Reading the IEP

Present levels of performance

The IEP must describe your child's current abilities — academically, functionally, and socially — in specific, measurable terms. This section should reference actual evaluation data and classroom observations, not generalities. "Struggles with reading" is not sufficient. "Reads at a second-grade level as measured by [specific assessment]" is.

Annual goals

Each goal must be measurable — meaning it includes a specific, observable outcome with a target and a way to measure progress. A well-written goal specifies what the child will do, under what conditions, and to what level of accuracy or frequency. Goals should be ambitious but achievable within a year. Progress toward goals must be reported to you at least as often as report cards go home.

Special education services

The IEP must specify each service your child will receive: the type (speech therapy, occupational therapy, resource room, etc.), the frequency (how many times per week), the duration (how long each session), and who provides it. Vague entries like "support as needed" are not compliant — every service should have a specific number of minutes attached to it.

Placement and LRE

Placement refers to where services are provided, not which school your child attends. IDEA requires that children with disabilities be educated in the least restrictive environment (LRE) — alongside non-disabled peers to the maximum extent appropriate. Removal from the general education classroom must be justified by the nature or severity of the disability. The IEP must explain the extent to which your child will not participate in regular classes.