Start with the student's needs, rather than the name of a school. Compare current performance with evaluations and progress reports. Examine whether goals are individualized, measurable, and linked to those needs.
Review proposed instruction, accommodations, related services, and supports, including start dates, frequency, duration, and location. Needs in science, English, history, and other subjects deserve discussion even if the draft focuses on Spanish and mathematics.
Prepare questions and requested changes. Ask for documents in time to review them. After the IEP team meeting, compare the final IEP with what was agreed. Distinguish a draft from a final decision and a recommendation from an approved service.
The answer for your situation depends on the facts and records. An inquiry does not suspend legal deadlines or guarantee that the office will accept the case.
Reference sources
IDEA · 34 C.F.R. Part 300Rules must be read in context. This explanation may require updating and individual review.