What to Do When the IEP
Doesn’t Match the Student:
A Teacher's Roadmap

Have you ever opened an IEP, read the goals, and thought, "This doesn’t sound like the student in my classroom at all..."?

You’re not alone — and you’re not doing anything wrong.

IEPs are meant to reflect a student’s current strengths, needs, and learning focus. But too often, they’re outdated, overly clinical, or written without real classroom context. As a result, teachers are left trying to implement a plan that doesn’t quite “fit”.

In this post, we’ll walk through a practical, teacher-led roadmap to help when the IEP no longer aligns with what you’re seeing. You’ll also get access to a free IEP Toolkit that will help you gather data, clarify learning focus, and prepare for more effective planning meetings.

Step 1: Trust Your Professional Judgement

As teachers, we build strong, day-to-day connections with our students. We see their subtle shifts in engagement, their quiet wins, their unique communication styles, and their challenges as they unfold in real time. This connection gives us a rich, authentic insight into who they are as learners—insight that no one-off assessment or meeting can fully capture.

If the IEP doesn’t seem to reflect the student you know, that’s a sign it’s time to dig deeper. Begin by:

• Recording ongoing observations in real contexts
• Keeping assessment data up to date (both formal and informal)
• Reaching out to previous teachers or support staff to gather history and strategies that have worked in the past

These pieces of information help form a more complete, nuanced picture of the student’s strengths, support needs, and potential. They also provide a strong foundation for advocating changes to the IEP—grounded in real classroom evidence, not just snapshots or assumptions.

Step 2: Reconnect with the Curriculum

As educators, our core responsibility is to teach the curriculum—to ensure every student, regardless of ability, has access to learning that is meaningful, challenging, and aligned with their stage or level of progress.

Too often, IEPs for students with disabilities are filled with functional or behavioural goals, such as toileting, sitting for extended periods, or following adult directions. While these may be important areas of support, they are not educational goals—and therefore do not belong on an IEP.

If a student requires support with toileting, feeding, personal care, or medical needs, this should be addressed through a separate support plan, such as:

• Individual Health Care Plan
• Personalised Learning Plan (PLP)
• Individual Wellbeing Plan (IWP)
• Behaviour or Transition Plan

These functional needs can and should be integrated into daily routines, but they shouldn’t form the foundation of the IEP, which is designed to capture the student’s learning and cognitive development.

When we reframe the IEP as an educational tool - not a behaviour management plan - we ensure that:

• Students are seen as learners first
• We focus on literacy, numeracy, communication, social capability, and critical thinking
• Progress is measured in growth and participation, not just compliance or basic functioning

The Free IEP Goal Writing Toolkit includes curriculum-aligned goal examples, making it easier to shift your planning back to where it belongs: student learning.

Step 3: Gather New Evidence (Without Overworking)

As teachers, we’re constantly gathering information about our students - through observation, questioning, work samples, formative assessment, and daily interactions. If an IEP doesn’t align with what you’re seeing in the classroom, that matters - and it’s valid evidence that something needs to shift.

You don’t need to add extra paperwork or formal testing. Instead, lean into the tools you already use:

• Formative assessment during lessons
• Anecdotal notes or running records
• Exit tickets or learning check-ins
• Summative tasks adapted to the student’s level
• Your knowledge of the curriculum and developmental progressions

These everyday practices provide rich insights into a student’s capabilities, barriers, and progress. It’s not additional work - it’s what teachers do best.

The Free IEP Toolkit goes into more details, and provides examples so you can capture what you’re already noticing in a way that’s purposeful, structured, and ready to share with support teams.

Step 4: Communicate Collaboratively

At the heart of every effective IEP is a strong network of relationships—with the student, their family, and the professionals who support them. Building and maintaining these connections is essential for creating a plan that truly supports the child, both in and beyond the classroom.

Take time to get to know the student and their family. Understand their goals, values, and lived experiences. Where appropriate, involve them—and any support personnel such as speech therapists, occupational therapists, or psychologists—in the IEP planning and review process.

✳️ Tip: Make sure your school has up-to-date consent forms and documentation that allow you to liaise directly with external therapists, if needed.

While collaboration is key, it’s equally important to maintain professional clarity. As teachers, our focus is on the student’s educational progress. External therapists provide valuable recommendations, but we must ensure that any strategies included in the IEP:

• Are reasonable within a classroom context
• Can be implemented with fidelity by school staff
• Align with the student’s curriculum and learning goals

It’s okay to lead with compassion and hold firm boundaries. You are the expert in the school setting—and it’s vital to advocate for supports that are both inclusive and sustainable.

Always:

• Keep meeting minutes to ensure shared understanding
• Document discussions and decisions for transparency
• Bring everything back to this central question:

“What does this student need to access, engage with, and progress through the curriculum?”

Bonus Tip: The IEP Isn’t a Set-and-Forget Document

IEPs should grow with the student. They’re not fixed for the year—they’re a working document. If the plan no longer serves the student, the most supportive thing we can do is speak up and work together to realign it.

As teachers, we’re not just implementers—we’re advocates and experts in the learning environment.

Download the FREE IEP Toolkit for Australian Teachers

To help you get started, I’ve created a free, downloadable IEP Toolkit that includes:

• Stages of Support Planning
• How to write SMART Goals (using the new SMART acronym)
• An outline of Relevant Policies & Frameworks
• SMART Goal examples
• Personal & Social Continuum Quick Guide