Data collection and data tracking (i.e., creating a table or visual display to analyze student progress monitoring data) are critical components of writing quality individualized education program (IEP) goals for students with disabilities. Failure to ensure adequate procedures can manifest into a substantive violation of the Individuals with Disabilities Education Act (IDEA, 2004). Unfortunately, teachers often encounter barriers to these procedures which can result in missed opportunities for representing students’ progress, misaligned data collection procedures, or use of inappropriate methods (Swain et al., 2022). This article uses a vignette to support special educators across five recommendations for mapping academically-focused annual goals with assessment procedures for data collection and data tracking, including: (a) prioritize the goal around a specific skill need, (b) consider a continuum of appropriate assessment methods and measures, (c) ensure an appropriate level of rigor, (d) ensure data tracking sheets match the goal, and (e) identify a plan for collecting data to communicate progress to parents.
CaruanaV. (2015). Accessing the common core standards for students with learning disabilities: Strategies for writing standards-based IEP goals. Preventing School Failure: Alternative Education for Children and Youth, 59(4), 237–243. https://doi.org/10.1080/1045988X.2014.924088
3.
CummingT. M.O’NeillS. C. (2019). Using data-based individualization to intensify behavioral interventions. Intervention in School and Clinic, 54(5), 280–285. https://doi.org/10.1177/1053451218819203
4.
DatchukS. (2015). Teaching handwriting to elementary students with learning disabilities: A problem-solving approach: A problem-solving approach. TEACHING Exceptional Children, 48(1), 19–27. https://doi.org/10.1177/0040059915594782
5.
DenoS. (1992). The nature and development of curriculum-based measurement. Preventing School Failure: Alternative Education for Children and Youth, 36(2), 5–10. https://doi.org/10.1080/1045988X.1992.9944262
DoneganR. E.FluhlerS. K. (2024). Intensifying reading interventions by making instruction more explicit. TEACHING Exceptional Children, 57(1), 66–75. https://doi.org/10.1177/00400599241242124
9.
Endrew F. v. Douglas County School District RE-1, 137 S. Ct. 988 (2017).
KosnitskyC. (2018). IEP goals that make a difference: An administrator’s guide to improving the process (2nd ed.). LRP Publications.
15.
LamE. A.KunkelA. K.McKevettN. M.McMasterK. L. (2022). Intensifying instruction to meet students’ early writing needs. TEACHING Exceptional Children, 54(3), 214–222. https://doi.org/10.1177/00400599211005165
16.
LembkeE. S.CarlisleA.PochA. (2016). Using Curriculum–based measurement fluency data for initial screening decisions. In CummingsK. D.PetscherY. (Eds.), The fluency construct: Curriculum-based measurement concepts and applications (pp. 91–122). Springer.
17.
LemonsC. J.KearnsD. M.DavidsonK. A. (2014). Data-based individualization in reading: Intensifying interventions for students with significant reading disabilities. TEACHING Exceptional Children, 46(4), 20–29. https://doi.org/10.1177/0040059914522978
18.
LindströmE. R.GeselS. A.LemonsC. J. (2019). Data-based individualization in reading: Tips for successful implementation. Intervention in School and Clinic, 55(2), 113–119. https://doi.org/10.1177/1053451219837634
PochA. L.AllenA. A.JungP–G.LembkeE. S.McMasterK. L. (2022). Using data-based instruction to support struggling elementary writers. Intervention in School and Clinic, 57(3), 147–155. https://doi.org/10.1177/10534512211014835
21.
PochA. L.JungP–G.McMasterK. L.LembkeE. S. (2025). Revisiting special educators’ usability and feasibility of data-based instruction. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/07419325251352183
22.
PochA. L.McMasterK.LembkeE. (2020). Usability and feasibility of data-based instruction for students with intensive writing needs. Elementary School Journal, 121(2), 197–223. https://doi.org/10.1086/711235
23.
SaddlerB. (2012). Teacher’s guide to effective sentence writing. The Guilford Press.
24.
SteckerP. M.FuchsL. S.FuchsD. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(8), 795–819. https://doi.org/10.1002/pits.20113
25.
SwainK. D.HagamanJ. L.Leader-JanssenE. M. (2022) Teacher-reported IEP goal data collection methods. Preventing School Failure: Alternative Education for Children and Youth, 66(2), 118–125. https://doi.org/10.1080/1045988X.2021.1980849
26.
VideenJ.DenoS. L.MarstonD. (1982). Correct word sequences: A valid indicator of proficiency in written expression (Vol. IRLD-RR-84). University of Minnesota, Institute for Research on Learning Disabilities.
27.
YellM. L.BatemanD.ShrinerJ. (2020). Developing and implementing educationally meaningful and legally sound IEPs: Bringing it all together. TEACHING Exceptional Children, 52(5), 344–347. https://doi.org/10.1177/0040059920919087
28.
YellM. L.BatemanD. F.ShrinerJ. G. (2022). Developing educationally meaningful and legally sound IEPs. Rowman & Littlefield Publishers.
29.
YellM. L.CollinsJ.KumpieneG.BatemanD. (2020). The individualized education program: Procedural and substantive requirements. TEACHING Exceptional Children, 52(5), 304–318. https://doi.org/10.1177/0040059920906592
