If your IEPs feel as though present levels, goals, and services don’t fully align, you’re not alone. Many teams collect great data, write thoughtful goals, and include well-intentioned accommodations, but the connections between these sections aren’t always aligned. The result? IEPs that are compliant but not cohesive, and plans that check boxes rather than tell the student’s story.
The key to changing that lies in learning how to connect the dots: ensuring that assessment data leads directly to clear present levels, which then drive the goals and services that follow. This intentional alignment is what turns an IEP from a document into a roadmap for meaningful student progress.
1. Let Present Levels Drive the Goals
Strong IEPs begin with present levels that act as the foundation for everything else. When the present levels clearly describe the student’s current performance, using measurable data and relevant examples, those same statements can often serve as the baseline for the goal.
Tip: Review your last IEP. Could someone outside your team identify the goals just by reading the present levels? If not, it may be time to strengthen how data is summarized and aligned.
2. Clarify Accommodations for True Accessibility
When accommodations are vague, their effectiveness diminishes. Terms like “preferential seating” or “extra time” often appear across IEPs, but without clear details, they can lead to confusion among teachers and parents.
Instead of simply listing “preferential seating,” specify what it means for this student—front of the class for focus, back of the room for movement breaks, or near the teacher for auditory support. Similarly, if you include “extended time,” define how much time: 30 minutes? Three extra days? Clear documentation ensures continuity if the student transfers to a new school or changes teachers.
