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Write down each goal once, with the baseline it started from and the target it is meant to reach, then log the numbers as they come in. Four months later the chart answers the question that is otherwise impossible to answer at a meeting: has this actually moved? Everything stays on this device: no account, no login, nothing sent anywhere.
No goals yet — copy the first one out of the plan above.
Add a goal first, then progress data can be attached to it.
Each point is one data entry. When a single goal is selected, the dashed lines show its baseline and its target — the gap between the line and the top dash is the distance still to travel.
The chart appears once a goal has two or more data points.
Written from your own logged data only. A goal stays unjudged until it has enough points to say anything honest about.
Tick the ones that apply this time. They print with the summary, so you have them in front of you rather than remembering them in the car afterwards.
Saved as you type, on this device only.
The structure of the process almost guarantees it. Goals are written in one long meeting, progress is reported on the school's schedule in the school's format, and the next real conversation is a year later. In between, information arrives in fragments — a line in an email, a work sample in a backpack, a comment at pickup — and none of it is anywhere you can look at it all together.
So when the annual review comes around and something feels wrong, the honest version of the parent's position is "I think it's not working." That is a much weaker thing to say than "here are eleven data points across seven months and the line is flat," even though both describe the same situation. The difference is not who is right. It is who wrote it down.
A goal without a baseline cannot be evaluated, which is why the baseline field is here and worth filling in even if you have to dig for the number. "90% accuracy" means one thing if the child started at 85% and something entirely different if they started at 30% — the first is a tidy-up, the second is a year of work. Recording both turns each goal into a distance rather than a destination, and the chart is then a straightforward question of whether the line is closing that distance at a rate that reaches the target before the review date.
A caution about the numbers, though. Progress data in this setting is noisy and collected under wildly different conditions: a Tuesday morning trial with support is not the Friday afternoon one without it. Two points never mean anything. Even a handful can bounce around a trend that is real. That is why verdicts here stay hidden until a goal has a few points behind it, and why the note field on every data point is worth using — "which conditions" is often the whole story.
Meetings run to a schedule and go quickly, and the parent is usually the only person in the room who has not read a prepared document that morning. Bringing a printed page — goals, dates, numbers, and the three or four questions you actually want answered — changes the shape of the conversation. It also means the questions get asked. The reason the questions section exists is that almost everyone leaves an IEP meeting having forgotten at least one thing they meant to raise, and remembers it on the drive home.
No. The school keeps its own data and is responsible for reporting on it. This is your parallel record — the one that lets you notice that a goal has not moved in four months before the annual review tells you so, and that lets you arrive with dates and numbers rather than a feeling that something is not working.
Broadly, an IEP contains specially designed instruction with measurable annual goals, while a 504 plan is a set of accommodations that give access to the ordinary curriculum without changing what is taught. Both can be tracked here, but only IEP goals normally come with a baseline and a numeric target. The exact legal definitions and your rights under them vary — check your district's own documentation and, where it matters, ask an advocate.
Only in this browser on this device. There is no account and nothing is sent to a server, which matters when the record concerns a child's disability and school performance. Use the export button for your own backup, and the print button when you want a copy to hand to someone.