A useful reading goal names a skill to practice and a way to check it. "Catch up in reading" expresses a hope but gives you and the tutor no clear task to review.
Describe the task before choosing a target
Bring an example of the kind of reading that's difficult. Ask whether the concern involves reading the words, understanding a passage, or another part of the task. These questions help organize a discussion; they're not a home diagnosis or a substitute for an appropriate evaluation.
Agree on a starting sample
Ask the tutor to choose a suitable task and explain what help the child needed. Keep the date, text or task description, and the amount of prompting together. Later comparisons are more useful if you know whether the material and help were similar. Avoid comparing unrelated worksheets as though they measure the same skill.
Choose a review question
For example, ask whether the child can explain the main idea of a comparable short passage with less prompting. The tutor can help define a target that fits the child's starting skills. Use the learning-goals tool to record the discussion plan and proposed checkpoints. Don't turn the number of tutoring sessions into a predicted grade-level increase.
Your next-step checklist
- Bring one relevant reading example.
- Ask how the starting skill will be observed.
- Agree on comparable work for a later review.
Build your personal checklist or map a learning goal.
Related guides
Official background: NYCPS: The IEP. Sources checked October 15, 2026. These checklists help organize your questions; follow current official instructions and your own documents.
General information, not legal advice. Time limits apply. Speak to a qualified advocate or attorney about your situation.
