Unlike traditional schools, therapeutic schools measure student progress in several ways. While therapeutic schools still use grades, quizzes, and tests, they also consider behavioral, emotional, and social improvement to evaluate student progress.
This article explains how therapeutic schools measure student progress and how it differs from the traditional framework. It also explains how Academics West, a therapeutic school in NYC, helps its students reach their full potential.
How Do Traditional Schools Measure Student Progress?
At traditional schools, evaluating student progress typically means measuring academic progress. Along these lines, the key measures of student progress at traditional schools usually include:
- Classroom test grades
- End-of-quarter grades
- End-of-semester grades
- Standardized test scores
- Reading and math proficiency levels
- Credits and progress toward graduation
Of course, traditional schools sometimes track non-academic data, such as discipline and attendance. However, when it comes to “progress,” most of the weight falls on academic success.
What Does Federal Law Say About Measuring Progress for Students with Learning Issues?
The two primary laws that tell schools what they must do to help students with learning challenges are the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Both laws require schools to take a wide view of student progress.
Section 504 allows schools to consider non-academic information during placement decisions. This means that when deciding where a student should be educated, they can look beyond grades and consider the student’s individual needs.
The IDEA goes farther. The law requires the student’s Individualized Education Program (IEP) to consider both academic and functional goals. According to the U.S. Department of Education, functional “refers to activities and skills that are not considered academic or related to a child’s academic achievement as measured on Statewide achievement tests.” So, when a child has an IEP, the school must consider non-academic progress markers such as:
- Behavioral progress,
- Communication skills,
- Executive functioning,
- Self-regulation, and
- Social-emotional progress.
What Do Therapeutic Schools Do Differently to Help Students Make Progress on Measured Goals?
Measuring progress is only part of the issue. When a child has a 504 Plan or an IEP, their school is legally obligated to provide the listed academic and non-academic services to help the student progress. Traditional schools have highly dedicated teachers and employees. However, for reasons largely beyond their control, they sometimes fall short on this goal.
In a national survey of K-12 public school teachers, 70% complained that their school was understaffed. Worse, federal data on public school staffing show that over one-third of public schools reported understaffed special education departments while 28% needed more mental health employees.
The issue is similar in NYC. A 2023 Comptroller report reported “an urgent shortage of special education teachers and service providers available to the city’s students with disabilities.” A 2025 analysis of over 1,500 public schools by the New York City Comptroller found that over 70% of schools exceeded the recommended ratio of one social worker for every 250 students. Over half did not meet the suggested goal of one guidance counselor for every 250 students.
These staffing issues matter. Despite efforts to reduce class sizes, the most recent NYCPS class size data show an average class size of 23.5 students. Teachers with more students are more likely to be or feel overwhelmed. Without proper staffing, special education services may be delayed or missed. The 2023 report found that nearly 20,000 NYC students did not fully receive required special education services during the relevant period.
Therapeutic schools, on the other hand, have several structural advantages that support students’ academic and non-academic goals. First, they are designed to have smaller class sizes. More teacher attention and interaction positively affect student outcomes. Additionally, smaller classes allow teachers to more easily change instructional methods, adjust the curriculum, intervene during emotional episodes, and otherwise support students and meet IEP requirements.
Second, therapeutic schools prioritize counselors and other clinicians. Having a solid number of these professionals allows therapeutic schools to provide individualized support to students with emotional issues, anxiety, and other concerns. Even better, these professionals work closely with teachers to meet student needs and work toward IEP goals.
Finally, therapeutic schools are designed to help students meet their non-academic goals. Classrooms and transition periods accommodate students with sensory issues and other concerns. Counselors and other therapists are welcomed into the classroom to support students. These professionals provide “wraparound” services so students can receive what they need in one place.
Frequently Asked Questions About Measuring Progress at Traditional Schools
- Can parents request a progress update before an IEP meeting or scheduled review?
Yes. Parents can and should talk to their child’s school about their progress regularly. You do not need to wait for the annual review.
- Can I ask an outside therapist to review my child’s progress?
Generally, yes. However, you may have to give consent due to federal laws like FERPA and HIPAA.
- Do NYC therapeutic schools send progress reports to a student’s home school or district?
Maybe. If a public agency referred your child to an approved private therapeutic school, New York law requires the private school to provide updates on student progress at least once per year.
- Can students participate in meetings about their own progress?
Generally, yes, but it depends on their age and ability to participate.
How Academics West Measures and Supports Student Progress
At Academics West, we use Clinically Informed Academics® (CIA). By incorporating therapeutic practices into educational interventions, we can reach every student where they are.
We begin by collecting student data from sources such as IEPs, functional behavioral assessments, and other assessments. We use this information to create the student’s CIA Profile. This Profile is a highly individualized learning plan that provides each student with academic, emotional, and other interventions. Moreover, our low student-to-teacher and student-to-counselor ratios allow us to implement each student’s learning plan successfully.
We do use academic data. But unlike traditional schools, we don’t expect student progress to follow a straight line. We recognize that for many students, especially those with learning challenges, progress is often nonlinear. As such, we focus on ongoing progress rather than progress at one specific point in time.
If you think that your child could excel at a therapeutic school like Academics West, we invite you to learn more. Please call us at 212-580-0080 with any questions. You can also discover more about our approach by viewing our virtual tour, scheduling a call with an admissions coordinator, or scheduling an in-person visit.