What to Watch During the First Month of School: An IEP Checklist for Families

By Jacqueline Breault, M.Ed., BCSE, LBS | October 9, 2026

The beginning of a new school year is exciting, but for families of students with disabilities, it can also bring uncertainty. Even when your child has a well-written Individualized Education Program (IEP), the first few weeks of school are critical. This is the time when routines are established, relationships are formed, and the supports outlined in the IEP should begin to take shape.

Being proactive during the first month can help prevent small concerns from becoming larger issues later in the year. Here are several important areas families should monitor.

1. Ensure the IEP Is Being Implemented

One of the most important responsibilities of a school district is implementing the services and supports written in your child’s IEP. While every staff member may not know every detail immediately, they should be aware of the accommodations and modifications they are responsible for providing.

Ask yourself:

  • Is my child receiving the special education services listed?
  • Are related services (speech, occupational therapy, physical therapy, counseling, etc.) beginning as scheduled?
  • Are classroom accommodations being used consistently?
  • Has transportation begun according to the IEP if applicable?

If something appears to be missing, reach out to your child’s case manager or special education teacher early. Many implementation issues can be resolved quickly through communication.

2. Confirm Your Child’s Schedule Matches the IEP

Review your child’s daily schedule.

Check that:

  • Services occur for the amount of time listed in the IEP.
  • The placement matches what was agreed upon during the IEP meeting.
  • Inclusion or specialized instruction is occurring as documented.
  • Electives and specials are accessible with needed supports.

Mistakes occasionally happen during scheduling, especially at the beginning of the school year.

3. Watch for Emotional and Behavioral Changes

Transitions can be difficult for many students with disabilities.

Pay attention to:

  • Increased anxiety
  • Refusal to attend school
  • Changes in sleep
  • Changes in eating habits
  • Increased meltdowns
  • Aggression or self-injurious behaviors
  • Regression in previously mastered skills

Behavior often communicates that something isn’t working. If new concerns develop, document what you observe and communicate with the school.

4. Monitor Communication

Strong communication between home and school sets the tone for the year.

Find out:

  • How will teachers communicate?
  • Is there a communication notebook?
  • Are emails preferred?
  • Will there be behavior logs or daily reports?

Don’t hesitate to introduce yourself early and establish a positive relationship with your child’s educational team.

5. Review Accommodations in Practice

Sometimes accommodations are written into an IEP but unintentionally overlooked.

Examples include:

  • Extended time
  • Frequent breaks
  • Preferential seating
  • Visual schedules
  • Sensory supports
  • Small-group testing
  • Assistive technology
  • Modified assignments

Ask your child age-appropriate questions about their school day, and observe homework for clues that accommodations may not be consistently provided.

6. Pay Attention to Data Collection

The Individuals with Disabilities Education Act (IDEA) requires schools to monitor progress toward annual IEP goals.

During the first month, ask:

  • How is progress being measured?
  • How often is data collected?
  • When will progress reports be sent home?
  • What baseline data has been collected?

Progress monitoring is essential for determining whether interventions are effective.

7. Verify Related Services Have Started

Speech therapy, occupational therapy, physical therapy, counseling, vision services, orientation and mobility, behavioral consultation, and other related services should begin as outlined in the IEP unless otherwise communicated.

If services have not started, ask:

  • When will they begin?
  • How will missed services be addressed?

8. Build a Positive Relationship Before Problems Occur

Families sometimes wait until concerns arise before contacting school staff.

Instead:

  • Send a brief introduction.
  • Share successful strategies used at home.
  • Express appreciation for communication.
  • Keep conversations collaborative.

Positive partnerships often lead to quicker solutions when challenges arise.

9. Keep Organized Records

Create a folder (paper or digital) containing:

  • Current IEP
  • Evaluation reports
  • Emails
  • Progress reports
  • Work samples
  • Communication logs
  • Notes from meetings

Keeping organized records makes future meetings much easier.

10. Know When to Ask Questions

Remember that you are an equal member of your child’s IEP team.

If something doesn’t seem right, ask questions such as:

  • Can you explain how this accommodation is being implemented?
  • When will services begin?
  • How are goals being measured?
  • Can we schedule a meeting to discuss concerns?

Early communication often prevents misunderstandings and helps everyone remain focused on student success.

First Month Parent Checklist

☐ Read the current IEP again.

☐ Confirm your child’s schedule.

☐ Verify all services have started.

☐ Introduce yourself to teachers and providers.

☐ Ask how progress will be monitored.

☐ Watch for emotional or behavioral changes.

☐ Confirm accommodations are being used.

☐ Keep copies of all communications.

☐ Document any concerns.

☐ Celebrate your child’s successes!

Final Thoughts

The first month of school sets the foundation for the entire academic year. Families play a vital role in ensuring that services outlined in an IEP move from paper into practice. By staying informed, maintaining open communication, and monitoring your child’s progress, you can help create a successful and supportive school experience.

Remember, advocacy does not always mean disagreement. Often, it means asking thoughtful questions, building positive relationships, and working collaboratively with your child’s educational team to ensure the supports promised in the IEP are delivered effectively.

References

Council for Exceptional Children. (2021). High-Leverage Practices in Special Education. Arlington, VA: Author.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004). https://sites.ed.gov/idea/

Pennsylvania Department of Education. (2023). Special Education Services and Programs. https://www.education.pa.gov/K-12/Special%20Education

U.S. Department of Education, Office of Special Education Programs. (2024). A Guide to the Individualized Education Program (IEP). https://sites.ed.gov/idea/

Wright, P., & Wright, P. (2023). Wrightslaw: Special Education Law (3rd ed.). Harbor House Law Press.

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