02/07/2026
Report cards have landed in inboxes across the state. If your child has a One Plan, IEP, or other learning support in place, this checklist is designed to help your conversation with the school go further — and ensure the right information is in your hands.
Yesterday's post looked at the principle: that an assessment should only mark what it's actually trying to measure. This is the practical follow-through.
The eight slides cover the questions worth bringing into that conversation with the teacher — what the grade was actually assessing, whether the task was accessible for a child with dyslexia or dysgraphia, whether the adjustments documented in the One Plan actually reached every classroom for every task, how to understand progress across different measures, and how to use this report to plan ahead together.
The final slide includes links to further reading — the NCCD, the Disability Standards for Education 2005, and the AUSPELD understanding learning difficulties guide, which is free to read online at uldforparents.com.
Screenshot or save the slides that apply before your next conversation.
General information only, not legal or clinical advice. Every child's plan is different. For anything complex or unresolved, your school's Student Support team or your child's treating professional is the right next step.
