How to Prepare for an IEP Meeting

Step 1: Know the Type of Meeting

IEP meetings serve different purposes. Understanding which type you are attending helps you prepare the right materials.

• Initial IEP Meeting: Held after your child's first evaluation to determine eligibility and create the first IEP. You will review evaluation results, discuss eligibility categories, and draft initial goals and services.
• Annual Review: Held at least once per year to review progress on current goals, update goals for the coming year, and adjust services. This is your opportunity to address anything that is not working.
• Triennial Re-evaluation: Conducted every three years to determine if your child still qualifies for special education. New testing may or may not be done depending on what the team agrees is needed.
• Amendment Meeting: Called when a change to the IEP is needed between annual reviews. You can request one of these at any time.
• Transition Planning Meeting: Required by age 16 (or earlier in some states) to plan for life after high school, including college, employment, and independent living.

Step 2: Request and Review All Documents in Advance

You have a legal right to review all education records related to your child. At least one to two weeks before the meeting:

• Request a copy of the current IEP (if one exists)
• Request copies of any new evaluations or progress reports that will be discussed
• Request draft IEP goals if the school prepares them in advance (some schools do, some do not)
• Review your child's report cards, state test scores, and classroom work samples
• Read through any Functional Behavioral Assessment (FBA) or Behavior Intervention Plan (BIP) if applicable

Tip: Under IDEA, the school must provide copies of education records within a reasonable time and before any meeting where the records will be discussed. If they charge for copies, the fee cannot prevent you from accessing the records.

Step 3: Create a Parent Binder

Organize all documents in a binder with tabs. This shows the team you are prepared and makes it easy to reference information during the meeting. Include:

• Current IEP and any amendments
• Evaluation reports (school and private)
• Progress reports on current IEP goals
• Report cards and standardized test scores
• Work samples that show your child's abilities and struggles
• Communication logs (emails, notes from teachers)
• Medical records or doctor's letters if relevant
• Your own notes about your child's strengths, challenges, and needs
• A list of questions you want to ask (see below)

Step 4: Write a Parent Concerns Letter

Write a letter to be included in the IEP that describes your concerns, your child's strengths, and what you want the team to address. This becomes part of the official record. Keep it factual and specific. For example:

"My child continues to struggle with reading fluency. Despite the current goal of reading 80 words per minute by year-end, his most recent progress report shows he is reading 52 words per minute. I am concerned the current interventions are not sufficient and would like the team to discuss increasing the frequency of specialized reading instruction."

Step 5: Prepare Your Questions

Write down every question you have. There is no such thing as a bad question at an IEP meeting. See the full list of questions below.

Step 6: Decide Who to Bring

You have the right to bring anyone you want to your child's IEP meeting. Consider bringing:

• An advocate: A trained IEP advocate who knows the law and can speak up on your behalf. Many nonprofit organizations (including ours) provide free advocates.
• A support person: A trusted friend, family member, or community member who can take notes and provide moral support.
• Private evaluators or therapists: If your child receives private therapy or has been independently evaluated, that professional can provide valuable input.
• Your child: Students can and should attend their own IEP meetings when appropriate, especially as they get older. Their input is valuable and builds self-advocacy skills. Student participation is required for transition planning (age 16+).

Important: You do not need to ask permission to bring someone. However, it is a courtesy to let the school know in advance, especially if you are bringing a professional. This also gives the school time to ensure the right people are at the table.

Good notes protect your child's rights and help you remember exactly what was discussed and agreed upon. The school will write formal meeting notes, but you should always keep your own record.

Note-Taking Template

Use this structure for each meeting:

• Date and time of the meeting
• Location (school name and room)
• Attendees: Write down every person's name, title, and role (e.g., "Ms. Johnson, Special Education Teacher" or "Dr. Smith, School Psychologist")
• Topics discussed: Note each agenda item and what was said
• Decisions made: Record every decision, who proposed it, and whether the team agreed
• Action items: Who is responsible for doing what, and by when
• Disagreements: Note any areas where you disagreed with the team and what you said
• Items tabled: Anything that was deferred to a future meeting
• Next meeting date: If one was scheduled

Tips for Taking Notes During the Meeting

• Bring a support person specifically to take notes so you can focus on the conversation. This is one of the most effective strategies.
• Write down direct quotes when someone says something important, especially if it relates to a denial of services or a commitment to provide something.
• Ask people to slow down or repeat if they are moving too fast. You have every right to say, "Can you say that again? I want to make sure I understand."
• Use abbreviations to keep up: ST = speech therapy, OT = occupational therapy, SpEd = special education, Gen Ed = general education.
• Star or highlight items you want to follow up on after the meeting.
• Do not rely solely on memory. Research shows people forget about 50% of new information within one hour.

Recording the Meeting

Many parents want to record IEP meetings. Here is what you need to know:

• Federal law (IDEA) does not prohibit recording IEP meetings.
• Some states require all-party consent for recording; others require only one-party consent. Check your state's laws.
• Some school districts have their own policies about recording. Request a copy of the policy in writing.
• If the school says no, put your request in writing and cite your state law. If your state allows one-party consent, the school generally cannot prevent you from recording.
• Even if you record, still take written notes as a backup.

• Arrive early. Give yourself time to settle in, organize your materials, and greet team members.
• Start with your child's strengths. Set a positive tone by sharing what is going well before diving into concerns.
• Present your concerns letter. Hand a copy to the team and ask that it be included in the IEP record.
• Ask for clarification. If someone uses jargon or acronyms you do not understand, ask them to explain. This is your right.
• Do not feel rushed. If the school says they only have 30 minutes, you can request a longer meeting or a continuation meeting on another day.
• Request data. If the school says something is working or not working, ask to see the data that supports that claim.
• Use "I" statements. Instead of "You are not doing enough," try "I am concerned that my child is not making adequate progress."
• Do not sign anything you are not comfortable with. You can take the IEP home to review before signing. You can also sign with noted disagreements.
• If you feel overwhelmed, ask for a break. You can step out of the room for a few minutes at any time.
• Confirm action items before the meeting ends. Repeat back what was agreed upon and make sure everyone is on the same page.