What to check
Read the plan for these specific details
Which report recommendations are school-related and tied to if adaptive needs are written as functional school routines and measurable independence goals.
Confirm the IEP sections that should respond are updated: functional present levels, adaptive goals, related services, transition planning, accommodations, staff supports, and progress monitoring.
Look for records showing the team connected the key school-related recommendation with school data, the written IEP record, or a documented refusal when a specific change was requested.
Sample outside-report finding
Private Adaptive Behavior Evaluation recommendations need an IEP crosswalk
What the record shows
The private adaptive behavior evaluation recommends self-management instruction, but the IEP has no functional goal or support routine.
What to ask for
Request in writing that the team identify which one or two school-related recommendations it considered, what school data it is relying on, and if any requested change was accepted, trialed, refused, or needs more data.
A written request you can use
Send one specific question
“Please show how the IEP reflects the adaptive behavior recommendations in functional goals, supports, services, or transition planning.”
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 the school have to follow a private adaptive behavior evaluation?
If a parent shares a private evaluation, ask the team to document how the results were considered when making IEP decisions. That does not mean the team will adopt every recommendation. Ask what school data and reasoning supports any recommendation the team is not adopting.
What should I compare first?
Start with adaptive behavior scores such as Vineland or ABAS, daily living, communication, socialization, independence, safety, self-management, community skills, and adaptive recommendations, then compare those findings with functional present levels, adaptive goals, related services, transition planning, accommodations, staff supports, and progress monitoring.
What adaptive behavior data should connect to the IEP?
Look for daily living, communication, socialization, safety, self-management, community skills, and independence data that should appear in functional present levels, goals, supports, or transition planning.