What to check
Read the plan for these specific details
The current skills section explains how your child handles school routines, asks for help, and uses learned skills in daily settings.
The written support connects to a need described in the Adaptive Skills section.
Written supports describe direct teaching, visual routines, clear prompts, and a plan for reducing help when appropriate. They say when the help is available, who provides it, and where it applies.
Example only
Adaptive Skills support does not say when it applies
What the record shows
Example only: the IEP describes a Adaptive Skills need, but it does not say when the support begins, who provides it, or where it is available.
What to ask for
Put this in writing: the team should name the need, the support, the setting, the staff role, and the record the family can use to see if the support was available.
A written request you can use
Send one specific question
“Please show where the IEP says when the Adaptive Skills support applies, who provides it, where it is available, and what record shows it was provided.”
Document based IEP review
Check the pages you already have
The review reads the pages you upload, points to the wording behind each concern, and helps you prepare questions. It does not send anything to your school or decide a legal claim.
Common questions
Does Dysgraphia automatically require a Adaptive Skills goal?
No. The IEP team should use your child's current Adaptive Skills information and school needs. A disability name alone does not decide the goal or support.
What should I read first for a Adaptive Skills concern?
Start with the current skills section. Then read the Adaptive Skills goal, written supports, and newest progress record to see if they address the same need.
How can I tell if the goal has a clear starting point?
Look for a score, dated work example, or specific observation that describes the skill before new instruction begins.