Educational content from the office of Francisco J. Vizcarrondo. Free to read, without registration.
The IEP should connect identified needs to measurable goals, specific services, and a way to measure progress. A therapy list or a general description does not replace that connection.
Review these elements
- Present academic and functional performance, including the disability’s effect on participation.
- Measurable annual goals and how and when progress will be reported.
- Special education, related services, aids, modifications, and staff supports.
- Service start dates, frequency, duration, and location.
- Participation with nondisabled peers, assessment accommodations, and transition when applicable.
Specially designed instruction should be clear
McAndrews and Ramirez (2024) explains that service amounts and delivery must reflect the agency’s actual commitment. Saying verbally that more is provided does not cure an IEP that documents less than is needed.
Chambers (2012) explains that a practice also used in general education can be special education or a related service when it meets individual needs. General availability does not justify omitting a service that belongs in the IEP.
What to bring
Bring evaluations, work samples, progress reports, and a short list of needs. Ask what information supports each decision. The 2026–2027 IEP guide assists with documentation; federal requirements remain the foundation.
Before accepting the IEP
We recommend not signing the IEP or minutes during or immediately after the meeting without reviewing them carefully. Request drafts by email, discuss needs and proposals with people who know the student, and identify corrections before expressing agreement. If documents are first provided at the meeting and you cannot participate meaningfully, request time and a continued meeting; document the agency’s response.
Do not accept a verbal promise as a substitute for goals, supports, or services that belong in the IEP. Do not agree to a program built around a preselected school without first examining educational needs. Taking review time does not mean ignoring communications or missing deadlines; if a copy is conditioned on signing agreement, request that demand in writing and seek legal advice.
The answer for your situation depends on the facts and records. An inquiry does not suspend legal deadlines or guarantee that the office will accept the case.
Reference sources
20 U.S.C. §1414(a)–(d) · Evaluations and IEP34 C.F.R. §300.320(a) · Contenido del PEI / IEP contentDEPR · Guía para la redacción del PEI 2026–2027OSEP · Chambers, 9 mayo 2012, pp. 1–2 (orientación / guidance)OSEP · McAndrews y Ramirez, 5 septiembre 2024, pp. 2–3 (orientación / guidance)34 C.F.R. §300.322 · Participación / Parent participation34 C.F.R. §300.114(a)(2) · Ambiente menos restrictivo / Least restrictive environmentRules must be read in context. This explanation may require updating and individual review.