How do teachers track progress on ADHD-related IEP goals? 

Consistent tracking ADHD IEP goals is vital for ensuring students receive the support they need and that it’s actually working. Teachers and support staff use various progress monitoring tools to evaluate how well students are meeting the academic, behavioural, and executive functioning targets laid out in their Individualised Education Programme (IEP). 

This process helps the IEP team make informed decisions about whether to continue, change, or update a goal, and it ensures that every child’s growth is documented with clarity and purpose. 

How Progress Is Monitored and Evaluated 

Here’s how schools manage data collection and goal evaluation for ADHD-related IEPs: 

Behavioural checklists  

Teachers may track frequency of specific behaviours, like raising a hand before speaking or staying on task for a certain period. 

Daily or weekly logs  

These record how often a student uses specific strategies or tools, such as planners, break cards, or visual aids. 

Rubrics and rating scales  

Used to assess less tangible goals, such as self-regulation or social interaction, across different classroom situations. 

Work samples and academic output  

Comparing assignments over time can show improvements in organisation, task completion, or written expression. 

Teacher and staff observations  

Anecdotal notes offer insight into how strategies are working across subjects and settings. 

Progress reports 

IEP teams meet at regular intervals (often quarterly) to formally review progress and revise goals as needed. 

In conclusion, tracking ADHD IEP goals isn’t about perfection it’s about recognising growth, one measurable step at a time. 

Visit providers like ADHD Certify for personal consultations and expert guidance tailored to your unique situation. 

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Classroom accommodations for ADHD.