The IEP can look finished and still need clearer details.
The IEP may list accommodations for ADHD, but staff may still lack clear directions for Focus, Impulse Control, Organization, when supports apply, or how to tell if they work.
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.
Start here when the main worry is not every part of the IEP, but if accommodations for ADHD are written clearly enough for teachers, substitutes, and service providers to implement.
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.
Does each accommodation connect to a documented ADHD barrier such as Focus, Impulse Control, Organization?
Does the IEP say when, where, and by whom the accommodation will be used?
Are supports like Movement breaks throughout the day and Chunking assignments into smaller steps specific enough for different teachers to implement consistently?
Do testing, classroom, behavior, and transition settings need separate accommodation language?
Is there a plan to review if the accommodation is actually helping access or progress?
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.
ADHD accommodation page
Upload the IEP accommodation, supplementary aid, testing, behavior, assistive technology, and implementation pages.
Evaluation or eligibility records
Include school or outside reports that explain Focus, Impulse Control, Organization and any recommendations you want the team to consider.
Classroom implementation examples
Include teacher emails, work samples, behavior notes, sensory notes, or missed-support examples showing when accommodations are or are not used.
Testing and setting records
Add state testing plans, classroom assessment notes, schedule details, or service-setting information if accommodations depend on context.
First ADHD accommodation request
"Please show where the IEP states which ADHD accommodations will be used, when they apply, who is responsible, and how staff will know if they are helping."
Ask one question the team can answer.
"For Focus, Impulse Control, Organization, which accommodation is supposed to change the school day, who implements it, and what data shows if it is working?"
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.
Checks implementation detail
The review looks for if accommodations name the situation, staff responsibility, frequency, setting, and student need.
Connects supports to barriers
It compares accommodations such as Movement breaks throughout the day and Chunking assignments into smaller steps with the documented ADHD barriers they are supposed to address.
Finds missing context
It flags supports that may need testing, classroom, transition, behavior, or assistive-technology details added.
Accommodation language that is too vague for staff to implement consistently.
Settings where the accommodation may be missing, such as testing, transitions, specials, lunch, behavior, or homework.
Places where the support is not tied to evaluation data or classroom examples.
The clearest accommodation clarification to request first.
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.
The accommodation is a broad phrase such as 'as needed' without a trigger, setting, or responsible adult.
Request that the team define when the support applies and who is responsible for providing it.
The student needs support during testing, transitions, or behavior incidents, but the accommodation page only covers classwork.
Ask if the accommodation should be written for each setting where the barrier appears.
Staff say they are already helping, but the support is not written in the IEP.
Ask for helpful supports to be written clearly so they follow the student across staff and school years.
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