When you get a new-to-you IEP there are always warning signs to watch out for, both as a parent and as a teacher. Signs that the IEP was not written correctly or that there was little fidelity when implementing it are always red flags.
Below are some of the most common things to watch out for that indicate that the IEP will need more work than you may have previously expected.
IEP Warning Signs
1. The Present Levels is nonexistent, short, does not describe the child in-depth, or has incorrect pronouns or the name written throughout.
Present Levels should describe where the child is and how he or she is currently performing. If the IEP is lacking that information or describing another child in pronouns or in name, chances are that it was copied and pasted from another IEP. That means the information is not accurate and does not give you the needed information to create goals.
2. The IEP Goals are not aligned with the Present Levels.
When you write a solid Present Levels section of the IEP, it will provide you with breadcrumbs throughout the rest of the IEP. The Present Levels will actually tell you what IEP goals to write. And don’t forget to write an objective or benchmark for each IEP goal.
3. The IEP Goals are copy/pasted.
This could mean that it was copied and pasted from another child’s IEP and you see the wrong name, grade level, etc. or it could mean that the goal was verbatim copied and pasted from the child’s previous IEP. Both are big no-no’s!
Here’s how to write IEP goals in 7 steps and here’s what to do when IEP goals aren’t working (read: a student is not making progress).
4. All you see written is mostly deficit language and the IEP is not student-centered.
When it comes to IEPs, you want to keep them strengths-focused and student-centered. An IEP that is focused on the student’s deficits and not his ability is not what is needed and should be redone.
5. The family and the student are not included in the IEP writing process.
It’s so important to involve both the child during the IEP writing process, as well as the family. You can do this throughout the IEP writing process by streamlining all of the IEP events using our timeline.
Don’t forget to send the input forms out to parents and teachers too.
6. IEP team members are not listed in the IEP.
Here’s who should be on the IEP team. If you have an IEP without other team members listed and who have signed the document, chances are that the IEP meeting was not held correctly or that the IEP was written in a silo without input from other educators and specialists.
7. The listed accommodations and modifications look like your grocery list for Thanksgiving dinner.
Here’s the difference between accommodations and modifications. It is important to classify modifications as modifications and accommodations as accommodations. When you understand the difference between the two, it’s easier to create those that will truly benefit the student.
8. There are no parent concerns listed anywhere in the IEP.
Parents are an integral and legally-mandated part of the IEP process. There should be parental concerns and input included in the IEP to both prove that they participated and to make sure that their concerns are addressed.
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