Grades, report cards, and other progress reports are important vehicles for communicating with families about their children's strengths, areas to target, and interventions that can be used at home. For families of children with disabilities, accurate information on learning progress is essential for understanding intervention effectiveness and making placement decisions. Of all required components of the Individualized Education Program, however, educators struggle most with progress monitoring and reporting. The current emphasis on standards-based grading has intensified the challenge of determining fair and accurate grades for students with disabilities. In this article, the authors present a five-step process for linking IEP goals to general curriculum standards and reporting student learning in a format that is clear and meaningful for families. (Contains 1 figure.)