Preparing for Your Fall IEP Progress Review: A Checklist for Durham Region Autism Parents
*Written with the supervision of Meghan Petch, RBA & Tarra McPhail, Program Facilitator
If you are a parent of an autistic child in Durham Region, late October often comes with a significant milestone: the delivery of your child’s Individualized Education Plan (IEP). Under Ontario Ministry of Education guidelines, school boards must complete and share the IEP within 30 school days of the start of the school year—usually around Thanksgiving.
Whether this is your child's first IEP or you have navigated this process for years, the Fall Review is your crucial window to review, collaborate, and refine the supports put in place.
Here is a step-by-step guide to preparing for your Fall IEP Progress Review with confidence.
Step 1: Gather Your Data Before the Review
Advocacy is grounded in clear examples. Before sitting down with your school team, pull together insights from the first month of school:
Observe the "After-School Energy": Is your child experiencing severe home meltdowns or extreme fatigue right after school? Autistic children often "fawn" or mask sensory overstimulation and executive stress all day at school, leading to a collapse when they reach their safe space at home. Note these patterns—they are clear indicators that sensory or emotional accommodations may need tightening.
Review Outside Recommendations: Did your child receive a new speech therapy, occupational therapy, or ABA report over the summer? Gather these documents so you can share recommendations with the team.
Track Daily Work: Review worksheets, agenda notes, or Google Classroom updates to see if modifications or accommodations are actively being applied.
Step 2: Review the Essential Sections of the IEP
When you receive the draft IEP document, review these key sections carefully:
| IEP Section | What to Look For |
|---|---|
| Strengths & Needs | Are your child's current strengths and sensory/communication needs accurately reflected? |
| Accommodations | Are environmental, instructional, and assessment supports explicitly detailed (e.g., visual schedules, quiet break zones, alternative lighting, noise-reduction gear) |
| Learning Expectations / Goals | Are goals specific? Is it clearly stated what is being worked on? Are goals measurable? How often are educators checking progress and how are they evaluating that progress (work samples, assessments, weekly notes)? Are they building directly on the strengths and needs identified? |
| Specialized Services | Are required supports (e.g., SERT support, SLP, OT, or behavioral consultations) clearly listed? |
Step 3: Proactively Request Key Accommodations
If your child experiences sensory overload, executive dysfunction, or communication barriers, ensure these specific accommodations are written directly into the plan:
Sensory Supports: Ear defenders/Loops for assemblies, desk seating away from high-traffic doorways or harsh overhead lighting, and pre-scheduled quiet breaks.
Transition Aids: Advanced warning protocols (5-minute alerts before moving tasks), micro-transition jobs, and early hallway passes to avoid noisy, crowded corridors.
Communication & Predictability: Visual schedules on the desk, chunked multi-step instructions, and literal, direct phrasing to reduce cognitive fatigue.
Unstructured Time Plans: A clear, structured option for recess or lunch (e.g., access to the library, lunchtime clubs, or alternative quiet spaces).
Step 4: Schedule and Structure the Meeting
You have the right to provide input into your child’s IEP. If you want to discuss changes after receiving the draft, send a brief, collaborative email to your child's principal and Special Education Resource Teacher (SERT):
"Thank you for sending over the draft IEP. I’ve reviewed the document and noted a few updates regarding sensory supports and transition routines that have been working well at home. I would like to schedule a brief 20-minute meeting or phone call to review these adjustments together before we finalize the document."
Step 5: Remember, the IEP is a Living Document
Receiving the IEP in October does not lock it in stone for the rest of the year. An IEP can be revised or modified at any point as your child grows, needs change, or new assessments become available. While formal reviews happen at least twice a year (typically in Fall and February), open, ongoing communication with your child's team ensures supports remain responsive.
Community & Next Steps
Navigating the school system can feel complex, but you don't have to do it alone. Local community agencies—such as Lake Ridge Community Support Services (LRCSS)—offer free workshops like "Navigating the Education System" to help parents understand school board processes, IEP goal setting, and effective advocacy.