The effects of individualized education program (IEP) monitoring strategies on 20 special education teachers' long term and short term estimates of student achievement, their satisfaction with students' programs, and their modifications in students' programs was examined. Teachers were randomly assigned to an IEP monitoring treatment: short term goal measurement (STGM) or long term goal measurement (LTGM). Analyses revealed that the teachers' long term estimates of student achievement were unrealistically high and similar in both treatment groups. Their short term estimates were conservative, but more optimistic and realistic for the STGM group. Additionally, the STGM teachers were more satisfied with their students' programs and introduced instructional program changes less frequently. (Author)