VantageIEP sample output
Professional memorandum excerpts
These selected findings are condensed from a memorandum generated for our fictional Jordan Reyes IEP. This is an excerpt, not a complete memorandum. A full report also reviews goals, services, accommodations, progress monitoring, participation, transition planning, and other document-level questions. Findings and length vary with the IEP uploaded.
Educational information only. Not legal advice or a conclusion that the school violated a requirement. The fictional IEP intentionally includes issues for demonstration and represents no real student or school.
What the document does well
Detailed present levels. The IEP provides specific reading-fluency and comprehension data, describes where decoding becomes difficult, and identifies supports that help. Those details give the reviewer a useful starting point for comparing needs, goals, and services.
What deserves a closer look
These are questions for professional review of the full record, not legal findings.
Section 2: Evaluation Data and FAPE Nexus
Reading instruction and the private evaluation
Observation: The parent-submitted private evaluation recommended structured literacy five times per week for 45 minutes by a trained reading specialist. The IEP lists three 30-minute resource-room group sessions per week, focused on reading strategies, vocabulary, and fluency practice.
Standard: 34 C.F.R. § 300.502(c)(1) requires the agency to consider a parent-shared private evaluation that meets agency criteria when deciding how to provide FAPE. Considering it does not require adopting every recommendation.
Potential concern: The reviewed IEP does not explain how the team weighed the recommendation or selected the listed approach and intensity. The difference alone does not establish a violation; the team's rationale and progress data matter.
Suggested follow-up: Ask what instructional approach is used, whether the provider has structured-literacy training, and how the team considered the private recommendation.
Section 3: Goals Analysis
How a reading goal will be measured
Observation: The comprehension baseline is 50% when the student reads independently and 78% when text is read aloud. The annual goal sets an 80% target but does not specify which reading mode applies.
Standard: 34 C.F.R. § 300.320(a)(2)(i) calls for measurable annual goals, and § 300.320(a)(3)(i) calls for a description of how progress toward them will be measured.
Potential concern: The same 80% result could reflect substantially different progress depending on whether the student reads independently or hears the text. This is a measurement clarification, not a conclusion that the goal is invalid.
Suggested follow-up: Ask the team to state the reading mode used for the goal and progress reports while retaining the documented baseline and target.