Time to Talk with the Team?

As a parent, how can you tell if something isn’t working in your child’s IEP and know when it’s time to ask for a meeting?

If you notice your child struggling or not making progress, you’re not alone. In this article, we’ll guide you on what to watch for so you can confidently request a meeting with your child’s team. The goal is to help you feel informed and prepared so you can work with the IEP team to ensure your child receives the support they need.

IEP teams can make changes to a student’s IEP after it has been activated for many reasons, including:

• Goal completion
• Behavioral changes
• New data or diagnoses
• Parent or teacher concerns

Below are common instructional red flags that may signal your child’s IEP needs to be reassessed, along with ideas for how to address them.

1. Goals That Don’t Change Year to Year

If a goal duplicates the previous year’s goal, it may be cause for concern, or at least for conversation with the team.

Possible reasons this might happen:

• The team mistakenly failed to update it
• The previous goal wasn’t met, but progress was made
• The team believes the goal is still appropriate and within reach

There are situations where repeating a goal makes sense. However:

• Goals should always be discussed annually as a team
• Progress data should justify whether to keep or modify the goal
• Parents should be included in that discussion

If you see a duplicate goal, it doesn’t automatically mean something is wrong, but it does mean it’s time to ask questions.

 2. No Baseline Data

You can’t measure progress without knowing where your student started.

Every IEP must include a PLAAFP, the Present Levels of Academic Achievement and Functional Performance. A good PLAAP will have specific, measurable goals and point out not only deficits, but also student strengths.

As the name suggests, it should clearly describe:

• Where your child is currently performing
• Specific, measurable baseline data
• Areas of need
• Student strengths

Without baseline data:

• Progress cannot be measured accurately
• Instruction may not be appropriately targeted
• The IEP may fall out of compliance with the Individuals with Disabilities Education Act (IDEA).

For more about IDEA requirements, visit the U.S. Department of Education.

If baseline data is missing, you can:

• Request that data be added
• Ask for a reevaluation
• Request clarification in writing

LEAs generally work to correct compliance issues quickly, both to serve students better and to meet legal standards.

3. Generic, One-Size-Fits-All Accommodations

These accommodations don’t work because they are not tailored to a student’s unique needs.

Generic language makes it hard to:

• Implement consistently
• Measure effectiveness
• Hold educators accountable

For example, “preferential seating” may be too vague.

What does that mean for your child? 

• Near the board?
• Close to the teacher?
• Away from distractions?

Specificity matters. You may be unsure how an accommodation is being used or if it’s being used at all. If you feel one is unnecessary or limits your child’s independence, share your concerns with the team.

Real-Life Example

A Utah parent requested the removal of the accommodation “extra time on assignments.” Her high school son procrastinated heavily, creating an insurmountable pile of work to turn in by the end of the term. His anxiety skyrocketed, and stress was placed on the entire household.

Instead, the team shifted to:

• • • • • More frequent deadlines
        • Smaller chunks of work

The result? Less anxiety and more manageable expectations.

If you’re unsure about accommodations:

• Ask how they are implemented in the classroom
• Share concerns if something feels unnecessary or limiting
• Request adjustments if your child needs something different

For accommodation ideas, you may consult:

• The Utah Parent Center by phone at 801-272-1051 and ask to speak with an educational parent consultant, or fill out the information on our contact us page.
• Review our information sheet on Accommodations Under Section 504.
  

 4. Excessive Removal from Core Instruction

Frequent informal removals or disciplinary exclusions may violate a student’s right to a Free Appropriate Public Education (FAPE).

Removals can:

• Disrupt learning
• Prevent IEP goal progress
• Indicate that the IEP or Behavior Intervention Plan (BIP) is not working and may need to be revisited

When a student with an IEP is removed for 10 or more school days, a Manifestation Determination Review (MDR) must occur. The school determines whether the behavior is tied to the student’s disability. Learn more about Manifestation Determination Reviews. 

Strategies to Discuss With the School

• Update the IEP or BIP
• Increase positive behavioral interventions
• Provide sensory supports
• Offer frequent breaks
• Ensure staff are trained in co-regulation (helping students de-escalate)

If removals are happening often, it’s time to revisit the plan.

5. Lack of Collaboration or Parental Input

You are a critical member of your child’s IEP team. You, as the parent, understand your child in a way that no other team member can.

Concerns might include:

• Being presented with a final draft without allowing you to provide input
• Not having time to process decisions

You have the right to:

• Say, “Hold on. Let’s talk about this”
• Request clarification
• You don’t have to rush through your concerns just because the meeting time is ending
• If there isn’t enough time, the team can schedule another meeting
• This helps make sure everything important to you is fully discussed
• The Utah Parent Center’s Parents as Partners:Early Intervention and Special Education in Utah guidebook can also be a valuable resource

Honest communication and shared understanding often happen best when the full team sits down together.

6. Dismissing Lack of Progress as “Behavior”

Behavior can get in the way of academic progress, but it cannot end there. Schools still have the obligation to provide education.

When progress stalls, the team should:

• Look for the root cause of a challenging behavior and address it once found
• Examine antecedents (what happens right before behavior occurs)
• Ask: Is the student avoiding a task? Is something triggering distress that the school can prevent?
• Collect more data
• Try targeted interventions
• Review the acquired data and adjust the IEP to meet the student’s needs

If a strategy doesn’t work, the team returns to the drawing board. That’s part of the process.

Final Thoughts: You Can Call a Meeting

While minor IEP adjustments can sometimes occur without a meeting, remember:

You have the right to convene the IEP team at any point during the school year.

As you navigate the special education process, we hope that your experience is seamless and stress-free. However, most of us encounter obstacles from time to time. Asking questions does not mean you are difficult; it means you are advocating.

With open communication and collaboration, many issues can be resolved by simply getting the team around the same table. If you notice any of these red flags, it may be time to talk to the team.