The IEP can look finished and still need clearer details.
A goal can sound official while still missing the baseline, support level, and grade-specific context needed to track progress around first school routines, play-based participation, communication, and early regulation.
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 concern is the goal section of a Preschool IEP: vague targets, copied wording, weak baselines, or unclear progress monitoring.
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 include a current baseline?
Does the goal name the exact skill being taught, not a broad improvement area?
Is the target ambitious enough for the current grade but still realistic from the baseline?
Does the goal name how progress will be measured and how often parents will receive data?
Does the goal reflect first school routines, play-based participation, communication, and early regulation where relevant?
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.
Preschool IEP
Upload the current IEP and any draft version the school wants to discuss or sign this year.
Preschool evidence
Include notes from arrival, circle time, toileting, meals, transitions, and play routines, examples of gestures, AAC, words, visuals, or sensory supports that help the child participate.
Recent progress reports
Add progress reports so the written goals can be compared with actual growth around first school routines, play-based participation, communication, and early regulation.
Goal and progress evidence
Include old goals, new proposed goals, progress reports, benchmark data, and work samples tied to the skill.
First Preschool goal request
"Please show the baseline, measurement method, target, support level, and progress-reporting schedule for each proposed annual goal."
Ask one question the team can answer.
"Which Preschool goal is most likely to change daily access or independence, and what data proves it is the right target now?"
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.
Tests goal measurability
The audit flags missing baselines, vague criteria, unclear measurement methods, and copied language.
Connects goals to present levels
It checks if the written goals match the student's current data and Preschool demands.
Prepares better goal questions
Parents can ask for a measurable rewrite rather than arguing generally that the goal feels weak.
Goals without clear baselines or support levels.
Targets that are too vague, too easy, or disconnected from present levels.
Progress methods that cannot show if the student is improving.
Missing grade-specific context around first school routines, play-based participation, communication, and early regulation.
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 goal uses familiar language like 80% accuracy but does not explain the starting point.
Request the baseline data and why that target was chosen.
The goal measures adult prompting or compliance more than a student skill.
Ask what skill is being taught and how independence will be measured.
The goal is copied from last year even though progress was limited.
Ask what instructional change or support change will make this year different.
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