Staff Support and Carryover Checklist
This checklist helps review whether staff have enough guidance to carry out PT-related supports during the school day. Because “the staff know” is not a plan unless the staff actually know.
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Staff Training Is Not Extra
If staff are expected to carry out a support, someone has to show them how. Training is not a nice little bonus after the plan is written. It is often the hinge between an IEP that sounds good and a school day that actually works. When PT recommendations depend on staff follow-through, training, modeling, consultation,…
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Support Fading Readiness Checklist
This checklist helps teams and families think through whether support is ready to be faded. Because “let’s see what happens” is not a plan. It is a gamble wearing a lanyard.
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School Equipment Planning Checklist
This checklist helps teams and families review whether school-based equipment has a real implementation plan. Because equipment does not help much from a closet. Or from the wrong classroom. Or with staff who were never shown how to use it.
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When the Equipment Is Named but the Plan Is Missing
A common pattern is that the team names the equipment but skips the boring part that makes it work. Who adjusts it? Who knows how to use it? Where is it stored? What happens on the bus? What happens during specials, lunch, bathroom routines, assemblies, and field trips? Who notices when it no longer fits?…
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Accommodation Follow-Through Checklist
This checklist helps review whether an accommodation has enough ownership and detail to be used in real school routines. Because the IEP does not implement itself. Annoying, but true.
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Who Is Responsible for My Child’s Accommodation?
That is a fair question. If an accommodation matters, the team should be able to explain who is responsible for making it happen. Sometimes responsibility belongs to one person. Sometimes it is shared. Either way, the plan should be clear enough that your child is not depending on everyone vaguely remembering to help.
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When an Accommodation Exists Everywhere and Nowhere
A familiar pattern is that an accommodation is listed in the IEP, but no one can point to exactly how it happens in the school day. It is technically everywhere because it is in the document. It is practically nowhere because responsibility, timing, training, and follow-through are unclear. That gap matters. A student does not…
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How to Tell Whether an Accommodation Is Actually Implementable
An accommodation has to survive contact with the school day. That means the team should know who provides it, when it happens, where it matters, what materials or training are needed, and how it will be handled during messy real-life moments like transitions, absences, substitute staff, assemblies, and schedule changes. If the accommodation only works…
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Accommodations Need Owners
An accommodation is only as strong as the plan for actually using it. If no one knows who provides it, when it happens, what it looks like, or how the team checks whether it is working, then the accommodation is mostly decorative. It may be written in the IEP, but written is not the same…