The IEP can look finished and still need clearer details.
The goals may sound official but still fail to show the baseline, target, measurement method, or connection to Abstract Reasoning, Problem Solving, Adaptive Behavior.
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 with this guide when the biggest concern is if the IEP goals for Intellectual Disability are specific enough to teach the missing skill and prove progress over time.
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 goal state the student's current baseline with data?
Does the goal teach a skill connected to Abstract Reasoning, Problem Solving, Adaptive Behavior rather than only tracking compliance or completion?
Does the goal name the condition, target, measurement method, and reporting schedule?
Are services and accommodations aligned with the skill the goal is supposed to build?
Do progress reports make it possible to tell if the goal needs revision?
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.
Intellectual Disability goal and present-level pages
Upload the present levels, annual goals, benchmarks or objectives if included, and progress-reporting sections.
Evaluation or eligibility records
Include school or outside reports that explain Abstract Reasoning, Problem Solving, Adaptive Behavior and any recommendations you want the team to consider.
Progress reports and work samples
Include data, probes, teacher notes, therapy updates, work samples, or behavior charts showing current performance and growth.
Service and accommodation pages
Add service and support pages so the goal can be compared with the instruction or accommodation meant to help the student reach it.
First Intellectual Disability goal request
"Please show the baseline, target, measurement method, reporting schedule, and service support for each Intellectual Disability-related goal so I can understand how progress will be proven."
Ask one question the team can answer.
"For the goal tied to Abstract Reasoning, Problem Solving, Adaptive Behavior, what is the current baseline, what skill is being taught, and what data will show enough progress?"
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 measurability
The review looks for a baseline, target, condition, measurement method, and reporting schedule in each relevant goal.
Connects goals to needs
It checks if the goals address Abstract Reasoning, Problem Solving, Adaptive Behavior instead of using a generic goal that could fit many students.
Finds progress-data gaps
It flags goals where parents may not be able to tell if the student is improving, stuck, or losing access.
Goals missing a baseline, target, or objective measurement method.
Goals that do not clearly connect to Intellectual Disability needs or classroom barriers.
Progress-reporting language that may be too vague for parents to verify growth.
The goal most likely to need clarification before the next meeting.
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.
A goal says the student will improve but does not name the starting point or target.
Request the present level, measurement method, and target to be written into the goal.
The same goal repeats from last year without data explaining what changed.
Ask what progress data supports keeping the goal and what instruction or support will change.
Progress reports use comments instead of measurable data.
Ask what objective measure will show if the student is making expected progress.
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