What to check
Read the plan for these specific details
The current skills section explains how your child plans work, starts tasks, keeps track of materials, and finishes assignments.
A goal names the exact planning or task skill your child is learning, the starting point, the help allowed during the task, and how change will be recorded.
Each Executive Function update includes a date, an example or observation, and a comparison with the goal's starting point.
Example only
Executive Function progress is described without the supporting record
What the record shows
Example only: the report says progress was made, but it does not include a date, work example, observation, or comparison with the starting point in the goal.
What to ask for
Ask the school for the dated work, observation, or school measure used for the update. Then ask how it compares with the starting point and goal.
A written request you can use
Send one specific question
“Please share the dated Executive Function work, observation, or school measure used for the latest progress update, and show how it compares with the starting point and goal.”
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 Traumatic Brain Injury automatically require a Executive Function goal?
No. The IEP team should use your child's current Executive Function information and school needs. A disability name alone does not decide the goal or support.
What should I read first for a Executive Function concern?
Start with the current skills section. Then read the Executive Function 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.