The IEP can look finished and still need clearer details.
The AAC device and communication-access record can look official while still leaving out the details a parent needs to understand what the school is promising, refusing, or measuring.
The free audit checks the language in the actual IEP against the student's documented needs so you can focus on the pages and questions that matter most.
Start with the situation you are actually in.
Use this page if an AAC device, app, picture system, communication board, or speech-generating device is mentioned, but the IEP does not make daily access and support easy to verify.
This page is for preparing clearer school questions, not for deciding legal claims. The strongest next step is usually a specific written request tied to the IEP page and the data behind it.
The audit can review the IEP pages you include.
It does not stop at one concern or a short checklist. When the relevant pages are included, the audit reviews major IEP sections for unclear language, missing context, documentation gaps, and issues that may deserve a written question.
Evaluations and Present Levels
Check that the IEP describes the student's needs, strengths, baseline data, and current performance.
Goals and Progress Monitoring
Confirm goals are measurable, tied to documented needs, and supported by clear progress-reporting methods.
Services and Accommodations
Look for supports that are individualized, specific enough to follow, and clear about provider, frequency, duration, and setting.
Placement and Access
Review how the plan addresses classroom access, least restrictive environment, behavior, communication, and related-service needs.
Parent Concerns and Team Decisions
Make sure parent input, school refusals, Prior Written Notice, and important meeting decisions are documented clearly.
Procedure Questions to Verify
Identify notice, timeline, refusal, or vague-commitment questions that may need local verification before a parent relies on them.
What this review pays attention to
Along with the included IEP pages above, the audit pays special attention to these issues that may be relevant to this concern. These are examples of extra scrutiny, not the limits of the review.
Check if the AAC system is available across settings, not only during speech therapy.
Who programs, charges, transports, repairs, and supports the device or backup system.
Look for records showing staff training and communication opportunities are written as supports, services, or supplementary aids.
What record shows the student can use AAC to participate, request help, answer, refuse, socialize, and show knowledge.
A useful result points to a record, not a panic spiral.
This is the kind of parent-facing output the page is built around: a specific IEP section, the reason it deserves review, and one calm next step before any broader escalation.
Finding
AAC access is named but not implemented across settings
Evidence to check
The IEP says the student uses AAC, but the plan does not say who keeps the device available during specials, lunch, recess, or classroom discussion.
Parent-safe next step
Request that the team write daily access, backup communication, staff training, and implementation checks into the IEP.
Upload only the records needed for this concern.
You do not need a perfect binder or every school record. Start with the current IEP pages tied to the issue, then add only the few records that explain the concern most clearly.
AT or AAC IEP page
Upload the IEP page that names the tool, device, app, access method, training, or support.
Evaluation, trial, or service data
Add the AT, AAC, speech-language, OT, reading, writing, or classroom data the team used.
Implementation proof
Include one example showing if the tool is available, supported, and used during the school day.
First written request
"Please show where the IEP documents AAC access across the school day, who supports the device or backup system, how staff are trained, and what record will show it is being used."
Ask one question the team can answer.
"Can the team point to the IEP page that makes AAC available for communication throughout the day, not only during therapy?"
Get clearer questions from your actual IEP.
You do not need to compare every page to a checklist. Upload the relevant pages and let the audit help organize sections that may need clarification, weak language, or possible next questions.
Check the IEP LanguageWhat you get from the audit
The result is a prioritized review of the document, not another generic article.
Check the written commitment
The audit looks for missing provider, frequency, duration, setting, baseline, or progress-reporting details.
Tie concerns to records
It keeps the focus on IEP pages, evaluations, service records, progress data, and written decisions.
Prepare one safer question
The result helps parents ask for clarification without turning a document issue into a broad legal claim.
Check if the AAC device and communication-access record is specific enough for a parent to understand and the team to implement.
Which IEP page, evaluation, progress report, service log, or school notice should be checked first.
Which missing detail should become the first written question.
Which legal, deadline, consent, or state-specific issue should be verified before relying on the page.
How the free audit works
Upload the IEP you want checked
Use the current document from the school. You do not need to highlight it, organize it, or know which section is wrong first.
The audit reviews the pages you upload
When those pages are included, it reviews goals, services, accommodations, progress monitoring, parent concerns, and procedure questions for unclear language or missing context.
Get prioritized findings
See which sections may need review first, which page to ask about, and what to raise with the school.
Reasons parents run this audit
If any of these sound familiar, the written IEP deserves a closer look.
AAC is listed as available, but no one is assigned to support it during class.
Ask who is responsible for setup, prompting, modeling, programming, and backup access.
The device is treated as a speech-room tool instead of a school-day communication support.
Ask where the IEP gives access across academic and nonacademic settings.
There is no backup plan when the device is unavailable.
Ask for a backup communication method and staff responsibilities in writing.
You do not have to sort through the IEP by yourself.
Start with the concern. When you want document-specific help, upload only the relevant IEP pages and the few records that explain the issue.
Check the IEP Language