Who we are
PROGRESS Center (which stands for Promoting Rigorous Outcomes and Growth by Redesigning Educational Services for Students With Disabilities Center) is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and housed at the American Institutes for Research® (AIR®). AIR is partnering with the National Center for Learning Disabilities (NCLD), Council of Chief State School Officers (CCSSO), and Evergreen Evaluation & Consulting (EEC), as well as a group of distinguished center advisors, to support the Center’s work. Together, the team brings extensive expertise in evidence-based practices, special education law and policy, and engagement with educators, families, and leaders to develop and implement high-quality instructional programming for students with disabilities. Meet our PROGRESS Center team to learn more about their experience and expertise. In addition, we have partnered with a group of Educators in Residence to ensure local perspectives are represented in Center activities.
What we do
The Center provides information, resources, tools, and technical assistance services to support local educators and leaders (kindergarten through transition age) in developing and implementing high-quality instructional programming that ensures students with disabilities have access to free appropriate public education (FAPE) that allows them to make progress and meet challenging goals, consistent with the U.S. Supreme Court’s decision in Endrew F. v. Douglas County School District (2017). Learn more about the Center's work by exploring the impact of the PROGRESS Center work in the field and contact us to ask questions and request support.
What is progress for students with disabilities?
When thinking about progress for students with disabilities, the focus is often on progress on IEP goals. While IEP goals offer an indicator of progress, the purpose of the IEP highlights the importance of considering additional layers of progress. These include grade-level progress, performance on national and state accountability measures, and ultimately post-school success.

What is high-quality instructional programming for students with disabilities?
In order to promote progress for students with disabilities, we need to ensure they have access to high-quality instructional programming. High-quality instructional programming begins with the development of an individualized education program (IEP) that is reasonably calculated to enable a child with a disability to make appropriate progress in light of the child’s circumstances. While the IEP is a critical component of the support for students with disabilities, this programming extends beyond the IEP document to the system of instructional supports and programming they experience across settings in the school environment.
Developing and implementing high-quality instructional programming depends on the following:
- Believing in our collective ability to positively impact students and maintaining high expectations for all students.
- Ensuring that all students feel like they belong in our school community.
- Knowing the students and their circumstances.
- Articulating what we want students to do.
- Knowing what knowledge, skills, and strategies students need to meet ambitious goals.
View the PROGRESS Center Work at a Glance Year 1 , Year 2, Year 3, Year 4, and Year 5 to learn more about the PROGRESS Center's work and explore our impact!