Answer these questions about your child's IEP to identify areas that may need attention — before the next meeting.
This checker is based on federal IDEA requirements and common IEP compliance issues. Answer each question as honestly as possible based on your child's current IEP. At the end you will receive a summary of any red flags and recommended next steps.
The PLAAFP section describes where your child is right now. It is the foundation of everything else in the IEP.
Does the Present Levels section describe your child specifically — not just use generic language that could apply to any child?
Are your observations as a parent reflected somewhere in the Present Levels section?
Does the Present Levels section explain how your child's disability affects their involvement and progress in the general education curriculum?
IEP goals must be specific, measurable, and meaningful. Weak goals lead to weak services.
Are the annual goals specific and measurable — with a clear baseline, target, and timeline?
Do the goals directly connect to the needs identified in the Present Levels section?
Are you informed of your child's progress toward goals at least as often as non-disabled students receive report cards?
Were goals from last year's IEP mostly met?
Services must be sufficient to help your child make meaningful educational progress.
Does the IEP clearly state the specific services your child will receive — including frequency, duration, and location?
Have services actually been provided as written in the IEP — on time, at the frequency stated?
Were related services (speech therapy, OT, PT, counseling) considered for your child?
Accommodations should be specific to your child's needs and actually used in the classroom.
Are accommodations specific to your child's needs — not just a generic list that seems copied from a template?
Are accommodations actually being implemented by all of your child's teachers?
Are testing accommodations included if your child needs them for standardized tests?
Your child has the right to be educated with non-disabled peers to the maximum extent appropriate.
Does the IEP explain why your child's placement was chosen — including what other options were considered?
Is your child spending time with non-disabled peers — in general education classes, lunch, recess, or extracurricular activities?
If your child was removed from general education, does the IEP document why education in general education with supplementary aids and services was not sufficient?
Your procedural rights are just as important as your child's service rights.
Were you given a copy of your Procedural Safeguards at least once this school year?
Were you given reasonable notice before IEP meetings — enough time to prepare?
Do you feel like an equal member of the IEP team — not just a passive observer or someone asked to sign at the end?
Have you ever felt pressured to sign the IEP at the meeting before you were ready?