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A failing grade is a reason to ask questions — not proof by itself that the IEP isn't being implemented. At the same time, a significant drop in grades or a pattern of poor performance is important information the IEP team should understand and consider. The Same Team approach is to look at the information before deciding what the problem is.

Start by understanding the grade. Before concluding that the IEP isn't being followed, ask:

• What assignments, assessments, or skills are contributing to the grade?
• Is the grade based on completed work, missing work, tests, participation, or other factors?
• Are the accommodations and modifications in the IEP being provided?
• Is your child receiving the specialized instruction and services described in the IEP?
• Is the work being graded based on the expectations that apply to your child?
• Is your child making progress toward their IEP goals?
• Has anything changed in the classroom, curriculum, behavior, attendance, or your child's needs?
• Does the teacher believe the current supports are sufficient?

Look at the grade alongside your child's IEP, progress data, classroom performance, and teacher observations.

Compare the IEP with what is actually happening. Review the specific supports in the IEP (for example: extended time, reduced-distraction testing, explicitly taught reading strategies, special education instruction, assignment supports, preferential seating, frequent checks for understanding) and ask whether those supports are actually being provided. You can approach the teacher or case manager with:

> "I noticed my child's grade has dropped to a D/F, and I'm concerned about what may be contributing to that. I want to make sure we understand what is happening before making assumptions. Can we review the IEP supports, the work and assessment data, and my child's progress together?"

What if the teacher isn't following the IEP? If you identify a specific difference between what the IEP requires and what is being provided, document it. For example: "The IEP provides extended time for assessments. My child has reported that this has not consistently been available. Can we clarify how this accommodation is currently being implemented?" That is much stronger than "You're not following the IEP, and that's why my child is failing."

What if the IEP is being followed and my child is still failing? An IEP is designed to provide the specially designed instruction, related services, supplementary aids, and supports the child needs to make progress — not simply to prevent a failing grade. If your child is receiving the services and supports and is still performing significantly below expectations, ask: "What does this performance tell us about my child's current needs?" and "Is my child making expected progress toward their IEP goals, and if not, what does the team need to consider changing?" IDEA specifically provides for the IEP team to review and revise an IEP when a child is not making expected progress.

What if the teacher says, "Your child just isn't doing the work"? Don't stop at the explanation. Ask: "What barriers are preventing my child from completing the work, and what supports are currently being provided to address those barriers?" Then look at the data — is your child unable to understand the material, unable to demonstrate what they know, missing foundational skills, struggling with executive functioning, avoiding work because it is too difficult, missing an accommodation, or receiving one that isn't sufficient?

*The Same Team approach:* Don't start with "You're not following the IEP." Start with "Help me understand what is happening." You can say: "My child's D/F has raised a concern for us. We want to understand what is contributing to the grade and whether my child is receiving the supports and instruction in their IEP. Can we look at the data together and determine what our child needs to make progress?" Maybe the IEP isn't being implemented, maybe it is but your child needs something different, or maybe the grade reflects a specific gap, missing work, or attendance. You don't have to know the answer before the meeting — just be prepared to ask the right questions. The goal isn't simply a better grade; it's making sure your child has the instruction, services, and support they need to learn and make progress.

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