Progress made on the current IEP is not documented. No information is given about the student's level of performance. Objectives are vague and unmeasurable. The same goals are repeated year after year. Amounts and types of services needed, such as speech-language therapy, are not specified.
Goals are unrelated to curriculum or to activities.
Placement is determined before needs are established. A regular classroom is not considered as an option. Goals are written for school staff rather than for the student. A poorly written IEP can lead to vague programming and lack of accountability.