As school-level problem-solving drags on, it becomes harder to keep track of what’s been tried, what was promised, and what has actually happened. A simple checklist—listing concerns, attempted solutions, and current gaps—can help families bring clarity to chaotic or confusing communication. It also provides a foundation for escalation, should that become necessary.
You can structure your checklist by organizing around key support categories (e.g. sensory, academic, behavioural, social) or by timeline. Include dates, names, outcomes, and any documentation you have (emails, meeting notes, IEPs). Try to separate issues from solutions so it’s clear which problems remain unresolved. If there were supports listed in an IEP or learning plan that never materialized, note that too.
Once you’ve prepared the checklist, use it to request a team meeting. Let the school know you’re trying to understand the full picture and ensure your child’s needs are being met. You can say:
“We’ve been trying to piece together what’s in place and what might still be needed. Can we meet to go over this checklist together and make a plan?”
Bringing this kind of organised summary signals that you are paying close attention—and that you’re committed to moving the process forward collaboratively.
Try this letter template
Subject: Support needs checklist for [Student Name] – planning for appropriate accommodations
Dear [Teacher’s Name / Case Manager / School Team],
I’m reaching out to share a support checklist that outlines specific areas of need, challenges we’ve observed, and examples of accommodations or strategies that help [Student Name] participate in school in a safe, supported, and meaningful way.
This is not an exhaustive list of demands—it’s a starting point. We’ve found that having concrete examples can make it easier for everyone involved to plan proactively, reduce distress, and align support with what’s actually happening day to day. Where possible, I’ve included observations, outcomes, and implementation notes to support collaborative problem-solving.
I would appreciate it if this could be reviewed as part of [Student Name]’s IEP or support plan, and I’m happy to meet to talk through any items. Some of the supports listed may already be in place, while others reflect areas where we’ve seen gaps or recurring difficulties. In particular, I hope this tool can help:
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ensure consistent understanding across staff,
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anticipate needs before crisis,
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and centre [Student Name]’s dignity and access in school routines.
Thank you for taking the time to review this. I’m hopeful we can work together to build a more predictable and regulated learning environment for [Student Name].
Warm regards,
[Your Name]
[Contact info, if needed]
| Area of need | Issue of concern | What this student needs | Support examples | Strategy outcome | Notes | Signs to watch for | Type of support |
Who is responsible
|
| Sensory regulation | Difficulty staying calm or focused in loud or crowded environments | A calmer sensory environment and tools to manage sensory input | Noise-cancelling headphones; access to quiet workspace; scheduled sensory breaks | Student remains calm and engaged in overstimulating environments | Needs ongoing support during assemblies and other high-sensory settings | Hands over ears; hiding; agitation during loud events | Environmental |
EA; classroom teacher
|
| Executive functioning | Struggles to start tasks or organize materials | Clear step-by-step guidance and visual organizational tools | Visual schedules; task checklists; colour-coded folders | Increased task initiation and independence | Responds well to clear visuals and chunked work | Avoidance; overwhelmed by multiple instructions; misplaced items | Instructional |
Classroom teacher; support worker
|
| Communication | Avoids speaking in class; becomes distressed when called on | Alternative communication methods and consent-based participation | Use of AAC or written responses; private check-ins | Reduces anxiety and enables authentic participation | Needs speech alternatives to reduce stress | Tension when called on; silent refusal; anxiety signs | Social-emotional / Communication |
Speech-language pathologist; teacher
|
| Transitions | Meltdowns or withdrawal when routines change unexpectedly | Predictable structure and advance preparation for changes | Visual schedules; verbal countdowns; transition object | Smoother transitions with reduced stress | Smooth transitions require consistent cues | Increased dysregulation near transition times | Environmental / Social-emotional |
EA; classroom teacher
|
| Social interaction | Isolated at recess; anxious in group activities | Facilitated peer interaction and structured social opportunities | Staff-supported peer entry; structured play options | Increased peer connection and reduced social anxiety | Needs active adult help to connect with peers | Standing alone; refusing group participation; visible anxiety | Social-emotional |
EA; inclusion support
|
| Academic engagement | Refuses or avoids certain subjects (e.g., writing, math) | Engaging alternatives and accommodations based on interests | Use of special interests; alternate formats (oral, visual) | Increased participation and reduced refusal | Interest-based adaptations increase motivation | Avoidance behaviour; task refusal; distraction | Instructional / Motivation |
Teacher; learning support
|
| Staff relationship | Struggles more with specific staff; shuts down or refuses tasks | Stable, trusted relationships and emotionally safe environments | Consistent staff assignments; rapport-building time | Increased willingness to engage and reduced task avoidance | Connection is a prerequisite for participation | Withdrawal; escalation with specific adults | Relational / Social-emotional |
School team lead; EA coordinator
|
| Attendance | Frequent absences or difficulty coming to school | Flexible scheduling and support for regulation and safety | Partial days; late starts; soft landings with known adult | Improved attendance and reduced school-based distress | Needs proactive planning before September | School refusal; physical symptoms; resistance each morning | Environmental / Family partnership |
Admin; counsellor; district support
|
| Fatigue and recovery | Comes home dysregulated or shuts down for hours | Reduced sensory/social load and integrated recovery supports | Midday breaks; quiet zones; adult check-ins | Student leaves school in a regulated state | Baseline expectation: child returns regulated | After-school meltdowns; exhaustion; shutdown | Environmental / Regulation |
EA; classroom teacher; parent collaboration
|
| Behavioural incidents | Sent out of class or office referrals due to dysregulation | Predictable responses, co-regulation, and proactive support | Staff training; sensory plans; de-escalation protocol | Fewer incidents; safer, more inclusive classroom | Safety plan needed—not punishment | Escalation patterns; stress behaviours; dysregulation cues | Safety / Behavioural |
School team; case manager; principal
|
| Writing output | Cannot complete writing tasks independently | Alternative formats and reduced fine motor barriers | Voice-to-text; scribing; visual organisers | Access to curriculum without writing-based limitations | Needs written output support from day one | Avoids writing; frustration; incomplete work | Academic / Assistive tech |
Resource teacher; classroom teacher
|
| Reading comprehension | Appears to follow but can’t retain or reflect on reading | Multimodal reading access and comprehension scaffolds | Simplified texts; audio books; guided discussion | Improved understanding and retention of material | May mask comprehension challenges | Blank stares; irrelevant answers; paraphrasing difficulties | Instructional / Academic |
Literacy support; classroom teacher
|
| Math processing | Can’t retain math strategies or gets overwhelmed | Hands-on, visual, step-based instruction and reteaching | Manipulatives; charts; teacher modelling | Increased accuracy and confidence in math | One-on-one teaching boosts success | Crying; task refusal; incorrect repeated methods | Instructional / Academic |
Learning resource teacher; classroom teacher
|
| Fine motor | Struggles with printing or pencil grip | Accessible tools and non-penalty-based expectations | Keyboarding; pencil grips; adapted paper | Reduced frustration and increased task completion | Focus on accessibility, not perfection | Slow writing; hand fatigue; illegibility | Assistive tech / OT |
Occupational therapist; classroom teacher
|
| Participation | Avoids activities requiring performance or demonstration | Psychological safety and gradual exposure options | Private participation; visual choices; rehearsal time | Safe, supported engagement without pressure | Respect boundaries while encouraging safe exposure | Meltdowns; freeze response; consistent refusal | Social-emotional / Psychological |
Teacher; school counsellor
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| Medical needs | Health issues (e.g., migraines, stomach aches) affecting learning | Responsive health plan and flexible participation | Access to rest space; symptom monitoring; nurse availability | Reduced health-related disruptions to learning | Ensure staff are trained and health plan is in place | Frequent complaints; visits to office; symptom clusters | Medical / Administrative |
School admin; health team; parent
|
What to watch out for
Some schools will respond positively to this approach, appreciating the clarity and shared framing. Others may bristle at the perceived tone of accountability—especially if the checklist shows a pattern of inaction or broken commitments.
To avoid unnecessary conflict, frame the checklist as a shared working document, not a list of grievances. Emphasize your desire to collaborate and your belief that the school wants to do what’s best for your child. Say what you’re noticing, not what you’re accusing.
If a meeting is refused or the school dismisses your concerns, keep the checklist updated and consider sharing it at the district level. This record will be essential if you move toward formal complaint processes.
Prompt for families
What steps haven’t we taken yet—and how do we know?
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The 123s of advocacy strategy
These strategies are practical steps you can take to help your child access support—whether you’re just starting out or navigating a complex situation.
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