5 Red Flags That an IEP Is Not Written Effectively
As a special education coach, I’ve seen my fair share of IEPs—some that are airtight and powerful for student success, while others need serious work.
The reality is that an ineffective IEP doesn’t just make measuring students' progress more frustrating; it can also directly impact a student’s learning, a teacher’s ability to provide the correct support, and parents' trust.
So, how do you know if an IEP is missing the mark?
Here are five red flags that should make you say hmm and take a second look at the IEP to ensure the student's needs are being met.
1. Goals That Are Too Vague or Generic
IEP goals should be clear, measurable, and tailored to students' needs. If a goal sounds like it could apply to any student—such as “John will improve his reading skills” or “Sarah will work on math problems with 80% accuracy”—it’s not doing its job.
What to Look For Instead:
Goals that specify what skill is being targeted (e.g., “John will decode multisyllabic words using vowel patterns”).
A measurable way to track progress (e.g., “Sarah will solve two-step word problems using multiplication and division with 80% accuracy in 3 out of 4 trials”).
2. A Lack of Baseline Data
If an IEP goal doesn’t include where the student is starting, measuring progress effectively is impossible. Without this baseline, how do we know if a student is making meaningful gains?
What to Look For Instead:
Present Levels of Academic Achievement and Functional Performance (PLAAFP) that provide specific data about the student’s strengths and needs.
Baseline data in the goal itself (e.g., “Currently, John can decode CVC words with 60% accuracy”).
3. Cookie-Cutter Accommodations and Modifications
Accommodations and modifications should match the student’s unique needs, not just be a generic list of supports copied from another IEP. If every IEP in your district looks identical, that’s a problem.
What to Look For Instead:
Accommodations directly support the student’s needs (e.g., a student with dyslexia may need text-to-speech software, while a student with ADHD may benefit from a structured checklist for assignments).
Clear explanations of how accommodations will be provided (e.g., “John will receive extended time (50%) on assessments in a quiet environment”).
4. Services That Don’t Align With the Goals
If a student has speech, reading comprehension, or social skills goals but no services to support them, that’s a major red flag. The IEP should be a roadmap that connects where the student is, where they need to go, and the services that will get them there.
What to Look For Instead:
A direct link between goals and services (e.g., if a student has a speech-language goal, there should be speech therapy minutes in the services section).
Enough service minutes to realistically support the student’s needs.
5. No Plan for Progress Monitoring
If there’s no clear plan for how and when progress will be tracked, the IEP isn’t effective. Progress monitoring shouldn’t just happen at annual IEP meetings—it should be ongoing and inform instruction throughout the year.
What to Look For Instead:
A progress monitoring schedule (e.g., “John’s progress will be assessed every six weeks using curriculum-based measurements”).
Explicit descriptions of who will track progress (e.g., special education teacher, speech therapist).
An IEP should be more than just a compliance document—it should be a living, breathing plan that drives student success. If you see these red flags, don’t ignore them! Bring them up in an IEP meeting, collaborate with your team, and ensure that the student’s plan is designed for progress.
Want a quick IEP support to spot these red flags? Download the defensible IEP Checklist.
