How to Read Your Child's IEP: A Section-by-Section Guide for Parents

You just left the IEP meeting. Or maybe it is coming up next week. Either way, you are staring at a thick stack of pages, or a long PDF, and thinking: Where do I even start?

You are not alone. Studies suggest that 87% of parents do not fully understand the IEP documents they are asked to approve. And honestly? That is not your fault. Most IEPs are written at a 10th- to 12th-grade reading level, full of education jargon and legal shorthand that even experienced teachers sometimes stumble over.

This guide is here to change that. We are going to walk through every major section of a typical IEP (Individualized Education Program), explain what it means in plain language, and tell you exactly what to look for, and what to question. Think of this as the cheat sheet you wish someone had handed you at your first meeting.

Grab a highlighter, a cup of coffee, and your child's IEP. Let's read it together.

An IEP stands for Individualized Education Program. It is a legally binding document that spells out the special education services and supports your child will receive at school. Every child who qualifies for special education under the IDEA (Individuals with Disabilities Education Act) gets one.

The IEP is created by a team, and you are a full member of that team. The team usually includes you, your child's teachers (both general education and special education), a school administrator, and sometimes a school psychologist or therapist. The document is reviewed and updated at least once a year, but you can request a meeting to revisit it at any time. It is not written in stone. It is a living plan that should grow and change as your child does.

What it is

The very first page of the IEP is the cover page. It has your child's basic information: full legal name, date of birth, grade, the name of the school, the school district, and, importantly, your child's disability category (sometimes called the "eligibility category" or "classification").

What to look for

• Accuracy. Make sure the name, date of birth, grade, and school are all correct. Errors here can cause real problems down the road, especially if you ever need to file a complaint or request outside evaluations.
• Disability category. There are 13 disability categories under IDEA, including Specific Learning Disability (SLD), Autism, Speech or Language Impairment, Other Health Impairment (OHI), and Emotional Disturbance. The category listed should match your child's evaluation results. If it does not, or if you are unsure, ask the team to explain why this category was chosen.
• Meeting dates. Check that the dates of the current IEP meeting and the next annual review date are listed. This tells you when the IEP will be revisited.

Red flags

If anything on this page is wrong, even something small like a misspelled name, ask for it to be corrected immediately. Small errors sometimes signal that the document was copied from a template or another student's IEP without careful review.

What it is

This section is sometimes called PLAAFP (pronounced "plaf-p"), Present Levels, or PLOP (Present Level of Performance). Whatever your school calls it, this is the snapshot section. It describes where your child is right now, academically, socially, emotionally, and functionally.

Think of it as the "before" picture. Everything else in the IEP, the goals, the services, the supports, should connect back to what is written here.

What to look for

• Specific data, not vague statements. You want to see numbers, test scores, and concrete examples. "Jayden reads at a 2nd-grade level based on the Fountas and Pinnell assessment administered on 10/12/2025" is helpful. "Jayden struggles with reading" is not.
• Multiple areas covered. The Present Levels should address every area where your child has a need: reading, math, writing, speech, social skills, behavior, daily living skills, and anything else identified in the evaluation.
• Your child's strengths. A good PLAAFP does not just list weaknesses. It also describes what your child does well. Strengths are the foundation for building effective goals.
• How the disability affects classroom participation. There should be a clear statement explaining how your child's disability impacts their ability to access the general education curriculum.
• Parent input. Many IEPs have a section within the Present Levels for parent concerns. If your concerns are not listed, ask for them to be added. You know your child best.

Red flags

• Copy-and-paste language that sounds like it could describe any student, not your child specifically.
• Missing areas, for example, if your child has a speech delay but the Present Levels only talk about reading.
• Data that is outdated. If the only test scores listed are from two years ago, the team may need to do updated assessments.
• No mention of your child's strengths or interests.

Parent tip: Before your next IEP meeting, write down 3-5 things you notice about your child at home, both strengths and challenges. Bring this list to the meeting and ask the team to include your observations in the Present Levels. You have the right to have your voice documented.

What they are

Annual goals describe what the IEP team expects your child to accomplish within one year. Each goal should be connected directly to a need identified in the Present Levels. If the Present Levels say your child reads at a 2nd-grade level, there should be a reading goal that aims to close that gap.

What good goals look like

Strong IEP goals follow the SMART framework:

• Specific: The goal clearly states what skill is being targeted.
• Measurable: There is a way to measure progress with numbers or data (for example, "80% accuracy across 3 consecutive sessions").
• Achievable: The goal is realistic for your child within one year.
• Relevant: The goal directly relates to a need described in the Present Levels.
• Time-bound: The goal has a clear deadline (usually the next annual IEP review).

Example of a strong goal: "By February 2027, when given a 3rd-grade-level passage, Jayden will read aloud at a rate of 90 words per minute with 95% accuracy, as measured by curriculum-based assessments, in 4 out of 5 trials."

Example of a weak goal: "Jayden will improve his reading."

See the difference? The strong goal tells you exactly what "improve" means, and exactly how the school will measure it.

What to look for

• Baseline data. Each goal should reference where your child is starting from. Without a baseline, there is no way to measure growth.
• Progress monitoring. The IEP should state how often the school will check on your child's progress toward each goal (for example, quarterly progress reports) and what method they will use.
• Enough goals. There should be at least one goal for every area of need described in the Present Levels. If there are needs listed but no matching goals, ask why.

Red flags

• Vague language like "will improve" or "will make progress" without a clear target.
• Goals that are the same as last year, word for word. If a goal was not met, the team should discuss why and adjust the approach, not just copy it forward.
• Goals that feel too easy. If your child already does what the goal describes, the goal is not going to push growth.
• Goals that feel impossibly hard. A good goal is ambitious but achievable.

Parent tip: Ask the team: "Can you show me the data that tells us this goal is the right level of challenge for my child?" Data-driven conversations keep the focus on your child, not opinions.

What it is

This section spells out the specially designed instruction (SDI) your child will receive. Specially designed instruction is teaching that has been adapted in content, methodology, or delivery to address your child's unique needs.

The key details you should see for each service are:

• What: the type of instruction (for example, reading intervention, math support, social skills instruction).
• How often: the frequency (for example, 3 times per week).
• How long: the duration of each session (for example, 30 minutes per session).
• Where: the location or setting (for example, in the general education classroom, in a resource room, or in a self-contained classroom).
• Who: the provider (for example, special education teacher, paraprofessional under teacher supervision).

What to look for

• Specificity. "Jayden will receive 150 minutes per week of specialized reading instruction in the resource room, provided by a special education teacher" is what you want. "Jayden will receive support as needed" is not acceptable.
• Match to goals. Every goal should have a service backing it up. If there is a writing goal, there should be writing-focused instruction listed in the services.
• Start date and end date. Services should have clear start and end dates, usually aligned with the IEP's timeline.

Red flags

• Services described with the word "as needed" instead of a specific frequency and duration. This is too vague to enforce.
• Total service time that seems very low compared to your child's needs. If your child is three grade levels behind in reading and is only getting 30 minutes a week of support, ask whether that is enough to close the gap.
• No clear connection between the listed services and the annual goals.

What they are

Related services are the additional supports your child needs in order to benefit from special education. These are not the core instruction. They are the services that make the instruction work. Common related services include:

• SLP (Speech-Language Pathology): helps with speech sounds, language understanding, social communication, stuttering, and more.
• OT (Occupational Therapy): helps with fine motor skills (handwriting, cutting, buttons), sensory processing, and daily living tasks at school.
• PT (Physical Therapy): helps with gross motor skills (walking, climbing stairs, navigating the school building).
• Counseling: individual or group therapy to support emotional regulation, social skills, anxiety, or behavior.
• Assistive Technology (AT): tools or devices that help your child access learning, such as a communication device, text-to-speech software, or a special keyboard.
• Transportation: specialized bus service or other transportation supports.

What to look for

Just like special education services, related services should include frequency, duration, and location. "30 minutes of speech-language therapy, 2 times per week, in a pull-out setting" is clear and enforceable. "Speech services as appropriate" is not.

Also check whether the services are listed as direct (the therapist works directly with your child) or consultative (the therapist advises the teacher, but does not work directly with your child). Both have value, but they are very different. Make sure you understand what your child is actually getting.

Red flags

• Related services that were recommended in the evaluation report but are not listed in the IEP.
• A sharp reduction in service time from one year to the next without clear data showing your child no longer needs that level of support.
• Consultative-only services when your child's evaluation suggests they need direct, hands-on therapy.

What they are

These are the adjustments the school makes to help your child access learning. Accommodations and modifications sound similar, but they are different, and the difference matters.

• Accommodations change how your child learns or shows what they know, without changing what they are expected to learn. The standard stays the same. Examples: extra time on tests, preferential seating, having directions read aloud, using a calculator, taking breaks.
• Modifications change what your child is expected to learn or the level of difficulty. The standard itself is adjusted. Examples: a shortened assignment, a simplified test, an alternate grading rubric, a different reading level for the same topic.

This distinction is important because modifications can affect your child's diploma track in some states. If your child is receiving modifications, ask the team how it may affect grade-level promotion and graduation requirements.

What to look for

• Specificity. "Extended time" is not specific enough. How much extended time? 1.5 times? Double? The more specific the accommodation, the easier it is for every teacher to implement it consistently.
• Coverage across settings. Accommodations should apply in all relevant settings: the general education classroom, specials (art, music, PE), testing, homework, and field trips.
• Accommodations your child actually uses. Talk to your child (if age-appropriate) about whether the accommodations are being provided and whether they help. An accommodation that sits in the IEP but never gets used is not helping anyone.

Common accommodations explained

• Extended time: more time to complete tests or assignments.
• Preferential seating: a seat near the teacher, away from distractions, or wherever works best for your child.
• Reduced distractions: testing in a separate, quieter setting.
• Chunking: breaking assignments into smaller, more manageable pieces.
• Visual schedule: a picture or written schedule so your child knows what to expect throughout the day.
• Frequent breaks: scheduled or as-needed breaks during instruction or testing.
• Read aloud: having test questions or directions read to the student (this does not apply to reading comprehension tests in most states).
• Graphic organizers: visual tools to help organize thinking and writing.

Red flags

• A long list of generic accommodations that were clearly copied from a template and do not match your child's specific needs.
• Accommodations listed with no plan for how teachers will be informed. Ask: "How will my child's general education teachers know about these accommodations?"
• Modifications being listed when accommodations might be sufficient (or vice versa). The team should explain why each choice was made.

What it is

The Least Restrictive Environment, or LRE, is one of the core principles of IDEA. It means that your child should be educated with their non-disabled peers to the maximum extent appropriate. In other words, the law starts with the assumption that your child belongs in the general education classroom, and the school needs to justify any time spent outside of it.

This section of the IEP reports the percentage of time your child spends in the general education setting versus in separate special education settings.

LRE categories (you may see these on your IEP)

• Inside the general education classroom 80% or more of the day: your child spends most of the day with general education peers and is pulled out for limited services.
• Inside the general education classroom 40%-79% of the day: your child splits time between general and special education settings.
• Inside the general education classroom less than 40% of the day: your child spends the majority of the day in a special education setting.
• Separate school, residential facility, or homebound: your child is educated outside of the neighborhood school.

What to look for

• An explanation of why. If your child is being removed from the general education classroom for any part of the day, the IEP should explain why the team decided that removal is necessary. It should also describe what supports were considered to keep your child in the general education setting.
• Your child's actual experience. The percentage on paper should match what actually happens during the school day. If the IEP says 80% general education but your child is regularly sent to a separate room, that is a problem.

Why it matters

Research consistently shows that students with disabilities who spend more time in general education settings tend to have better academic and social outcomes. That does not mean every child should be in the general education classroom 100% of the time, some children genuinely need more intensive settings. But the decision should be made thoughtfully, with data, and with your input.

Red flags

• The LRE decision seems based on what is convenient for the school (staffing, scheduling) rather than what is best for your child.
• No explanation is given for why your child is being removed from general education.
• Your child is placed in a more restrictive setting without the team first trying supplementary aids and services in the general education classroom.

What it is

This section describes how your child will participate in statewide and district-wide testing, the standardized tests that all students take. Under IDEA, your child must be included in these assessments, but the IEP team decides how they participate.

Three options you may see

• Standard participation: your child takes the same test as everyone else, with no changes.
• Participation with accommodations: your child takes the standard test but with IEP accommodations applied (for example, extended time, a separate setting, or having directions read aloud). The accommodations used during testing should match the accommodations your child already uses in everyday instruction.
• Alternate assessment: your child takes a different test designed for students with the most significant cognitive disabilities. This applies to a small percentage of students (typically about 1% of the testing population). Choosing an alternate assessment has implications, so make sure you understand what it means for your child's academic trajectory.

What to look for

• Consistency with classroom accommodations. The accommodations your child uses during state testing should be the same ones they use during regular classroom instruction. If your child never uses extended time in class, providing it only during the state test may actually be unhelpful.
• An explanation if alternate assessment is chosen. The team should clearly explain why they are recommending an alternate assessment and what that means going forward.

Red flags

• Your child is placed in the alternate assessment without a clear explanation or without your informed consent.
• Accommodations listed for testing that your child has never used in the classroom, which can confuse students on test day.

What it is

Transition planning is required by IDEA starting no later than age 16 (and in some states, as early as age 14). This section focuses on preparing your child for life after high school, whether that means college, vocational training, employment, or independent living.

If your child is not yet transition age, you may not see this section in your IEP. But it does not hurt to ask the team when transition planning will begin.

What to look for

• Post-secondary goals. These should describe what your child plans to do after high school in at least two areas: education or training, and employment. Some IEPs also address independent living skills.
• Transition assessments. The team should use age-appropriate assessments (interest inventories, skills checklists, career surveys) to help shape these goals. The goals should not be based on guesswork.
• Course of study. The IEP should describe the classes and experiences (such as job shadowing or community-based instruction) that will help your child reach their post-secondary goals.
• Agency involvement. The IEP may list outside agencies, such as vocational rehabilitation or community service providers, that can support your child's transition.
• Your child's voice. By transition age, your child should be invited to attend and participate in IEP meetings. Their preferences, interests, and dreams should be at the center of the transition plan.

Red flags

• Generic transition goals that could apply to any teenager (for example, "Student will explore career options"). Goals should be personalized to your child's interests and abilities.
• No evidence that a transition assessment was conducted.
• Your child was not invited to the IEP meeting, even though they are transition age.

What it is

The signature page is the last section of the IEP. It lists all the team members who attended the meeting and asks for your signature.

Here is the most important thing to know about this page:

You do not have to sign the IEP at the meeting.

Let us say that again: you have the right to take the IEP home, review it carefully, and sign it later. Signing under pressure, or signing something you do not fully understand, is never a good idea.

What your signature means

• In most states, your signature means you attended the meeting and you consent to the plan. If you sign, the school can begin implementing the IEP.
• In some states, you can sign to indicate you attended but write a note that you do not agree with certain parts. Ask your school what the process is.
• If you do not sign, the school generally cannot implement the new IEP. The previous IEP (or no IEP, if this is the first one) stays in effect.

What to look for

• All required team members listed. The IEP team must include certain people: at least one general education teacher, at least one special education teacher, a school district representative (someone who can authorize resources), and you. If a required member was absent, there should be documentation that you agreed to that absence in writing beforehand.
• Your Prior Written Notice (PWN). After any IEP meeting where decisions are made, the school must give you a Prior Written Notice: a document that explains what was proposed or refused, why, what data was considered, and what other options were discussed. If you do not receive this, ask for it. It is your legal right.

Red flags

• Feeling pressured to sign immediately. A school team that respects your role as a partner will give you time to review.
• Being told "We need your signature today to start services." While there may be urgency, you still have the right to review the document first.
• Missing team members with no prior documentation of your agreement to excuse them.

Parent tip: If you feel unsure at the meeting, simply say: "Thank you. I would like to take this home and review it. I will return my signed copy within [a week/10 days]." That is all you need to say.

Before you pack up your folder and head out the door, do a quick mental checklist. These five items can save you a follow-up meeting, or a headache later.

1. Do the goals match the needs? Go back to the Present Levels section. For every need listed there, you should see a corresponding annual goal. If a need has no goal, your child is unlikely to get targeted support in that area.
2. Are the services specific? Every service, both special education and related services, should have a clear frequency, duration, and location. No "as needed." No "to be determined." If it is not specific, it is not enforceable.
3. Do you understand every accommodation? Read through the accommodations list. If any of them are unfamiliar, ask the team to explain what they look like in practice. An accommodation you do not understand is an accommodation you cannot monitor.
4. Is progress monitoring defined? You should know how often you will receive updates on your child's progress toward each goal and what type of data the school will use. Quarterly progress reports are standard, but you can request more frequent updates.
5. Do you have your copy? You are entitled to a copy of the IEP at no cost. Do not leave without it, or without a clear commitment that it will be sent to you within a day or two.

As a parent, you have powerful rights under IDEA. Here are a few that are especially important when reading and reviewing your child's IEP:

• The right to participate. You are an equal member of the IEP team. Your input matters as much as anyone else's at the table.
• The right to understand. The school must explain the IEP in language you can understand. If English is not your first language, the school must provide an interpreter or translated documents.
• The right to disagree. If you disagree with any part of the IEP, you can state your disagreement, request changes, ask for additional evaluations, or pursue dispute resolution options like mediation or a due process hearing.
• The right to revoke consent. If you have previously agreed to special education services, you have the right to revoke consent in writing at any time. However, be aware that this means all special education services will stop.
• The right to bring support. You can bring anyone you want to the IEP meeting: an advocate, a friend, a family member, a private therapist, or an attorney. You do not need the school's permission.

Reading an IEP is one thing. Truly understanding every section, and knowing whether it is strong enough to help your child succeed — is another.

That is exactly why we built IEP Says.

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You do not need a law degree to understand your child's education plan. You just need the right tool.