What types of progress monitoring data are used to measure IEP goals?

• A. Standardized IQ tests.
• B. Only teacher surveys.
• C. Curriculum-based measurements (CBMs), progress data graphs, and regular reliability/validity checks.
• D. Attendance records.

Answer: (C)

Measuring progress toward IEP goals relies on collecting frequent, curriculum-aligned data that show how a student is advancing in the specific skills being targeted. Curriculum-based measurements are brief,-repeatable assessments tied to what is being taught and designed to detect small but meaningful changes in performance. Visualizing this data with progress graphs helps teachers see the student's trajectory over time and make informed decisions about whether to adjust instruction or supports. Regular checks on reliability ensure that the data are consistent across occasions or raters, and validity checks ensure the measures truly reflect the skill or goal of interest. This combination provides ongoing, actionable information for monitoring growth and guiding instruction.

Standardized IQ tests are not suited for regular progress monitoring because they’re designed for one-time diagnostic information and respond slowly to change. Attendance records don’t measure skill development toward a goal. Relying solely on teacher surveys lacks objective data on how the student is actually progressing.