Measuring Pupil Progress toward the Least Restrictive Alternative

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Abstract
Urgent discussions of how to measure student progress toward special education program goals have begun to appear with greater frequency. The factors that seem to be most influential concerning pupil progress measurement are those associated with PL 94–142. Now, IEP's must be written that include specific objectives and time lines for monitoring program success. In addition, the “least restrictive environment” requirement implies that objectives be written, and progress be monitored relative to the skills required for placement and maintenance in the regular classroom. The present paper outlines the uses of pupil progress measurement, the desirable characteristics of progress measurement systems, and includes an evaluation of the adequacy of currently available data systems. Finally, two relatively recent alternatives to pupil progress measurement are recommended.

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