considerations at the midyear point
You may want to request the following from your child’s school this January…
IEP Progress Reports - You should be receiving a progress report associated with EACH goal appearing in your child’s IEP. These are normally distributed at the same time as school report cards are distributed, but the frequency of distribution should be detailed in your child’s IEP goal pages. If you have not yet received an IEP progress report this year, you can request they be provided so that you can be informed on how well your child is making progress toward mastering the goals set for him/her in his/her IEP.
IEP Service Logs - For every service appearing on your child’s schedule of services (found within your child’s IEP), the school should be able to provide a detailed service log indicating dates and total minutes provided so that you can review and ensure the school is providing your child their required services with fidelity, consistency, and accuracy. If not, your child may be entitled to compensatory services.
MTSS Data - Multi-Tiered Systems of Support - Whether serviced with a 504 accommodation plan or an IEP, your child is a general education student first! As a result, IEP services are not in place of general education services, but in addition to. You can request MTSS data information for your child to learn about what tiers they appear in related to intervention needed for both academics(math and RLA) and behavior. This can also inform you as to how well your child is responding to those interventions and when/how they are receiving those interventions.
Benchmark Testing Data & Parent Report - Normally, by this time of year, your child’s school has already administered beginning of year (BOY) benchmarks and has either administered or is getting ready to administer the middle of year (MOY) benchmark that helps predict how well your child might perform on this upcoming spring 2026 STAAR administration. Request your parent report (most districts use the MAP test) to see where your child stands and what plans they have for helping him/her do well on this year’s STAAR exam.
AIP Details & Hours Completed - If your child failed one or more STAAR exams in the spring of 2025, your child’s school may be required to provide him/her with extra tutoring support hours through an accelerated instructional plan or AIP in a 4:1 student to teacher ratio. Reach out to your child’s school administrator to receive information, details on whether AIP hours have begun, and if so how it is being provided, and whether you have a right to request they provide it in the required 4:1 ratio.
Brief ARD or 504 Meeting - If you have any concerns regarding your child’s accommodations and/or educational plan, its implementation, its effectiveness, or its need for review and adjustment, request your meeting today in order to formally discuss, address, and update your child’s plan as needed. Also, if you received service logs and believe they have not provided all required minutes for one or more services appearing on your child’s schedule of services, request a brief ARD to discuss potential compensatory services.
MOY LPAC Information - If your child is also identified as an emergent bilingual (EB) student, the Language Proficiency Assessment Committee (LPAC) should have met or should soon be meeting to discuss the following for your child - (a) whether your child continues to meet criteria as an EB student, (b) the language program they recommend for your student, (c) whether your child will be taking the TELPAS exam in the spring of 2026, and (d) whether your child needs or continues to need linguistic accommodations in the classroom and/or the STAAR exam. Request your parent report if you have not yet received it from the campus LPAC coordinator. If you are unsure, you can also ask the school registrar whether your child is identified as a child that is EB.
Stay tuned for more information, tips and tricks throughout the 2026 calendar year from 3 in 1 Advocacy!