Print this. Bring one page, not a binder.
1. What are my child’s present levels in plain language, and where is the gap to grade-level or functional expectations?
Push for: a starting number and a target number. Red flag: “He’s doing great.”
2. Which goals are measurable this year, and how will we know in nine weeks if this is not working?
Push for: baseline, target, condition, how it is measured, by when. Red flag: “will improve,” “as appropriate.”
3. What supports and services does my child need, including assistive technology, written as hours and frequency instead of adjectives?
Push for: minutes per week, group size, location, start date. Red flag: “as needed,” “when staff is available.”
4. How will the team report progress between annual meetings, and what triggers an earlier reconvene?
Push for: a reporting schedule with real data, plus a written trigger to meet again. Red flag: “You’ll hear from us if there’s an issue.”
5. If my child is not making progress, what is the written next step?
Push for: a timeline, a data review, and what changes. Red flag: “We’ll keep an eye on it.”
| After every answer, say: “Please put that in the IEP in writing.”Before anyone stands up: “What did we agree to today that is not yet in this document?”If the team says no to a request, ask for that refusal in writing (prior written notice). It is a normal step, not a hostile one. |
What they agreed to today that is not yet in the document:
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