Research on a system of developing and monitoring progress on individualized education program (IEP) goals has been conducted over a 5-year period at Minnesota's Institute for Research on Learning Disabilities. This research and development project is summarized by outlining the goal and rationale of the research, presenting the overall research plan, and providing a chronological description of the research and development process and results, and the current status of the research. The research has proceeded in three stages: (1) determination of what measures of student performance are appropriate in a formative evaluation system; (2) examination of the practicality and efficiency of the monitoring system for teachers; and (3) determination of the effects of formative evaluation on student achievement. Results have indicated that generic measures useful in indexing proficiency in reading, spelling, and written expression are available and that teachers who have used the measures and the monitoring system are pleased with it and do not feel unduly burdened by the time commitment. Preliminary evidence concerned with the effect of the monitoring system on student academic progress is positive. (Author/DB)