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Document Analysis

Sample IEP — Emma, 5th Grade

Overview

72

Strong foundation

This IEP has a solid base, but the reading goal and service minutes need tightening before you sign.

Legal requirements

80

Goal clarity

65

Services

65

Placement

75

Scores are out of 100 and grade the document — how clear and complete the IEP is — never your child.

  • Both of Emma’s needs — reading and vision — are identified and addressed
  • Placement in a smaller setting for direct reading instruction fits her needs
  • Weekly vision support with a qualified specialist is on the schedule

The issues are in the details: the reading goal doesn't say which grade level counts as success, and the two reading service lines don't say how often they happen — so it's unclear whether Emma gets 150 or 300 minutes a week. Vision accommodations are listed but not tied to every classroom.

What to Bring Up with the Team

Each of these is a fixable gap — and a reasonable thing to ask about.
  • Needs attentionReading goal uses a vague "instructional level" benchmark

    The goal targets 90% accuracy on "instructional level text" without saying which grade level that is. Ask the team to specify a grade-level benchmark (e.g., "3rd-grade text") so progress is measurable.

  • Needs attentionReading services listed twice — no frequency shown

    Direct instruction in Reading appears on two lines at 150 minutes each, but the frequency column is blank. Is this 300 min/week total, or two sessions of 150? Federal law says the IEP must spell out how often services happen — worth clarifying before you sign.

  • Worth discussingVision accommodations not tied to every setting

    Large print and magnification are listed as accommodations, but the IEP does not specify which classes or activities use them. Ask for accommodations to be applied across every setting, including specials and assessments.

  • Worth discussingNo Extended School Year (ESY) discussion documented

    ESY services prevent regression over summer breaks. Given Emma’s reading progression rate, the team should document why ESY was or was not recommended.

Services

  • Direct Instruction in Reading150 min — frequency unspecified
  • Direct Instruction in Reading150 min — frequency unspecified
  • Vision Support / Orientation & Mobility1x per week, 30 min

Goals

4 goals identified
  • Reading Decoding

    Read "instructional level" text at 90% accuracy (from 85% baseline), 4 of 5 trials — grade level not specified

  • Reading Comprehension

    Answer literal and inferential questions about grade-level text with 80% accuracy across 3 consecutive sessions

  • Vision / Functional

    Independently use large-print materials and magnification tools across all academic settings

  • Written Expression

    Write a 5-sentence paragraph with correct grammar and punctuation using adaptive tools as needed

Questions for the Meeting

Bring these to your next meeting.
  • Goals

    What specific reading level is the target for the "instructional level" goal, and what assessment will measure progress?

  • Services

    Is the 150-minute reading service delivered once, or is that two sessions per week for 300 minutes total?

  • Accommodations

    Which classrooms and assessments are covered by the large-print and magnification accommodations?

  • Goals

    What baseline data was used for the reading comprehension and written expression goals?

  • General

    Was Extended School Year discussed for Emma, and if not, can we add it to the next meeting agenda?

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