Progress monitoring in general education classrooms
By the IEP Atlas editorial teamLast updated
Short answer
To monitor IEP progress in an inclusion classroom, decide which goals are measured in general education, agree who collects each one, and embed short probes into tasks the class already does. Use one simple data sheet per goal, collect at least weekly, and graph results every 2 weeks. The special education teacher owns the graph; the general education teacher helps with the data.
In an inclusion classroom, the IEP goals live in a room the special education teacher is in for only part of the day. The general education teacher sees the student every period but has 27 other students and a pacing guide. Progress monitoring works when the two agree on a short list of goals, a short list of jobs, and a data sheet that takes seconds to fill in.
The IEP must say how progress on each goal will be measured and when reports go to parents.[1] That does not change because the student is in general education. What changes is who collects the data and how it fits into class. The pillar on IEP progress monitoring covers the full method.
What you need before you start
- The student's IEP goals, with baselines and the measure each one uses
- The class schedule, so you know when each skill naturally comes up
- 10 minutes with the general education teacher
- One data sheet per goal, printed or on a tablet
- A place to graph, such as a spreadsheet or a progress tool
Step 1: Sort the goals by where they are measured
Not every goal has to be measured in the general education room. Sort them into three groups.
| Where measured | Example goal | Why |
|---|---|---|
| General education only | Turning in classwork, participating in discussion, using a planner | The skill only happens there |
| Pull-out or small group | Oral reading fluency, math fact fluency | Standard probes need a quiet spot and a timer |
| Both | Writing a paragraph, following multi-step directions | Practice in small group, check that it carries over to class |
Goals in the "both" group give you generalization data for free. See generalization data collection for how to set that up.
Step 2: Agree who collects what
Meet for 10 minutes. Leave with a one-line job for each goal. The general education teacher should have no more than 2 data jobs per student. More than that and the data stops in week 3.
- Special education teacher: all timed probes, all graphs, the progress report.
- General education teacher: one quick tally per goal during the lessons where it comes up.
- Paraprofessional (if assigned): data the case manager trains them on. See paraprofessional data collection.
Step 3: Embed the probe in a task the class already does
The best inclusion probe is invisible. The student does what the class is doing, and someone scores it against the goal.
- An exit ticket with 5 problems becomes a percent accuracy probe.
- The class journal entry becomes a writing sample scored with a rubric.
- A partner discussion becomes an opportunity count for asking a question.
- The homework check becomes a work completion tally.
Do not pull the student aside in front of peers for a probe that could be done in a quiet moment. Timed reading probes belong in small group or at a time when the class is working independently.
Step 4: Use one short data sheet per goal
Make each sheet fit on a clipboard and take under 30 seconds to fill in. A row for the date, a box for the score, and a box for notes is enough. The accuracy data sheet and the opportunity data sheet both work in class.
Step 5: Set the schedule
Collect at least weekly for academic goals and several times a week for behavior goals. Repeated, short measures over time are what make progress monitoring useful.[2] Put the days on the shared calendar. "Fridays, exit ticket" is a plan. "When we can" is not.
Step 6: Graph every 2 weeks and share it
The special education teacher graphs the data every 2 weeks and shows the general education teacher. It takes 3 minutes and keeps them collecting. It also lets you change instruction early instead of finding a flat line at report time. The IRIS Center's module on classroom assessment walks through graphing and decision rules.[3] For how often to probe each kind of goal, see how often IEP progress should be monitored.
Worked example from start to finish
Fictional student: Mia, grade 6, in general education all day with 45 minutes of co-taught English and daily consult. Two goals.
Goal 1, math: Given 10 grade 6 ratio problems, Mia will solve 8 correctly on 3 consecutive weekly probes. Baseline: 3 of 10.
Goal 2, work completion: Mia will complete and turn in 80% of in-class assignments in science and social studies across 4 consecutive weeks. Baseline: 45% of assignments over 2 weeks (9 of 20).
Sorting: Goal 1 is measured in general education math using the Friday exit ticket. Goal 2 is general education only.
Jobs: The math teacher adds 10 ratio problems to the Friday exit ticket and puts Mia's copy in a folder. The special education teacher scores it. The science and social studies teachers each mark a tally sheet: assignments given, assignments turned in, at the end of each class.
Data, first 8 weeks:
| Week | Ratio problems correct (of 10) | Assignments turned in |
|---|---|---|
| 1 | 3 | 5 of 10 (50%) |
| 2 | 4 | 4 of 9 (44%) |
| 3 | 4 | 6 of 10 (60%) |
| 4 | 3 | 7 of 10 (70%) |
| 5 | 5 | 7 of 9 (78%) |
| 6 | 6 | 8 of 10 (80%) |
| 7 | 6 | 8 of 10 (80%) |
| 8 | 7 | 9 of 10 (90%) |
Week 4 review: Math is flat at 3 to 4. The co-teacher adds 10 minutes of guided practice with ratio tables, twice a week, in a small group within math class. Work completion is climbing after the teachers added a check-in at the start of each assignment.
Week 8 review: Math is rising, 7 of 10, after the change. Work completion has been at or above 80% for 3 weeks; one more week will meet the criterion. The first-quarter progress report can show both graphs and the instructional change, with a date.
Common mistakes
| Weak | Better |
|---|---|
| "General education teacher will collect data on all goals." | "Math teacher puts the Friday exit ticket in the folder; special education teacher scores it." |
| Pulling the student out of class for a probe the exit ticket could cover | Embed the probe in the exit ticket |
| A 3-page data sheet left in a binder | A half-page tally on a clipboard by the door |
| Graphing once a quarter | Graphing every 2 weeks and showing the co-teacher |
| "Mia is doing better in class." | "Assignments turned in rose from 45% to 80% over 6 weeks." |
| Changing nothing when the line is flat | Changing one thing at week 4 and dating the change on the graph |
Templates and tools
- Goal wording for this setting: goals for the general education setting and goals for the general education teacher role.
- Ready examples: IEP progress monitoring examples.
- For behavior goals in class, see behavior progress monitoring.
- For reading probes, see reading progress monitoring tools.
- IEP Atlas Pro lets a co-teacher enter data from a phone and graphs each goal, if you want to skip the spreadsheet.
Frequently asked questions
Who is responsible for progress monitoring in an inclusion classroom?
The special education teacher or case manager usually owns the graphs and the progress report. The general education teacher often collects one or two quick measures during class, by agreement. Local policy can assign it differently.
How can a general education teacher collect IEP data without extra work?
Embed the probe in a task the class already does, like an exit ticket or a journal entry, and use a half-page tally sheet. Limit the general education teacher to 2 data jobs per student.
How often should IEP progress be monitored in general education?
At least weekly for most academic goals and several times a week for behavior goals. Graph the data every 2 weeks so the team can change instruction early.
Use it in IEP Atlas
- Goals for the general education setting
- Goals for the General education teacher role
- Progress monitoring in the IEP glossary
- Measurement methods
- Accuracy data sheet
Related guides
- IEP progress monitoring: how to track, graph and report goal progress
- IEP progress monitoring examples by goal type
- Progress monitoring for behavior goals
- Reading progress monitoring tools
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
- Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom, IRIS Center, Vanderbilt University
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.