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Harbor Advocacy Group

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Active case

Alex M.

Riverside Middle School · 2026–2027 IEP

Ready for your review
3 review itemsLetter draft readyMeeting in 12 days

Case strategy

  1. 1

    Reading services alignment

    Confirm progress monitoring matches the annual goal before the family update.

  2. 2

    Speech minutes still unclear

    Mom asked whether all 60 weekly minutes were delivered since September—request service logs.

Insight

Goals

Goal measurement — inconsistent methods across areas

We noticed: Reading uses classroom probes and wpm counts; written expression relies on teacher observation only. Neither goal names who collects data or how often.

Recommend: Align both goals to the same data source before sharing with the family—preferably a weekly probe with a named collector.

In this case

  • Case brief

    Executive summary ready

  • Goals

    3 goals · 1 insight flagged

  • Letters

    Draft awaiting approval

  • Meeting prep

    Meeting guide + practice mode

Next for you: Review letter draft requesting service logs

Private to your workspace — nothing sent yet · Other cases: Jordan M. · Chen, Sam

Onboard

Upload the file and browse the Plan

Start free with up to three active cases. Add IEPs and evaluations—processing usually takes a few minutes depending on file size.

  1. Create your workspace

    Explore with a sample case or upload a real file. Your caseload, your branding, your call on everything that goes out.

  2. Upload once—browse the Plan

    Drop in IEPs, evaluations, and notes. When processing finishes, open Plan to scan goals, services, and supports the same day.

HA

Harbor Advocacy Group

Advocate workspace

Active case

Alex M.

Riverside Middle School · 2026–2027 IEP

Ready for your review
3 review itemsLetter draft readyMeeting in 12 days

Case strategy

  1. 1

    Reading services alignment

    Confirm progress monitoring matches the annual goal before the family update.

  2. 2

    Speech minutes still unclear

    Mom asked whether all 60 weekly minutes were delivered since September—request service logs.

Insight

Goals

Goal measurement — inconsistent methods across areas

We noticed: Reading uses classroom probes and wpm counts; written expression relies on teacher observation only. Neither goal names who collects data or how often.

Recommend: Align both goals to the same data source before sharing with the family—preferably a weekly probe with a named collector.

In this case

  • Case brief

    Executive summary ready

  • Goals

    3 goals · 1 insight flagged

  • Letters

    Draft awaiting approval

  • Meeting prep

    Meeting guide + practice mode

Next for you: Review letter draft requesting service logs

Private to your workspace — nothing sent yet · Other cases: Jordan M. · Chen, Sam

Prepare

Prep the meeting and draft letters

Work from the organized Plan. Research the case. Create editable letters while you build strategy.

  1. Browse the Plan

    Goals, services, and supports in one view—so you start from structure, not a PDF search.

  2. Research this case

    Get answers from the uploaded documents while you get up to speed and prepare strategy.

Summary

Alex M. · 2026–2027 IEP

8th grade · Riverside Middle School

3 goals · 3 services · 2 gaps

Goals

Reading

By June 2026, Alex will read grade-level passages at 110 words per minute with 95% accuracy in 4 out of 5 trials.

Progress: Currently reading 82 wpm on classroom probes.

Written expression

Alex will complete written assignments using speech-to-text or typing in 3 out of 4 opportunities across classes.

Progress: Handwritten work is still refused in two subjects.

Math

With a calculator, Alex will solve one-variable linear equations and explain each step in 4 out of 5 trials.

Services

ServiceMinutes

Specialized Academic Instruction — ELA

Small-group reading and writing support in a resource room.

240 min

Speech-Language Therapy

Pull-out sessions focused on language comprehension and expressive language.

60 min

Co-taught Math

General education math with special education support in the classroom.

Daily

Accommodations

Accommodations help Alex access grade-level work without changing what he is expected to learn.

  • Extended time on tests and quizzes
  • Speech-to-text for written assignments
  • Tests delivered in a separate setting
  • Chunked assignments with check-ins
  • Calculator permitted on math assessments
  • Class notes provided (PowerPoint or outline)

Gaps we found

  • Reading fluency — progress monitoring gap

    The goal targets 110 wpm by June 2026, but the plan does not say how you will see progress at home—not just in the classroom.

  • Speech minutes — delivery unclear

    60 weekly minutes are written in the plan; recent progress reports do not confirm they are being delivered.

Next steps

  • Ask for the September baseline and a written update schedule

    Meeting prep

  • Request service logs for missed speech sessions

    Draft letter

  • Add home progress monitoring language to the reading goal

    Open insight

See goals, services, accommodations, and gaps in plain language—with next steps organized in one place.

  1. Draft and edit letters

    First-pass letters grounded in the file. You edit tone and substance—nothing leaves the workspace on its own.

Insight

Goal review — before you send the family update

From your documents

We noticed

Two annual goals use different measurement methods—one uses teacher observation, one uses a weekly probe.

Why it matters

Inconsistent measurement makes it harder to argue for comparable progress—or to spot when services are not working.

We recommend

Align both goals to the same data source before sharing the summary with the family.

Citations

  • Goals section — draft IEP uploaded today

Write

Send letters and recaps in your own name

Finish the writing inside the case, then export a branded PDF and send it however you already work with families and districts.

  1. Finish the letter in your voice

    Edit the draft until the substance is yours. Requests, concerns, and disagreements read the way you would write them.

  2. Export a branded packet

    Letters and meeting prep export as PDFs with your logo and practice name—ready to attach or print.

Letters

Alex M. · 2026–2027 IEP

Draft follow-ups grounded in your plan—you send when ready

3 drafts

Your drafts

  • Speech minutes not being provided

    Draft ready

    Request a log of speech sessions since September and a schedule for make-up minutes owed…

  • Home progress monitoring request

    Suggested

    Ask the team to document how reading fluency will be shared with you between meetings…

  • Request for related service logs

    Saved

    Written request for speech and SAI delivery records for the current IEP year…

Speech minutes not being provided

Edit draftDownload PDF

Suggested from gap · Speech service delivery — tied to a gap we flagged in your summary

Date
March 12, 2025
To
Ms. Williams, Special Education Coordinator
Riverside Middle School
Re
Alex M. — speech-language services (2026–2027 IEP)

Dear Ms. Williams,

I am writing regarding speech-language services for my son, Alex M., an 8th grade student at Riverside Middle.

Alex's current IEP (2026–2027) lists 60 minutes per week of speech-language therapy, pull-out, on the services page. According to my records, Alex has not received the full weekly minutes since the start of the school year.

I am requesting the following in writing within ten school days:

1. A log of speech sessions provided since September 2024 2. A schedule for any make-up minutes owed under the current IEP 3. Confirmation of who will deliver the service and on which days each week

If services were missed because of scheduling or staffing, please share the district's plan to restore the minutes owed. I am available to meet with the IEP team if needed.

Thank you for your attention to this matter.

Sincerely, [Your name]

Requests in this draft

  • A log of speech sessions provided since September 2024
  • A schedule for any make-up minutes owed
  • Confirmation of the provider and weekly session days

Based on

Services page — IEP 2026–2027, p. 15

You edit every word before anything is sent—the school only sees what you choose to share.

  1. Walk into meetings as the expert

    You arrive with the record organized and the asks written down, so the meeting is about outcomes—not finding the page.

Meeting prep

Annual IEP review · Alex M.

Meeting guide and full brief on the left—practice the conversation on the right · 2026–2027

Focus for this meeting: Reading fluency baseline and home progress monitoring

Walk in with

  • Current IEP (2026–2027) and December progress report
  • Notes on missed speech sessions since September
  • List of accommodations Alex uses in ELA and math

Top questions

  • What baseline wpm was recorded in September, and where is it documented?
  • How will I receive fluency updates between quarterly progress reports?
  • Are all 60 weekly speech minutes being delivered? If not, what is the make-up plan?

Confirm in the room

  • Extended time on classroom tests
  • Speech-to-text for multi-step writing
  • Separate setting for tests when needed

If the team pushes back

They might say
“We only measure reading progress in the classroom.”
You can say
“The goal includes family visibility—I need the baseline, update schedule, and format documented in the IEP or meeting notes.”

Practice

Rehearse before the meeting

Scenario

Reading goal — progress monitoring at home

School tone

Collaborative

You

Can we add language to the reading goal about how I will see progress at home—not just what happens in the classroom?

School team

We can share probe scores when we send progress reports each quarter. Classroom teachers track wpm during small group.

Coach note

Good opening. Next, ask for the September baseline number and who will email you updates monthly.

You

What baseline wpm was recorded in September, and can the team commit to emailing me probe results every month?

The school team responds from your IEP—you get coaching between turns.

Where the time goes back

Less re-reading.More advocacy.

Faster new-client onboarding

After processing, browse goals, services, and supports in a Plan—so intake starts with a map, not another full PDF read-through.

Shorter meeting prep

Research the file and get answers from the documents while you work—without spending the night before hunting through the stack.

Faster letters and recaps

Requests and meeting summaries start from the record instead of a blank page—export a branded PDF and send it the way you already do.

Advocating for your own child? See how it works for families →

Questions advocates ask us

  • Upload the IEP and related files. Processing organizes them into a Plan—goals, services, and supports. Then you can research the case from the documents: answers, meeting prep, and action plans, without another full read of the stack.

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