"I've sat at over 500 IEP tables."
I'm Mary, a former special education teacher and administrator, a Special Education Advocate, and co-founder of The Advocate Ally with my son, Graham. I left the system to help families directly. I created this special education resource because too many parents feel pressured to accept generic, "cookie-cutter" IEPs.
The guidance below is grounded in the same practical, document-based questions I raise in IEP meetings every day. Use it to ask for clearer, more individualized support for your child.
Mary
Co-founder, The Advocate Ally
Start with the record, then choose the next step
The new IEP repeats old goal language, old baselines, or similar targets even though your child's needs, grade, curriculum, or progress data have changed.
What to Check
- which goals repeat old language, what data has changed, and whether the present levels support the proposed goals
- The exact IEP page, school email, meeting note, service log, progress report, or evaluation section tied to the concern.
- Who responded, what they said, and whether the answer was written, verbal, or missing.
Red Flags
- The school gave a verbal answer but the IEP, PWN, progress report, or meeting note does not show the decision.
- The response focuses on opinion, staffing, or habit without naming data, records, or the written IEP section.
- The issue could affect services, placement, discipline, safety, graduation, or evaluation timelines.
Documents to Gather
- last year's IEP goals, proposed goals, present levels, progress reports, work samples, service logs, and evaluation data
- Old and new IEP goals, progress reports, writing samples, present levels, and service data.
- A one-page timeline if the same issue has happened more than once.
Sample Finding
The record shows What changed in instruction, services, or data collection if the same goal is being repeated?
Parent-Safe Sentence
"Please compare the old and proposed goals and explain what current data supports keeping, revising, or replacing each goal."
Who to Contact
Start with the case manager or IEP coordinator. If the issue affects services, placement, evaluation, discipline, safety, or complaint options, ask the special education director or a qualified local advocate about next steps.
Privacy Guardrail
Share only the facts and records needed for this request. Avoid sending broad medical history, unnecessary diagnoses, or extra student identifiers unless the school process specifically requires them.
When to Get Local Help
Get qualified local help if the school response could affect discipline, safety, placement, service denial, evaluation rights, missed timelines, retaliation concerns, state complaint, mediation, due process, graduation, or unclear state-specific deadlines.
Source Grounding
- IDEA IEP contents
- IDEA review and revision of IEPs
- IDEA measurable annual goals
- CPIR progress reporting
- IDEA state complaint procedures
- IDEA due process complaint
This guide is educational information, not legal advice. Rules and deadlines can vary by state, district, and procedure.
What's Happening
The new IEP repeats old goal language, old baselines, or similar targets even though your child's needs, grade, curriculum, or progress data have changed.
Rights to Review
Start with the written IEP and the written school record. The safest first move is usually to ask the team to confirm what it is doing, what data it used, and what it will put in writing.
- You can ask the school to identify the IEP page, record, or data it is relying on.
- You can put the concern in writing so the team can respond point by point.
- If the school refuses a request, proposes a change, or says no change is needed, ask for the reasoning in writing.
- State timelines and dispute options can vary, so verify local procedural safeguards before escalating.
Build a Calm Written Record
When a school conversation feels urgent, the safest first move is usually a narrow written record: what happened, what you are asking for, and what evidence should be reviewed.
The Calmer First Written Step
Please compare the old and proposed goals and explain what current data supports keeping, revising, or replacing each goal.
What to Document
- which goals repeat old language, what data has changed, and whether the present levels support the proposed goals
- The exact IEP page, school email, meeting note, service log, progress report, or evaluation section tied to the concern.
- Who responded, what they said, and whether the answer was written, verbal, or missing.
Evidence to Attach
- last year's IEP goals, proposed goals, present levels, progress reports, work samples, service logs, and evaluation data
- Old and new IEP goals, progress reports, writing samples, present levels, and service data.
- A one-page timeline if the same issue has happened more than once.
When to Ask for PWN
Ask for Prior Written Notice if the team refuses to revise stale goals, increase support, or explain why repeated goals remain appropriate.
Keep the Request Narrow
- Ask one answerable question before listing every concern.
- Name the IEP section or school record the team should review.
- Ask who is responsible, when the next step starts, and how you will know it happened.
What Not to Say
Avoid: Broad accusations about intent or motive.
Try: Tie the concern to the written IEP, evaluation data, service logs, meeting notes, or a specific school decision.
Avoid: A long history of every frustration in the same email.
Try: Lead with the one decision, service gap, or document section you need the team to address now.
Avoid: The school is breaking the law and must do exactly what I want.
Try: Please compare the old and proposed goals and explain what current data supports keeping, revising, or replacing each goal.
Make the written request easy to answer
Keep the message short enough that the school can respond point by point. Use this structure before adding personal details.
Please compare the old and proposed goals and explain what current data supports keeping, revising, or replacing each goal.
which goals repeat old language, what data has changed, and whether the present levels support the proposed goals
Ask one answerable question before listing every concern.
Ask for Prior Written Notice if the team refuses to revise stale goals, increase support, or explain why repeated goals remain appropriate.
Turn the concern into a usable record
A stronger first message usually sounds specific, documented, and answerable. Use this as the shape, then swap in your child's actual dates and IEP pages.
A writing goal has nearly identical wording two years in a row, but the present levels do not explain whether the student mastered, stalled, or regressed.
Old and new IEP goals, progress reports, writing samples, present levels, and service data.
What changed in instruction, services, or data collection if the same goal is being repeated?
What To Do Right Now
Pull the record first: last year's IEP goals, proposed goals, present levels, progress reports, work samples, service logs, and evaluation data
Make a short dated list: which goals repeat old language, what data has changed, and whether the present levels support the proposed goals
Send this sentence: Please compare the old and proposed goals and explain what current data supports keeping, revising, or replacing each goal.
Ask for Prior Written Notice if the team refuses to revise stale goals, increase support, or explain why repeated goals remain appropriate.
Check whether copied goals have current data
Use the IEP goal checker to compare old and new baselines, targets, and progress-reporting language.
Open the IEP goal checkerStart With the Written Record
Before you send a letter or file a complaint, start with the written IEP. The audit can flag documented gaps, weak language, and sections that may deserve a written question or closer professional review.
Frequently Asked Questions
What should I do first if I searched "IEP goals copied from last year"?
Should I file a complaint right away?
Can Advocate Ally review the IEP page tied to this concern?
Review the document before you escalate
Upload your IEP to identify written sections that may need clarification, correction, or professional review.
Review My IEP