How to Explain the Implementation of Service Minutes

When writing an IEP, the most important part we as Special Education teachers must adhere to are the IEP service and service minutes.  If you write in the IEP that you are going to see a child 5x a week for 30 minutes, then you need to make sure you see that child 5x a week for 30 minutes so that you are not out of compliance.  But what does that really mean?  

If you write that a child is receiving Reading / ELA services 5x a week for 30 minutes, but you have 2 to 3 annual goals – maybe a fluency goal, a comprehension goal and a decoding goal – how do you know what needs to be worked on and for how long? Let’s break it all down together.

IEP Service Minutes Breakdown

• In some areas, when the annual goals are written, each goal is written with an allotted amount of time that goal should be addressed. You might see this written as “in 36 instructional weeks” or “in marking period 1” or some other specific way.

• Your service delivery should specify the frequency the services are provided, the duration of the services, and the location – meaning are you pushing into the general education setting, or are you pulling them out into a separate special education setting – which would really just be your classroom or a different area away from their peers.

• Now you get to the actual academics – if you are pulling your students into a separate setting, most of the time your district provides you with a program to follow, when  – if you really think about it – can allow you to address different goals in one.
  • Example: Reading – One program that can be used is Letterland for your little learners.  This program incorporates decoding and encoding, fluency in reading sentences, and comprehension in the phonics readers.

• What about something like Math?  You may have different goals for different areas of math.  Maybe a rote counting, and identifying the equation in and solving a word problem.  You could start everyday by practicing your rote counting, then continue with working on word problems.
• If you are providing push-in services, you would obviously spend the required amount of time and frequency in the classroom during that learning time and provide support while they complete their work.  If they are participating in a free choice activity, or an independent activity, you can pull them to a different area of the room (as long as they are not being removed from their same-aged peers) and work on some skills that may need more reinforcement and support that aren’t being addressed in the classroom at that moment.

How to Explain the Implementation of IEP Service Minutes

When explaining service minutes to parents, it’s important to use clear, jargon-free language that helps them understand what’s written in the IEP. You might say something like, “Service minutes describe how often and for how long your child will receive support to work on their IEP goals.” You can further clarify by giving an example, like: “If the IEP says 30 minutes a day for reading, that means your child gets targeted support during that time – either in the classroom or in a separate space – focused on specific skills like decoding, fluency, or comprehension.”

It’s also helpful to explain who will be providing the service, such as a special education teacher, speech-language pathologist (SLP), occupational therapist (OT), or another service provider. Additionally, describe where the services will take place. For example, you can note whether the support will be delivered through push-in services within the general education classroom, pull-out services in a smaller setting, or virtually, depending on the IEP and school context.

By painting a clear picture of what service delivery looks like, parents are better equipped to understand how their child’s needs are being met.

Questions to Ask Yourself Before Providing an Explanation of IEP Service Minutes

Before explaining service minutes to parents or other IEP team members, it’s essential to ensure you have a clear understanding of how those services will be delivered and monitored. These questions will help you prepare for conversations and build trust with families by providing accurate, confident explanations. They can also guide your own planning to ensure the IEP is implemented with fidelity and in compliance.

• Have I matched each annual goal with a realistic plan for when and how it will be addressed?
• Am I able to explain what instruction will look like during the service time?
• Do I understand if the service is direct (explicit teaching) or indirect (consulting with general education staff)?
• Do I know what the service looks like across different settings (push-in vs. pull-out)?
• Can I explain how progress will be monitored during that time?
• Do I have a plan if sessions are missed—such as making up the time, rescheduling, or documenting the missed session appropriately?

Where Does Compensatory Education Fit In?

If service minutes outlined in the IEP aren’t provided consistently – due to absences, staffing shortages, testing interruptions, or scheduling conflicts – schools are required to determine whether compensatory education is owed. That means making up for the missed instruction so the student doesn’t fall behind on their IEP goals.

Teachers should document missed sessions and communicate with the IEP team when patterns emerge so that appropriate decisions about make-up services or adjustments to the IEP can be made.

Documentation of IEP Service Minutes

When it comes to documenting and communicating about service minutes, consistency and clarity are key. Keeping a detailed service log is essential – this should include the date, time, focus of instruction (linked to specific IEP goals), and any sessions that were missed.

If you are unable to meet the scheduled service time, it’s important to communicate that as early as possible, especially if it becomes a recurring issue. Proactive communication helps maintain trust and ensures transparency.

Additionally, consider referencing service minutes in your regular updates to families. For example, you might write, “This week, we worked on your child’s fluency goal during their scheduled reading service time.” This not only reassures families that services are being provided but also reinforces the connection between IEP goals and daily instruction.

All in all – while there is no specific way to describe how long and often a specific goal is being worked on, your special education service minutes will dictate how long and often you are addressing the specific topic. What you work on specifically will be decided based on what your students annual goals are, how many annual goals they have, and what types of programs your district requires.

One way to really make sure you are in compliance is to discuss it with your team members, administration and/or your coordinating teachers/central office workers. Reach out to experienced people in your area on what is really looked for during those service delivery times.

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