The review of Endrew F. v. Douglas County School District case revealed that an individualized education program (IEP) requires inclusion of specific measurable goals to ensure educational benefit. The purpose of this article was to provide a systematic approach to progress monitoring IEP goals in mathematics, which monitors whether a student is benefiting from the mathematics instruction being provided. Using curriculum-based measures (CBM) is discussed as a feasible tool for monitoring the progress of students and creating specific measurable IEP goals. The article includes step-by-step strategies and guidelines for teachers to collect CBM data, create strategic IEP goals, and evaluate student progress.

对Endrew F. v. Douglas 县学区案的审查表明，个性化教育计划 (IEP) 需要包含具体的可衡量目标以确保教育效益。本文的目的是提供一种系统的方法来监控 IEP 数学目标的进展情况，该方法监控学生是否从所提供的数学教学中受益。使用基于课程的措施 (CBM) 作为监测学生进步和创建具体可衡量的 IEP 目标的可行工具进行了讨论。本文包括教师收集 CBM 数据、制定战略性 IEP 目标和评估学生进步的分步策略和指南。