IIP Progress Monitoring in Saskatchewan: How to Track Whether Goals Are Being Met
Having an IIP in place is only half the equation. The other half is making sure the goals in that document are actually being worked on — and that progress is being measured and reported to you. In Saskatchewan, this is one of the areas where the gap between what the IIP says and what actually happens is often widest.
Here's how progress monitoring is supposed to work in Saskatchewan, and what you can do when it's not happening.
Why Progress Monitoring Matters
The Inclusion and Intervention Plan (IIP) is built around measurable goals. The Current Level of Ability (CLA) establishes where your child starts. The short-term objectives and annual outcomes describe where they should end up. Progress monitoring is the ongoing process of collecting data to answer: are we on track?
Without data collection, the IIP is just aspirational text. You have no way of knowing whether the EA support is happening, whether the literacy intervention is producing gains, or whether the behaviour goal is being worked on at all. Schools that don't systematically track progress against IIP goals are not meeting their Ministry obligations — and you have no way to evaluate whether the supports you fought for are actually being delivered.
More practically: without progress data, you can't advocate for changes. If a goal hasn't moved in six months, either something is working and not being measured, nothing is working and no one has noticed, or the goal is simply not being addressed. You can't tell which without data.
How Progress Monitoring Is Supposed to Work
Saskatchewan's Ministry of Education requires that IIP goals use the SMART framework — Specific, Measurable, Achievable, Relevant, Time-bound. The measurability requirement implicitly mandates data collection.
A properly constructed IIP will specify:
- What is being measured (the target skill or behaviour)
- How it's being measured (observation counts, accuracy percentages, task completion rates)
- Who is collecting the data (the classroom teacher, EA, SLP)
- How often data is collected (daily, weekly, bi-weekly)
Short-term objectives are typically set at 1-month, 3-month, and 6-month intervals, providing natural review points.
The eIIP software the Ministry requires divisions to use has a structure that includes progress documentation. A division that is using the system as intended should be updating progress data in the eIIP regularly.
What to Ask For as a Parent
You are entitled to know whether your child's IIP goals are being met. Ask these questions directly:
"How is progress on this goal being measured?" If the answer is vague ("the teacher observes"), push for specifics. What does the teacher observe, how often, and how is it recorded?
"Can I see the progress data?" The data collection records are part of your child's school file. Under LA FOIP, you have the right to access them. Asking to see the actual frequency counts or accuracy records from EA observation logs is a reasonable request.
"When is the next formal progress review?" The IIP should have scheduled review points. If no one can tell you when the next review is, that's a gap.
"What happens if a goal isn't being met?" This is the accountability question. The answer should be that the team convenes, evaluates why progress isn't occurring, and adjusts the strategy — not that the goal simply gets copied forward to the next IIP period unchanged.
Free Download
Get the Saskatchewan IEP Meeting Prep Checklist
Everything in this article as a printable checklist — plus action plans and reference guides you can start using today.
Creating Your Own Progress Tracking System
Waiting passively for reports from the school is a strategy that frequently produces nothing. Here's a simple parallel tracking system parents can maintain:
Communication log. Date, who you spoke with, what was discussed, what was committed. Every phone call, email, and meeting note, in one document.
Incident and absence log. If your child is being sent home, attending part-time, or having significant incidents, track the dates and what the school's stated reason is. Over time, this data tells a story.
Accommodation delivery log. If your child is supposed to be getting extended time on tests, or a quiet room for assessments, or daily EA check-ins — track when those things actually happen and when they don't. Supply teacher substitutions, EA absences, and scheduling gaps all show up in this log.
Goal-specific tracking. For each IIP goal, create a simple table: goal, agreed measurement method, reports you've received, and dates. If you haven't received a progress update on a goal in 8 weeks, that's worth raising in writing.
What to Do When Progress Isn't Being Reported
Start with the direct approach: email the classroom teacher and Learning Resource Teacher asking for a written update on each IIP goal. If you get vague responses or no response within a reasonable timeframe, escalate.
Request the data directly. Under LA FOIP, you can request the EA observation logs, data collection sheets, and any other progress tracking records related to your child's IIP. This is your right, and submitting a formal access request often prompts the school to become more organized about what they're actually recording.
Request a formal IIP review meeting. You don't have to wait for the annual review. If goals haven't been updated in months, or if you have reason to believe supports aren't being delivered as documented, request a formal review meeting in writing.
Document the gap. Keep your own record of when you requested progress updates and what you received. If escalation to the division level becomes necessary, this documentation establishes that the school was not meeting its accountability obligations.
Progress Monitoring in Saskatchewan vs. Other Systems
American parents searching for "IEP progress monitoring template" are typically looking for tools that fit the IDEA framework, which has specific federal reporting requirements for IEP progress. Those templates are not calibrated to Saskatchewan's eIIP system.
What you need is a tracking system that maps to the eIIP structure: Current Level of Ability, short-term objectives, and annual outcomes. The Saskatchewan IIP progress monitoring process should produce regular data against each of these specific sections, not a general report card comment.
The Saskatchewan IEP & Support Plan Blueprint includes a progress tracking template built for Saskatchewan's eIIP format — with a communication log, accommodation delivery tracker, and a goal review worksheet that parents can use to monitor IIP implementation between formal review meetings.
Get Your Free Saskatchewan IEP Meeting Prep Checklist
Download the Saskatchewan IEP Meeting Prep Checklist — a printable guide with checklists, scripts, and action plans you can start using today.