What to check
Read the plan for these specific details
The current skills section explains what happens before a difficult moment, what your child is trying to communicate, and what helps them return to learning.
A goal names the exact replacement or regulation skill your child is learning, the starting point, the help allowed during the task, and how change will be recorded.
Written supports describe teaching a safer replacement skill, preventing known triggers, and a clear adult response. They say when the help is available, who provides it, and where it applies.
Example only
Behavior goal and current skills do not match yet
What the record shows
Example only: the current skills section describes what happens before a difficult moment, what your child is trying to communicate, and what helps them return to learning, 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, Behavior 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 Behavior goal?
No. The IEP team should use your child's current Behavior information and school needs. A disability name alone does not decide the goal or support.
What should I read first for a Behavior concern?
Start with the current skills section. Then read the Behavior 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.