Abstract
Utilizing effective data collection methods to track student progress on Individual Education Program (IEP) goals is essential to quality programming and meeting each student’s specific needs. This study surveyed special education teachers in four midwestern states to understand IEP data collection methods and assessment training. Results indicated that IEP data collection methods varied by state and teaching level (elementary, middle, and high school), with the most frequently reported methods as observation (elementary and middle levels) and grades (high school level). Teachers reported lack of time, resources, and training as barriers to data collection. Recommendations provide specific areas of focus for professional development, educator preparation programs, and mentoring based on the results of this research. Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.1980849.
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