Help me prepare an IEP planning draft using the student information below. This is not a final legal document or a substitute for the IEP team, required evaluations, family participation, or district procedures. Student profile and strengths: [STUDENT PROFILE] Present levels and evaluation evidence: [PRESENT LEVELS AND EVIDENCE] Priority needs and family or student concerns: [PRIORITY NEEDS] Current supports, accommodations, and services: [CURRENT SUPPORTS]
Grade, curriculum, and IEP requirements: [GRADE AND LOCAL REQUIREMENTS] First, organize the information into strengths, present levels, barriers to access or progress, and priority educational needs. Use respectful, person-centered language. Do not diagnose, change eligibility, recommend a placement, or infer disability-related needs beyond the evidence provided. Produce an IEP planning draft with: a concise present-level statement for each priority domain; one proposed annual goal per domain; 2–3 measurable short-term objectives or benchmarks only if required by [GRADE AND LOCAL REQUIREMENTS]; suggested accommodations and instructional supports tied to the documented barrier; a progress-monitoring plan; and questions for the IEP team. Write goals in observable, measurable terms: condition, student behavior, criterion, measurement method, and review period. Align each goal to a relevant grade-level standard or curriculum skill only when supplied in [GRADE AND LOCAL REQUIREMENTS]. Name the baseline from the evidence. If the baseline, criterion, data source, or review schedule is missing, label it “IEP team to determine” rather than inventing it. Before answering, check that every proposed goal addresses a documented need and has a measurable progress method. Flag any recommendation requiring a qualified specialist, additional assessment, or local compliance review. Ask up to three clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [STUDENT PROFILE] | Provide the student’s grade, strengths, interests, communication preferences, and relevant context without unnecessary identifying details. | Grade 4 student; enjoys science and drawing, participates more when given preview time, prefers verbal directions paired with a checklist. |
| [PRESENT LEVELS AND EVIDENCE] | Paste evaluation findings, work samples, progress data, observations, and current performance levels. | Reading comprehension probe: answers 3 of 8 literal and inferential questions independently on grade-level text; teacher notes show stronger performance with text read aloud. |
| [PRIORITY NEEDS] | List the educational needs and concerns identified by the student, family, and school team. | Family wants support with independent reading and homework organization; team identified reading comprehension and assignment planning. |
| [CURRENT SUPPORTS] | List current accommodations, interventions, related services, and what is known about their effect. | Small-group reading three times weekly, visual checklist, extended time; no formal progress summary available. |
| [GRADE AND LOCAL REQUIREMENTS] | State grade level, applicable curriculum or standards, and district or state IEP format requirements. | Grade 4 district template; goals must include baseline, annual criterion, progress measure, and quarterly reporting; align to state ELA standards when applicable. |
How to use
- Remove identifying details that are not needed for educational planning before pasting student information.
- Include actual baseline data, assessment conditions, and the tool used to measure performance.
- Compare every drafted goal to the student’s documented needs and your district’s required goal format.
- Follow up with: “Rewrite the reading goal at the same skill level using the baseline and quarterly progress-monitoring tool I provide.”
Variations
Goal refinement
Use this when you already have a goal but need it made measurable.
Refine this proposed IEP goal: [CURRENT GOAL]. Use [BASELINE DATA], [TARGET SKILL], [MEASUREMENT TOOL], and [REVIEW PERIOD]. Produce one measurable annual goal with condition, observable behavior, criterion, and data-collection method, plus two possible short-term objectives if required. Preserve the intended skill; do not raise or lower expectations without evidence. Identify any missing baseline, criterion, or measurement detail as IEP team to determine. Check that the goal can be measured consistently. Ask up to three questions only if needed.
Progress report
Use this to summarize documented progress toward an existing goal.
Draft a family-readable IEP progress report for [GOAL] using [BASELINE], [PROGRESS DATA], [INSTRUCTIONAL SUPPORTS], and [REPORTING PERIOD]. State the current performance, comparison with baseline and annual criterion, evidence source, progress status, and next instructional focus. Use neutral, plain language and distinguish data from teacher interpretation. Do not claim mastery, regression, or causation beyond the data. Flag insufficient or inconsistent data for the IEP team. Ask up to three questions only if required.
Accommodation review
Use this to examine whether current classroom supports match documented barriers.
Create an accommodation-review worksheet from [DOCUMENTED BARRIERS], [CURRENT ACCOMMODATIONS], [OBSERVATION OR PERFORMANCE DATA], and [CLASSROOM CONTEXT]. For each support, list the barrier addressed, how it is implemented, evidence of access or effectiveness, implementation concerns, and questions for the IEP team. Do not recommend changing services, placement, or eligibility. Mark ideas needing specialist assessment or local policy review. Check that each accommodation links to a documented barrier. Ask up to three questions only if inputs are missing.
Tips
- Use the same assessment tool and testing conditions for baseline and progress checks whenever possible; otherwise changes may not be comparable.
- A goal should describe a skill the student will demonstrate, while an accommodation describes how the student accesses instruction or demonstrates learning.
- Do not use vague criteria such as “improve” or “with success”; state the task, level of support, scoring rule, and measurement source.
- Treat AI output as a draft to be reviewed by the full IEP team, including required specialists and family members.
FAQ
Can AI write a final IEP?
No. It can help organize evidence and draft language, but the IEP team must make decisions under applicable law and local procedures.
What makes an IEP goal measurable?
It states the conditions, observable behavior, criterion, baseline, measurement method, and review period.
Can AI recommend accommodations?
It can suggest discussion points tied to documented barriers. The team should determine appropriateness using student data, professional judgment, and local requirements.