IEP Meeting Planner

Gather and review what’s most important:

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• Current IEP

• Progress reports toward goals

• Related services + accommodations

• Report cards + recent work samples

• District/state assessment results

• Most recent evaluations

• Notes/emails with teachers/school

• Recommendations from outside providers (audiologist, ENT, private therapists, etc.)

• If your child works: supervisor letters/reviews

Tip: Put everything in a binder or folder and bring it to the meeting.

You have the right to inspect and review any educational records relating to your child.

• Connect with local SEPACS, parent groups and other families

• Attend trainings to understand IDEA and your rights

• Reach out to your MCDHH specialist

Check for:

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• A date/time that works for you (and anyone you want to invite)

• Enough time scheduled for a full discussion

• The right school team members listed

• At least one person with authority to make decisions/allocate resources

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If someone can’t attend in person: You can request alternative attendance (phone/video), with notice.

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If the school proposes “excusing” team members: Parents can approve or reject excusals.

It’s long, but it’s your roadmap.

Ask for a blank form or preview it online. Meetings often follow the order of the form.

Also check whether your state uses add-on forms (communication plan, behavior plan, etc.).

Call at least 10 days before the meeting and ask whether a draft will be prepared. If yes, request it at least 5 days prior so you can review and respond.

Pay special attention to:

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• Annual goals (do they reflect meaningful growth over one year?)

• How progress will be measured, how often, and by whom

• Supports and strategies that actually work for your child

This can be one page. Include:

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• Your child’s strengths

• Areas of concern

• Your goals for the year

• Strategies that help (and what hasn’t worked)

• Academic/social needs you want addressed

Bring copies of:

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• Your Parent Report

• Any new documents you want the team to consider

If you can, bring someone with you—an MCDHH child specialist, EI coordinator, advocate, friend, or family member—especially someone who can take notes while you focus on the conversation.

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Have everyone share:

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• Name

• Role

• Connection to your child

Much of what you share belongs in the IEP. Don’t let it get treated as “extra.”

Make sure required components are discussed—not rushed:

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• Present levels

• Goals

• Services

• Accommodations

• Placement decisions

• Any needed additional plans (communication plan, behavior plan, etc.)

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“BE”lieve in parent–professional collaboration. A few reminders that help in the room:

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• Be factual. Be prepared. Be assertive.

• Be calm. Be courteous. Be professional.

• Be informed. Be inquisitive. Be supportive.

You do not have to sign the IEP during the meeting. If you need time, ask to take it home and return it within the required timeline.

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Your signature may indicate:

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• Agreement

• Partial agreement

• Refusal

You can be kind and firm.
You can disagree and stay respectful.
You can ask for clarification as many times as needed.

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If the IEP doesn’t reflect what was discussed—or you don’t agree with what’s written—follow up in writing with:

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• Your concerns

• The changes you’re requesting

• What you are refusing and why

• A request for another meeting and/or next steps (mediation, complaint, due process)

Help your child understand:

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• Their goals

• Who will help them

• How progress will be tracked

• What they can do when something isn’t working

Ask for regular reporting, which may include:

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• IEP progress reports (often aligned with report cards)

• Report cards

• Assessment data

• State assessment results

If you’re concerned, don’t wait until the next annual meeting. You can request a meeting any time.

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Also: when things are going well, tell the team. Positive feedback builds goodwill and consistency.