What to check
Read the plan for these specific details
Which report recommendations are school-related and tied to if writing recommendations are tied to classroom output, fatigue, organization, and measurable written-expression goals.
Confirm the IEP sections that should respond are updated: writing present levels, writing goals, OT supports, accommodations, assistive technology, 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 Written Language Evaluation recommendations need an IEP crosswalk
What the record shows
The private written-language report recommends graphic organizers and keyboarding, but the IEP has no written-expression accommodation.
What to ask for
Request 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 identify which written-language recommendations are reflected in goals, accommodations, assistive technology, services, or progress measures.”
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 written language 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 handwriting, spelling, sentence formulation, organization, written expression, keyboarding, and writing recommendations, then compare those findings with writing present levels, writing goals, OT supports, accommodations, assistive technology, and progress monitoring.
Is this different from a dyslexia or OT report?
Yes. Start with writing output: spelling, sentence formulation, organization, written expression, keyboarding, fatigue, and if supports belong in goals, accommodations, OT, or assistive technology.