The IEP can look finished and still need clearer details.
The threat or risk assessment record can look official while still leaving out the details a parent needs to understand what the school is promising, refusing, or measuring.
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 school starts or mentions a threat assessment, risk assessment, safety assessment, or threat team review involving a student with an IEP or suspected disability. First pull incident report, safety record, IEP, health plan if relevant, FBA/BIP, service records, and parent communication. Do not turning a safety concern into a broad legal conclusion before urgent safety steps and local advice are considered.
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.
What incident or concern started the threat or risk assessment and what records the team used.
Confirm parent input, disability-related needs, IEP supports, FBA/BIP data, and communication needs were considered.
Look for records showing removals, services during removal, MDR questions, or IAES decisions are being tracked separately.
Make sure the school is coordinating safety steps with child-centered IEP supports instead of using the assessment as a substitute for IEP review.
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
Threat assessment skips IEP context
Evidence to check
The threat assessment packet summarizes the incident, but it does not include the current BIP, communication supports, disability-related triggers, or parent input.
Parent-safe next step
Ask how the school considered the IEP/FBA/BIP and what support changes could reduce risk without unnecessary exclusion.
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.
Threat or risk assessment records
Upload referral notices, assessment forms, team notes provided to you, parent-input requests, safety plans, and incident reports.
IEP, FBA, BIP, and evaluation records
Include disability-related needs, behavior supports, communication needs, trauma or sensory supports, and implementation records.
Removal and service records
Add suspension, attendance, IAES, service, and assignment records if the student was removed during the assessment process.
First written request
"Please provide the threat or risk assessment records the school is relying on, identify who is leading the process, and explain how the team considered the IEP, FBA, BIP, parent input, disability-related needs, removal days, and services during any removal."
Ask one question the team can answer.
"How is the safety process coordinating with the IEP team so the student receives appropriate supports while the school addresses the concern?"
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.
Review the IEP FirstWhat you get from the audit
The result is a prioritized review of the document, not another generic article.
Choose the first issue
The audit helps parents sort the concern that should be raised first from the concerns that can wait.
Anchor the concern in records
It points back to the IEP page, progress data, notice, or school message that makes the issue concrete.
Write the next request
Parents get language for a focused written ask instead of a broad complaint.
Which records show why the threat assessment started and who is leading it.
Confirm the IEP, FBA, BIP, disability-related context, and parent input are present in the record.
Which safety, service, removal, MDR, or IEP-team questions should be asked without making legal conclusions.
Which law-enforcement, privacy, or emergency issue needs qualified local help.
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 threat assessment record does not mention the IEP, FBA, BIP, or disability context.
Ask how the team considered disability-related needs and current supports.
The student is removed while the assessment is pending, but services are unclear.
Ask how instruction, IEP services, and behavior supports will continue during removal.
The process feels like discipline but no one explains the decision being made.
Ask who is leading the process, what record will be created, and what role the IEP team has.
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.
Review the IEP First