Does Your Child's IEP Have Everything It Should? A Checklist for Parents
You leave the IEP meeting with a thick stack of paper and a dozen acronyms still ringing in your ears. Most of the team was friendly, everyone nodded, and you were handed a pen. But does the document actually give your child what the law requires? Are there things that were left out that you felt important? How do you know if your child is actually getting what the law requires? We are here to answer your questions and empower you to be the most important advocate for your child.
Under the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1414(d), every Individualized Education Program must contain specific components. When one is missing or vague, your child's services can be weakened without anyone saying so out loud. Sometimes, you have to know what to ask for because the District won't always offer it.
We built this checklist to help parents review an IEP during the meeting or afterward at the kitchen table. Work through each section, check off what is present and complete, and jot a note next to anything that is missing or unclear.
*PRO TIP: After you get a copy of your child's finalized IEP, go through it carefully--especially the minutes or notes of the meeting--and note anything that does not seem accurate to you. If things seem off, you are welcome to write your own notes as an addendum to the IEP to make sure the record is complete, and then send an email to the school asking that your notes be added to your child's educational record.
The IEP Checklist, Section by Section
1. Basic information and procedural requirements
Start with the basics. They seem simple, but errors here can signal bigger process problems.
• ☐ Your child's full name, date of birth, and school are listed
• ☐ The date the IEP was written is included--if it's a revision, this should be noted.
• ☐ The start date and projected duration of services are stated
• ☐ The required team members took part:
o ☐ At least one general education teacher (if your child participates in general ed)
o ☐ At least one special education teacher or provider
o ☐ A school representative qualified to supervise special education
o ☐ Someone who can interpret evaluation results
o ☐ You, the parent(s)
o ☐ Your child, when appropriate (required at age 14 for transition planning in Georgia)
• ☐ You received prior written notice explaining what the school proposed or refused to do, and why--this MUST be written in an understandable way and should not be incomprehensible boilerplate.
• ☐ You received, or already have, a copy of your Procedural Safeguards
2. Present levels of performance (PLAAFP)
The Present Levels of Academic Achievement and Functional Performance section is the foundation of the entire IEP. Every goal and service should flow from it.
• ☐ Describes current academic performance in terms of strengths and weaknesses (reading, math, writing, and so on)
• ☐ Describes current functional performance in terms of strengths. and weaknesses (behavior, communication, social skills, daily living)
☐ Includes your concerns and any information you brought to the meeting
• ☐ Relies on current, objective data, not just teacher observation
• ☐ Explains how the disability affects your child's progress in the general curriculum
• ☐ Uses plain language you can understand
• ☐ Is specific enough to serve as a baseline for measuring progress
Red flag: A PLAAFP that is vague, copied from last year, or disconnected from the goals is a problem.
3. Measurable annual goals
• ☐ At least one goal for each area of need identified in the PLAAFP
• ☐ Each goal names a specific skill, a target level of performance, and a timeframe
☐ Goals should be objectively measurable and time-bound
• ☐ Goals are ambitious but achievable given your child's current levels
• ☐ Goals address both academic and functional needs where applicable
• ☐ For children who take alternate assessments, goals align with state alternate achievement standards
Red flag: "Johnny will improve his reading skills" is not measurable. A measurable goal reads more like: "Given a grade-level passage, Johnny will read with 90% accuracy in 4 out of 5 trials by [date]."
4. Measuring and reporting progress
• ☐ The IEP explains how progress on each goal will be measured
• ☐ It states when and how you will be told about progress, at least as often as report cards go out to non-disabled students. Districts will often send out special educaiton progress reports to parents on a 6 or 9 week cadence.
5. Special education and related services
Every service should be spelled out clearly enough that anyone reading the IEP knows exactly what your child will receive.
• ☐ Each special education service lists:
o ☐ Type (for example, specially designed reading instruction, speech-language therapy, OT, PT, counseling)
o ☐ Frequency (for example, 3 times per week)
o ☐ Duration (for example, 30 minutes per session)
o ☐ Location (for example, resource room, general ed classroom, pull-out)
o ☐ Start date
• ☐ All related services your child needs are included, including transportation if applicable
• ☐ Supplementary aids and services are listed (preferential seating, visual supports, extended test time)
• ☐ Program modifications or supports for school staff are included if needed
6. Least restrictive environment (LRE)
• ☐ The IEP states the extent to which your child will not participate in general education
• ☐ Any removal from general education comes with a written explanation of why
• ☐ The school considered a full continuum of placement options before recommending one
Red flag: "We don't have that program here" is never a valid reason to deny a service. Placement follows your child's needs, not what the school happens to offer.
7. State and district testing
• ☐ The IEP states whether your child will take regular state and district assessments
• ☐ Testing accommodations are listed (extended time, separate setting, read-aloud)
• ☐ If your child will take an alternate assessment, the IEP explains why and names which one
8. Behavior (if applicable)
• ☐ If behavior impedes your child's learning or others' learning, the IEP addresses it
• ☐ A Functional Behavioral Assessment (FBA) was conducted if behavior is a concern
• ☐ A Behavior Intervention Plan (BIP) is attached if applicable
• ☐ The BIP centers on positive supports and strategies, not just consequences
• ☐ Any use of restraint or seclusion is addressed in the BIP with specific protocols
9. Communication and language needs (if applicable)
• ☐ Communication needs are addressed
• ☐ For a child who is deaf or hard of hearing, the IEP considers communication needs, direct communication with peers, and academic level
• ☐ For a child with limited English proficiency, language needs are addressed
10. Assistive technology (if applicable)
• ☐ The team considered whether your child needs assistive technology devices or services
• ☐ Any needed technology is listed with specifics on what will be provided
11. Transition planning (age 16, or age 14 in Georgia)
• ☐ Measurable postsecondary goals cover education, employment, and independent living where applicable
• ☐ Goals are based on age-appropriate transition assessments
• ☐ Transition services needed to reach those goals are listed
• ☐ A course of study is outlined (graduation track, career or technical pathway)
• ☐ Your child was invited to and took part in the meeting
12. Extracurricular and Non-Academic Activities
• ☐ If your child is involved---or would like to be involved in a club, sport, or other extracurricular activity, the Distict is required to consider services and supports to give your child access to the school's full offerings.
• ☐ The legal basis for this protection is found in 34 C.F.R. secs. 300.107 and 300.117, as well as in Section 504 of the Rehabilitation Act and Title II of the ADA.
• ☐ Access to competitive sports may be construed as access to tryouts only--not automatic inclusion on the team.
General Red Flags to Watch For
Even when every section is technically filled in, these warning signs suggest something may be wrong:
• The IEP was clearly copied from last year with little or no update
• Services were reduced without explanation or data to support the change
• Goals don't connect to your child's current present levels
• You felt pressured to sign at the meeting (you are never required to sign on the spot)
• The school said "we don't do that" or "we can't afford that" in response to a request for services
• You were told your child doesn't qualify without a full written explanation
• You didn't receive prior written notice before a placement or service change
Remember: You Have Rights and You Are the Guardian of Your Child's Rights
As a parent, you are a full and equal member of your child's IEP team. You have the right to:
• Request an IEP meeting at any time
• Disagree with the IEP and request changes
• Request an Independent Educational Evaluation (IEE) at public expense if you disagree with the school's evaluation
• File a state complaint, request mediation, or request a due process hearing if your child's rights are being violated
You do not have to figure this out alone.
Questions About Your Child's IEP?
If something on this checklist raised a concern, Painter Legal is here to help. We work with families across the greater Atlanta, Athens, and Macon areas to make sure children with disabilities receive the education the law guarantees them.
Comments