IEP Meeting Preparation: Complete Checklist

IEP meetings can feel overwhelming, but thorough preparation makes all the difference. This checklist ensures you're ready for productive, compliant meetings.

2 Weeks Before the Meeting

Documentation

• Review current IEP goals and progress data
• Collect recent assessment results (formal and informal)
• Gather work samples showing progress or challenges
• Update progress reports for all goal areas
• Compile behavior data (if applicable)
• Review related service provider reports (OT, PT, SLP)

Scheduling

• Send meeting invitation to all team members (2 weeks minimum)
• Confirm parent attendance
• Reserve meeting room
• Arrange for interpreter if needed
• Schedule back-to-back meetings efficiently (if multiple students)

Communication

• Send parent a draft agenda
• Ask parents if they have questions or concerns to address
• Invite general education teacher(s)
• Confirm related service provider attendance
• Notify administrator if required

1 Week Before the Meeting

Draft the IEP

• Write present levels of performance (PLAAFP)
• Draft proposed goals (use IEP Maker to speed this up)
• Prepare proposed accommodations and modifications
• Determine service delivery (minutes, frequency, location)
• Consider extended school year (ESY) if applicable

Materials

• Print draft IEP for team review
• Prepare parent-friendly progress summaries
• Organize assessment data in clear format
• Create visual aids or charts if helpful
• Bring blank IEP forms (district or state)

Day Before the Meeting

Final Review

• Re-read draft IEP for compliance
• Check that goals align with present levels
• Verify accommodations are specific and measurable
• Ensure service minutes match district guidelines
• Review procedural safeguards document

Logistics

• Confirm room setup (seating, technology)
• Test video conferencing if virtual
• Print attendance sheet
• Prepare parent notification of rights

During the Meeting

Opening (5 minutes)

• Introduce all team members and roles
• Review meeting purpose and agenda
• Confirm parent understands their rights
• Ask if parent brought anyone (advocate, family member)

Present Levels Review (10-15 minutes)

• Share progress on current goals
• Present assessment data
• Discuss student strengths
• Address parent concerns and input
• Review how disability affects general curriculum

Goal Development (15-20 minutes)

• Review proposed new goals
• Discuss parent input on priorities
• Ensure goals are SMART (Specific, Measurable, Achievable, Relevant, Time-bound)
• Get team agreement on each goal
• Discuss benchmarks or short-term objectives if needed

Services and Accommodations (10 minutes)

• Review proposed service minutes and frequency
• Discuss accommodations and modifications
• Address related services (OT, PT, SLP, counseling)
• Consider assistive technology needs
• Discuss transportation if applicable

Placement and Closing (5 minutes)

• Determine least restrictive environment (LRE)
• Review participation in general education
• Discuss state/district testing accommodations
• Set date for next review (usually 1 year)
• Summarize decisions
• Thank team for participation

After the Meeting

Documentation

• Finalize IEP document with agreed-upon changes
• Send finalized IEP to parents within district timeline (usually 5-10 days)
• File signed IEP in student record
• Distribute copies to all relevant staff
• Update IEP tracking system

Implementation

• Share accommodations list with general education teachers
• Schedule service start dates with related service providers
• Set up progress monitoring systems
• Calendar next IEP meeting (1 year from implementation)
• Schedule 9-week progress check-ins

Tips for Difficult Conversations

When parents disagree with recommendations:

• Listen first, acknowledge concerns
• Explain the data behind your recommendations
• Offer alternatives or compromises
• Suggest a follow-up meeting if needed
• Document the disagreement and next steps

When the team can't agree:

• Focus on student data, not opinions
• Remember the parent is an equal team member
• Consider bringing in an administrator or district representative
• Use "What does the student need?" as your guiding question

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