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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.

Compliance

80

Goal Quality

65

Services

65

Placement

75

Emma's IEP correctly identifies both her reading disability and visual impairment, and the placement in a special education setting for direct reading instruction is appropriate. The issues are in the details: the reading goal uses a vague "instructional level" benchmark without specifying a grade level, and the two reading service lines are missing frequency — so it's not clear whether she's getting 150 or 300 minutes per week. Vision accommodations are listed but not tied to every classroom setting.

Action Plan
Key concerns to discuss with the IEP team
  • HIGHReading 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.

  • HIGHReading 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? IDEA requires specific frequency. Do not sign until the team clarifies.

  • MEDIUMVision 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.

  • MEDIUMNo 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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