The IEP can look finished and still need clearer details.
Text-to-speech can be listed as a support, but parents may not know if the student has the device, headphones, login, training, staff prompting, or test approval needed to use it.
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 IEP says text-to-speech, screen reader, audio support, embedded reader, or digital reading tool and you need implementation details checked. First pull accommodation page, testing plan, present levels, evaluation data, teacher email, and one implementation example. Do not blaming staff before checking if the support is specific enough to implement.
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.
Check if the IEP names the tool, platform, device, headphones, login, or embedded feature needed for access.
Confirm staff training, student practice, troubleshooting, and backup access are written.
Look for records showing tTS applies to classroom materials, assignments, quizzes, classroom tests, district tests, or state assessments.
Make sure reading passages, directions, answer choices, or other content are treated differently by assessment policy.
Review the page for signs that tTS belongs in the AT section, accommodation section, testing page, or all three.
A useful result points to a record, not a panic spiral.
This is the kind of parent-facing output the page is built around: a specific IEP section, the reason it deserves review, and one calm next step before any broader escalation.
Finding
Text-to-speech is listed but not implemented
Evidence to check
The IEP says the student may use text-to-speech, but it does not name the app, device, headphones, staff role, or if the tool applies to online tests.
Parent-safe next step
Ask for tool, setting, training, and assessment-policy details.
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.
Accommodation and AT pages
Upload IEP text naming text-to-speech, devices, software, headphones, AT services, or staff training.
Reading-access examples
Include assignments, online platform screenshots if safe, teacher emails, or work samples showing when print access breaks down.
Testing records
Add testing accommodation pages or assessment notices if TTS is intended for district or state assessments.
First written request
"Please clarify which text-to-speech tool the student will use, what materials and assessments it applies to, who supports setup and training, and which testing rules limit or allow it."
Ask one question the team can answer.
"Which school task is inaccessible without TTS, and what written support makes use consistent rather than optional?"
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.
Check the written commitment
The audit looks for missing provider, frequency, duration, setting, baseline, or progress-reporting details.
Tie concerns to records
It keeps the focus on IEP pages, evaluations, service records, progress data, and written decisions.
Prepare one safer question
The result helps parents ask for clarification without turning a document issue into a broad legal claim.
Check if tTS is written as an implementable support instead of a vague permission.
Which device, material, setting, or staff role is missing.
Look for records showing the assistive technology checker should review broader tool access and training.
Which test-policy question should be asked before relying on TTS for standardized assessment.
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 IEP says text-to-speech but no device, software, or platform is named.
Ask what tool the student uses and who ensures it is available.
The student can use TTS only if they remember to ask.
Ask if staff cueing, training, or independent-use goals are needed.
The page assumes TTS is automatically allowed on every test.
Ask which classroom, district, or state assessment rules apply.
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