If sessions seem shorter than the IEP recommends, record the actual minutes instead of marking each session complete or missed. Ask the school to explain any discrepancy.
Check the unit before doing the math
An IEP may describe sessions in minutes, while another document may refer to periods or hours. Don't assume those units are interchangeable. Copy the exact wording and ask the school what start and end times its records use. Also check whether you're looking at individual or group services.
Build a comparison you can explain
For each confirmed date, list the planned duration beside the recorded duration and note the source. For example, a planned 30-minute session recorded as 20 minutes leaves a 10-minute difference to ask about. Label that as a record discrepancy until you've clarified what occurred; it's not a finding about legal entitlement.
Discuss the reason and the response
Ask whether the shorter time reflects late arrival, a scheduling issue, a record error, or something else. Keep the reply with the original entry. If the pattern continues, ask the team how it will provide the recommended service and whether the IEP needs discussion. Use the missed-hours estimator only as an organizing aid, not as a prediction of what will be awarded.
Your next-step checklist
- Verify whether the document uses minutes, periods, or hours.
- Keep the source for each actual duration.
- Ask about the pattern rather than assuming the reason.
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Related guides
Official background: NYCPS: The IEP. Sources checked October 15, 2026. These checklists help organize your questions; follow current official instructions and your own documents.
General information, not legal advice. Time limits apply. Speak to a qualified advocate or attorney about your situation.
