Questions to Consider When Reviewing a New IEP

Read it twice

Read once for the overall picture, then again slowly with a pen. The second read is where you notice a service that changed frequency or a goal that reads differently than you remember discussing.

Does it describe my child?

• Does the present levels section sound like the child you know?
• Are strengths described, not just difficulties?
• Is anything factually wrong — dates, grade level, history?
• Is anything important missing?

Are the goals clear?

• Could a new teacher read each goal and know what to work on?
• Does each goal say how progress will be measured?
• Do the goals connect to what you discussed in the meeting?
• Is the baseline stated, so growth is measurable?

Are services specific?

• How much, how often, for how long, and starting when?
• Who provides each service?
• Where does it happen?
• Did anything change from the previous plan, and was that discussed?

Do accommodations match the conversation?

• Is everything you agreed on actually written down?
• Is the wording specific enough to follow?
• Do they apply where they need to — tests, homework, classwork?

If something looks off

Write down the page, the line and your question, then send them together in one message. A single organized email is easier for a case manager to act on than several separate ones.