines the goals—right below each goal, there should be a section that states how progress will be measured and when progress will be reported. If that section is missing or unclear, that’s a sign you need to speak up. If you don’t see data, that’s a red flag. If you see phrases like “making progress” without specifics, that’s a red flag. And if you feel uncertain, you have the right to ask for more information or even call an IEP meeting to dig deeper. Data Collection: What Good Progress Monitoring Looks Like Let’s zoom in. How do schools actually track progress? There are several common tools and methods, and knowing these will help you understand what you should expect: * Observation Logs: Teachers note behaviors, skills, or responses in real-time. * Curriculum-Based Assessments: These are quick, regular checks aligned with what your child is learning. * Rubrics: Grading scales that show levels of mastery for a skill. * Frequency Counts: Tracking how often a behavior or skill occurs. * Goal Tracking Software: Tools like AbleSpace that document progress digitally and help visualize growth. Ask your IEP team: “How is data being collected on this goal?” If the answer is unclear, push for specifics. You can also ask to see the raw data sheets—this is the daily or weekly data collected by teachers. If the school does not have raw data to show you, ask: “How are you determining adequate progress without documented data?” That question alone can prompt a much-needed review of how progress is being tracked. Decode the Jargon: Reading Between the Lines Now, let’s tackle the language barrier. Progress reports can read like legal documents, filled with terms that can make you feel like you need a translator. Here are some key terms to understand: * Baseline Data: This is your child’s starting point when the goal was written. * Benchmarks or Objectives: These are mini-goals, checkpoints on the way to the bigger goal. * Mastery Criteria: This is the level your child needs to reach to achieve the goal (e.g., “80% accuracy over three consecutive weeks”). Whenever you get a report, match it back to these elements. If the progress update doesn’t connect the dots from baseline to benchmark to mastery, ask: “Can you show me the data?” Real Talk: When Progress Reports and Reality Don’t Match Here’s something I hear all the time: “The school says my child is making progress, but I don’t see it at home.” That disconnect is important. Your observations at home matter. If you notice struggles that contradict the progress report, bring those concerns to the team. Ask for work samples. Request to see the data collection sheets. Your input is part of the progress picture. Also, sometimes progress becomes stagnant. The reports start showing the same thing month after month—or worse, no progress at all. This is a critical moment to pause and ask: Is this a just-right goal for my child? A goal that’s too difficult can overwhelm a student, making them feel stuck. Sometimes the goal needs to be broken down into smaller, more achievable steps. This is called scaffolding—breaking the goal into bite-sized pieces so your child can experience success and build momentum. "just-right" goal concept: 1. **Track at Home with a Purpose**: Create a simple progress journal tailored to the specific IEP goal. If your child is working on reading fluency, time their reading sessions a few times a week. If it’s behavior, note patterns like triggers or the duration of meltdowns. Compare your home observations with the school’s progress reports—do they align, or is there a disconnect? 2. **Ask for Raw Data Regularly**: When you receive a progress report, don’t stop at the summary. Email or request in writing: *“Could you please share the raw data or daily tracking sheets that support this progress update?”* If the school can’t produce raw data, ask: *“How is the team determining progress if data is not being consistently collected?”* This can prompt them to revisit their data collection process. 3. **Locate the Reporting Plan in the IEP**: Go to the goals section in the IEP and check the part that says **how progress will be measured** and **when progress will be reported**. If it’s vague or says something like “teacher observation,” ask the team to clarify the data method and request **specific intervals for progress updates** (e.g., every 6 weeks). 4. **When Progress Stalls, Ask About Goal Adjustment**: If you notice that progress is stagnant for multiple reporting periods, bring up the idea of the **“just-right goal.”** Ask the team: *“Could we look at whether this goal is too overwhelming or broad? Would it make sense to break it into smaller, more achievable steps?”* Use the term **“scaffolding”**—schools know this language. It’s the process of supporting a student’s growth by creating smaller, attainable benchmarks. 5. **Request a Goal Review Meeting—Don’t Wait for the Annual IEP**: If progress is consistently slow or unclear, you don’t need to wait until the yearly meeting. You have the right to call an IEP meeting at any time. Ask: *“Can we meet to review this goal and data? I want to ensure the goal is still appropriate and see if we can scaffold it to better meet my child’s needs.”* Closing the Loop: Progress Is Power At the end of the day, progress monitoring is not just paperwork. It is the story of your child’s growth. And you have every right to understand that story—and help shape it. When you open that next progress report, I want you to feel equipped, empowered, and confident to ask: “How is this data collected? What does it really tell us? And how can we work together to help my child thrive?” Thank you for joining me today on The Special Ed Strategist Podcast. Your advocacy is powerful, and together, we can ensure every child gets the support they need. Don’t forget to like, share, and follow the podcast for more tips. And if you need more in-depth IEP guidance or educational services, check out Learning Essentials’ course, Cracking the Code to Special Education Eligibility, at LearningEssentialsEDU.com. Until next time, keep asking questions, keep tracking progress, and keep believing in what’s possible for your child.