The review of "Endrew F. v. Douglas County School District" case revealed that an Individualized Education Program (IEP) requires inclusion of specific measurable goals to ensure educational benefit. The purpose of this article is to provide a systematic approach to progress monitoring IEP goals in mathematics, which monitors whether a student is benefiting from the mathematics instruction being provided. Using curriculum-based measures (CBM) is discussed as a feasible tool for monitoring the progress of students and creating specific measurable IEP goals. The article includes step-by-step strategies and guidelines for teachers to collect CBM data, create strategic IEP goals, and evaluate student progress.