Save 30–60 minutes per IEP using FERPA-aware prompt patterns and templates.”
Stop starting from a blank page. Use de-identified prompt patterns and ready-to-paste templates to draft cleaner PLAAFPs, measurable goals, and progress notes—without risking student privacy.Built by a school psychologist.
No student PII required.
“The true power of AI lies not in replacing humans, but in working alongside us to achieve what neither can do alone”
How this page saves you time
Copy-ready prompt patterns for PLAAFPs (PLEPs), goals, and notes
A practical redaction checklist so you stay FERPA-aware
Before/after examples you can model today
From “blank page” to clean draft—fast
IEPs demand precise wording, measurable criteria, and consistent notes—under real time pressure.
This page shows you how de-identified inputs + proven prompt structures → faster drafts you can refine with your professional judgment and district style.
Three steps to a faster IEP
Redact PII (names, DOB, student IDs, addresses, exact dates, rare descriptors).
Prompt with our PLAAFP/Goal/Note patterns using only de-identified profiles.
Polish with the style & bias checklist—then finalize with your data and voice.
Prefer the deep dive? Read the full AI for IEPs guide.
PLAAFPs (PLEPs) that are specific, data-based, and parent-friendly
What to include: strengths & interests • current levels with data • impact of disability on access/participation • needs/skill gaps.
PLAAFP Builder (copy & paste):
“Write a PLAAFP for a Grade 4 student with SLD-Reading using only this de-identified profile: Decoding CVC/CVCC 92%, vowel teams 54%. Oral reading fluency 72 WCPM @ 96% accuracy on grade-level text. Include strengths, current performance with data, impact on access/participation, and specific needs in clear, parent-friendly language.”
AI RESPONSE:
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Student: Grade 4 (SLD—Reading) • Date: November 4, 2025
Strengths
Reads carefully and accurately on grade-level text (96% accuracy on a 1-minute oral reading sample).
Shows solid decoding of short, regular words: CVC/CVCC patterns at 92% (e.g., cat, hand).
Benefits from explicit practice with known patterns and can apply them to familiar words.
Current Performance (with data)
Decoding/Phonics:
CVC/CVCC patterns: 92% correct.
Vowel teams (e.g., ai, ea, oa, ee, ie): 54% correct, indicating inconsistent knowledge and application of common long-vowel spellings.
Oral Reading Fluency (grade-level text): 72 words correct per minute (WCPM) at 96% accuracy during a 1-minute reading in a quiet setting.
Interpretation: The student reads carefully but slowly, which can make it hard to keep up with class reading and to remember what was read.
Impact on Access and Participation
Slow reading rate means the student may need extra time for independent reading, content-area assignments, and tests that involve reading.
Weakness with vowel teams leads to stumbles on multi-syllable and unfamiliar words, which can interrupt understanding in subjects like science and social studies.
During group reading or timed tasks, the student may fall behind peers, affecting confidence and willingness to participate.
Specific Needs
Phonics—Vowel Teams: Systematic instruction and practice with common vowel teams (ai/ay, ea/ee, oa/ow, ie/igh, oo/ui/ue), including word reading, sorting, and decoding in sentences.
Multi-Syllable Decoding: Explicit routines for breaking words into syllables and reading by chunks.
Fluency: Repeated reading of short passages, phrase-cued (scooped) text, and guided feedback to increase WCPM while keeping high accuracy.
Instructional Supports/Accommodations:
Pre-teach key vocabulary and tricky vowel-team words before reading.
Provide phrase-cued copies or audiobooks for longer texts when the goal is comprehension.
Allow extended time on reading tasks and assessments.
Offer small-group/1:1 practice 3–5 times per week with immediate corrective feedback.
Use quick progress checks (1-minute CBM probes) to monitor growth in both accuracy and speed.
Summary in family-friendly terms: Your child reads carefully and is strong with short, regular words, but reading slows down when words include vowel teams (like ea in bread or ee in tree). This slows overall reading and can make it harder to finish assignments and fully understand what’s read in class. With direct teaching on vowel teams, practice reading longer words by parts, and regular fluency practice, we expect steady growth in both speed and accuracy so your child can participate more comfortably and confidently in grade-level work.
Quick checklist: Use numbers, name the context, tie needs to skills (not just missing work).
See more: PLAAFP prompt patterns by eligibility (ASD, OHI/ADHD, SLI, ID, ED).
Goals that are measurable and trace back to the PLAAFP
Use SMART/ABC framing: supports → observable behavior → criterion/level → settings/conditions → measurement method → date. Include a baseline.
Reading Fluency Goal (copy & paste):
“Draft 2 measurable goals for grade-level oral reading fluency. Include baseline (72 WCPM @ 96% accuracy), supports, observable behavior, criterion, setting/conditions, measurement method, and date. Ensure parent-friendly wording.”
AI Response: Here are two clear, parent-friendly, measurable goals for grade-level oral reading fluency.
Baseline (today, November 4, 2025): 72 words correct per minute (WCPM) at 96% accuracy on a grade-level passage.
Goal 1 — Reading Speed with Accuracy (Oral Reading Fluency)
By when: May 30, 2026
Setting/Conditions: When given a grade-level passage to read aloud for 1 minute in a quiet setting.
Supports: Brief modeling/echo and choral reading, repeated readings of short passages, phrasing practice with scooped text, preview of tricky words, and immediate corrective feedback; small-group or 1:1 practice 3–5×/week.
Observable behavior: Student reads aloud a new grade-level passage.
Criterion (measurable target): At least 115 WCPM with ≥97% accuracy, using the median of three 1-minute passages, on 3 of 4 consecutive weeks.
Measurement method: Curriculum-Based Measurement (CBM) oral reading fluency probes (e.g., Acadience/AIMSweb). Teacher charts WCPM and accuracy; progress monitored at least every other week.
Goal 2 — Fewer Errors while Speed Increases (Accuracy with Fluency)
By when: May 30, 2026
Setting/Conditions: When given a grade-level passage to read aloud for 1 minute in a quiet setting.
Supports: Word-attack/decoding prompts (syllable types, vowel teams), pre-teaching 2–4 vocabulary words, guided self-correction prompts (“Does that look right/sound right?”), and immediate feedback; small-group or 1:1 practice 3–5×/week.
Observable behavior: Student reads aloud and self-corrects as needed.
Criterion (measurable target): ≥98% accuracy (no more than 2 errors per 100 words) while maintaining ≥100 WCPM, using the median of three 1-minute passages, on 3 of 4 consecutive weeks.
Measurement method: CBM oral reading fluency probes with error tally and self-corrections recorded; teacher graphs accuracy and rate and reviews every other week.
Why these goals help: They aim for faster reading and strong accuracy—so words are read both quickly and correctly, which supports better understanding of what’s read. The supports listed are the specific teaching moves your child will receive to reach these targets.
Tip: One goal per need; avoid stacking multiple skills in a single goal.
Want 10× goal stems across Reading/Writing/Math/Behavior/EF? See the IEP Goal Prompts Pack.
Consistent progress notes in minutes
Structure every note the same way: Target goal → probe/task → student performance (data) → level of support → brief analysis → next step.
Progress Note Starter (copy & paste):
“From this de-identified data (72→78→84 WCPM @ 96–98% over 3 weeks with visual cueing), draft a concise progress note including: task/probe used, performance with data, level of support, one-sentence analysis, and the next instructional step.”
AI Response: See Prompt Packs
Optional download: Sample progress tracker (Sheets) for weekly probes and graphs.
See it in action (de-identified)
Before → After: PLAAFP
Before (vague): “Student is below grade level in reading. Needs help with fluency.”
After (specific): “Grade 4 student decodes CVC/CVCC patterns with 92% accuracy but vowel teams at 54%. Oral reading fluency is 72 WCPM @ 96% accuracy on grade-level passages. Reading demands in science/social studies are impacted by slow rate and vowel team errors; needs explicit instruction in vowel teams and repeated timed practice with immediate feedback.”
What changed: data added (percentages, WCPM), impact stated (where/when), needs tied to skill.
Before → After: Goal
Before (fuzzy): “Improve fluency to be closer to grade level.”
After (SMART/ABC): “Given repeated readings with modeled phrasing and visual cueing, Student will read grade-level passages at ≥100 WCPM and ≥97% accuracy across three weekly probes as measured by curriculum-based fluency passages by May 30, 2026. Baseline: 72 WCPM @ 96%.”
What changed: supports, observable behavior, criterion, measurement, date, baseline.
Safety first: FERPA-aware and bias-aware
Never paste PII; use generalized labels and date ranges.
Don’t include test items/proprietary content.
Use people-first, culturally responsive language; avoid absolute claims.
Disclosure (if required):
“Sections may be drafted with an AI tool using de-identified information. The educator reviewed, edited, and accepts responsibility for the final content.”
Free: AI IEP Starter Kit
What’s inside: copy-ready goal stems (SMART/ABC), a PLAAFP scaffold, two progress-note starters, and a FERPA-aware redaction checklist.
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About the author & next steps
I’m a school psychologist who built ThinkPrompting to help educators save time without compromising student privacy.