A parent often notices the gap before anyone names it. A speech session disappears from the weekly routine. A child says the therapist has not come. A promised paraprofessional is “still being assigned.” When this happens, a clear record helps you ask a focused question and understand what was actually delivered. You do not need to prove a legal case before you contact the school. You do need to separate what the IEP requires from what you have been told happened.
Start with the current IEP
Find the most recent IEP, including any amendments. NYC Public Schools explains that an IEP identifies when services begin, how often they are provided, where they happen, and how long each session lasts. Copy those details into a simple list. For example: “speech-language therapy, individual, twice a week, 30 minutes, school setting.” Do the same for occupational therapy, counseling, paraprofessional support, transportation, and other services that concern you.
Check the effective date before counting sessions. A service added last month should not be counted for the entire school year. Check whether the IEP calls for individual or group service and whether it specifies a particular setting. These details matter when you compare the plan to what your child received.
Keep a factual service log
Use a notebook or spreadsheet with six columns: date, service due, what happened, how you learned it, who you contacted, and the response. A useful entry might read: “September 14 — speech session expected — child reports no session; teacher confirmed therapist absent by email on September 16 — asked when service will resume.” If you do not know whether a session was scheduled, write “status unknown” rather than “missed.”
Record school closures, your child’s absences, and schedule changes separately. The purpose is an accurate timeline, not the largest possible number. Save the emails, notices, provider messages, attendance records, and progress reports that support each entry. Keep the original files as well as a short summary. Avoid putting sensitive records in a public form or an unsecure shared link.
Ask the school to confirm the record
Send a brief email to the case manager or school contact. Name the service and the IEP provision, give the dates you are asking about, and request a written answer. You can ask who is assigned, which sessions occurred, whether any were cancelled, and what plan is in place for future delivery. If your child attends a program managed by a Committee on Special Education, contact the relevant CSE. NYC Public Schools also lists its Special Education Office and Related Services contacts for families.
Keep the tone precise. “The current IEP lists two 30-minute speech sessions each week. I have not been able to confirm sessions for September 7 and 14. Please tell me whether they occurred, who provided them, and how missed sessions will be addressed” is easier to answer than “The school never follows the IEP.” If the response conflicts with your records, ask for clarification and keep both versions.
A short email you can adapt
Subject: Request to confirm IEP service delivery for [student]
Hello [case manager], my child’s current IEP recommends [service, frequency, duration, and setting]. I have not been able to confirm delivery on [dates]. Please let me know which sessions occurred, which did not, who is currently assigned, and when I can expect an update on the service plan. I would also like to know how the team will review any confirmed gap. Thank you for replying in writing.
Edit the bracketed details before sending. If you need an urgent answer about health or safety, contact the school directly as well. The email is a way to create a clear record, not a formal complaint or a substitute for individualized advice.
Connect the missing service to your child’s experience
Numbers alone do not show the full picture. Note changes that may be relevant: communication becoming harder, a classroom task the child cannot access, missed instruction while waiting for support, or goals that are not progressing. Do not assume every difficulty was caused by a missed session. Describe what you observed, when it happened, and any information from teachers or providers.
If the school restores the service, keep logging until delivery is consistent. If the gap continues, ask for a meeting or a written plan. Questions about additional services to address an earlier gap are individualized; a tally of missed minutes does not by itself decide the remedy.
When an outside review may help
If your child has an existing NYC IEP and required services have not been delivered, bring the IEP, your log, and the school’s responses to a screening call. NYC IEP Advocacy can review the pattern and explain whether the case fits its work. The first step is not a promise of a particular outcome; it is a clearer understanding of the record and the available next steps.
Book a free 15-minute screening with NYC IEP Advocacy through the Contact page. This article is general information for families, not legal advice. NYC IEP Advocacy is not a law firm; an attorney may be needed for legal representation.
