Parents trust that their child's Individualized Education Program (IEP) is being implemented correctly, but sometimes things slip through the cracks. If any of these red flags appear, it's time to take a closer look—and possibly seek outside support from an advocate.
1. Your Child's IEP Annual Review is Overdue
Every IEP must be reviewed at least once a year, but sometimes schools miss deadlines or delay meetings. If your child's IEP review date has passed, don't just request a meeting on your own—first, get a second opinion.
An advocate, experienced peer, or another parent with IEP experience can help assess whether the delay is just a procedural misstep or if there are deeper compliance issues. If services have been missed or your child's needs have changed, more than just an annual update may be necessary.
Request your child's most recent IEP and service records before the meeting to see if anything has fallen through the cracks.
2. You Haven't Received IEP Progress Reports—or They're Generic and Unhelpful
IEP progress reports aren't just formalities; they're critical for tracking whether your child's supports are working. If you're not receiving them at all, or if they're vague with no quantitative (measurable numbers, percentages, scores) or qualitative (descriptive observations, teacher feedback) data, something may be off.
Schools might argue they aren't required to present reports in a specific format, but that's a weak excuse. Under 34 CFR 300.324, IEP teams are required to meet when a student is not making expected progress toward IEP goals, but if the school cannot clearly articulate the student's current progress, they cannot fulfill this requirement. Without concrete progress data, the team has no way of determining whether changes are needed, making it essential to press for measurable updates. If the school can't show concrete progress, it's time to ask why.
§ 300.324(b) Review and revision of IEPs.
(1) General. Each public agency must ensure that, subject to paragraphs (b)(2) and (b)(3) of this section, the IEP Team—
(i) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and
(ii) Revises the IEP, as appropriate, to address—
(A) Any lack of expected progress toward the annual goals described in § 300.320(a)(2), and in the general education curriculum, if appropriate;
(B) The results of any reevaluation conducted under § 300.303;
(C) Information about the child provided to, or by, the parents, as described under § 300.305(a)(2);
(D) The child's anticipated needs; or
(E) Other matters.
View full regulation at eCFR.gov →Request detailed data on your child's progress in writing, including evidence of service delivery and skill mastery.
3. Your Child's IEP Progress Reports Show Poor Progress Over Multiple Reporting Periods
Even if you receive progress reports, check the trend over time. If your child is making little to no progress for multiple periods in a row, that's a major red flag.
The school should be adjusting instruction, accommodations, or services when progress stalls. If nothing has changed despite ongoing struggles, the IEP team has failed in its duty to respond appropriately.
Ask for an IEP team meeting to discuss why the interventions aren't working and what needs to be changed.
4. Your Child's IEP Goals Look the Same—Year After Year
An effective IEP should show growth. If the same or slightly tweaked goals keep appearing year after year, the plan may not be adequately addressing your child's needs.
A recycled IEP suggests:
- The school isn't truly measuring progress.
- They're using a "copy and paste" approach instead of meaningful goal-setting.
- They might not be pushing for higher expectations or needed interventions.
Compare previous IEPs to see if goals have changed meaningfully. If not, ask for an IEP revision based on fresh data.
5. Discipline Issues Without a Discussion of Behavior Supports
If your child is facing multiple behavior referrals, suspensions, or discipline infractions, the IEP team must discuss whether behavior supports are needed. The school shouldn't just be punishing your child—it should be addressing the root cause.
At minimum, the team should consider:
- If the behavior is related to the disability.
- Whether updated Present Levels of Performance ("PLOP" or "PLAAFP" in some states), behavior goals, or services are necessary.
- If a referral to student services or a behavior specialist is appropriate.
If none of these conversations are happening, the school is skipping a critical part of the IEP process.
Ask for a Functional Behavior Assessment (FBA) or a behavior support plan review.
Final Thoughts: Don't Wait to Take Action
If any of these red flags apply to your child's IEP, you don't have to navigate this alone. A second set of eyes—whether from an advocate, another parent, or an expert—can help identify next steps.
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