What to check
Read the plan for these specific details
The current skills section explains how your child handles school routines, asks for help, and uses learned skills in daily settings.
A goal names the exact daily school skill your child is learning, the starting point, the help allowed during the task, and how change will be recorded.
Written supports describe direct teaching, visual routines, clear prompts, and a plan for reducing help when appropriate. They say when the help is available, who provides it, and where it applies.
Example only
Adaptive Skills goal and current skills do not match yet
What the record shows
Example only: the current skills section describes how your child handles school routines, asks for help, and uses learned skills in daily settings, but the goal does not name a starting point or the support used during the task.
What to ask for
Send the current skills page and goal page to the team. Ask them to show the starting information, the skill being taught, the support staff will provide, and how progress will be recorded.
A written request you can use
Send one specific question
“Please show how the current skills section, Adaptive Skills goal, written support, and progress report connect to the same need for my child.”
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 Tourette Syndrome automatically require a Adaptive Skills goal?
No. The IEP team should use your child's current Adaptive Skills information and school needs. A disability name alone does not decide the goal or support.
What should I read first for a Adaptive Skills concern?
Start with the current skills section. Then read the Adaptive Skills goal, written supports, and newest progress record to see if they address the same need.
How can I tell if the goal has a clear starting point?
Look for a score, dated work example, or specific observation that describes the skill before new instruction begins.