IEP Meeting Checklist: Before, During, and After (Printable)

How to use this checklist

An IEP meeting can feel like walking into a room where everyone else already knows the plan. This checklist evens the odds. Work through the "before" section in the days ahead, keep the "during" section in front of you at the table, and use the "after" section once you're home. Nothing here requires a lawyer — just preparation.

You are a full, equal member of the IEP team. You do not have to agree to anything in the room, and you do not have to sign that day.

Before the meeting

Review and gather:

• Read your child's current IEP end to end — goals, services, minutes, accommodations, placement.
• Pull the latest progress reports and data. Which goals were met? Which stalled?
• Collect evaluations and outside reports (private neuropsych, speech, OT, medical notes).
• Gather work samples and your own notes about what's working and what isn't at home and school.

Plan and prepare:

• Write a short list of your top concerns and priorities — 3 to 5 items, in your own words.
• Draft any goals you want added (see our IEP goals for autism guide for measurable examples).
• Note accommodations you want to add or keep (our IEP accommodations for autism guide has a full list).
• Request the draft IEP in advance, in writing. You have the right to see it before the meeting rather than reading it cold.
• Know your rights. Your state's Parent Training and Information Center (find yours at parentcenterhub.org) is free and knows the law cold.

Logistics:

• Confirm the date, time, and who will attend. Ask for the participant list.
• Decide whether to bring someone — a partner, friend, or advocate. You have the right to.
• If you want to record the meeting, check your state/district rules and give any required notice in advance.
• Plan to arrive with copies of anything you want considered.

During the meeting

Keep this list on the table and check items off as they're covered. If the team skips one, ask.

• Introductions and roles — know who everyone is and why they're there.
• Present levels of performance — do they match the child you know? Speak up if they don't.
• Goals — are they specific, measurable, and tied to a baseline? Are your proposed goals discussed? Push back on "look less autistic" goals (eye contact, quiet hands, stimming reduction).
• Services — which related services (speech, OT, social work, behavioral support), and are they written clearly?
• Minutes and frequency — how much of each service, how often, and in what setting? "Speech, as needed" is not enough; get numbers.
• Placement and LRE — where services happen and how much time is in general education. The law favors the least restrictive environment appropriate for your child.
• Accommodations and modifications — sensory breaks, extended time, preferential seating, testing arrangements — all written down.
• Extended School Year (ESY) — ask whether your child qualifies for summer services to prevent regression.
• Progress monitoring — how each goal is measured and how often you'll get updates.
• Ask your questions (see the list below).
• Do not sign under pressure. You can sign only to confirm you attended, take the document home, and respond in writing later.

After the meeting

• Get a full copy of the finalized IEP and any documents you signed.
• Review for accuracy against your notes — did everything agreed to actually make it into the written document? A verbal "we'll work on that" is not binding; only what's written counts.
• Watch for Prior Written Notice (PWN). If the school refuses or changes something you requested, IDEA requires them to give you written notice explaining what and why. Request it if you don't receive it.
• If you disagree, you don't have to accept the IEP as written. Options include asking for another meeting or amendment, submitting your concerns in writing, requesting mediation, filing a state complaint, or requesting a due process hearing. Our autism rights and advocacy guide walks through these.
• File everything — dated copies of the IEP, emails, notes, and progress reports. A simple binder or folder saves you later.
• Track implementation. Note the start date for new services and follow up if they don't begin.

Copy-and-keep checklist

Print this and bring it to the table.

Bring with me:

• Current IEP + recent progress reports
• Outside evaluations and medical notes
• Work samples and my own notes
• My top 3-5 concerns, written down
• Draft goals and accommodations I want
• A support person (if I choose)
• Pen, this checklist, and copies to hand out

Make sure we cover:

• Present levels — do they match my child?
• Goals — measurable, with a baseline, no masking goals
• Services + minutes + frequency (get numbers)
• Placement / least restrictive environment
• Accommodations and modifications
• Extended School Year (ESY)
• How progress will be measured and reported

Before I leave:

• I asked every question on my list
• I did NOT sign under pressure
• I know how to get a full copy
• I know the plan for anything unresolved

When I get home:

• Read the final IEP against my notes
• Confirm everything agreed to is in writing
• Request Prior Written Notice if needed
• File dated copies of everything
• Follow up on service start dates

Questions to ask at every meeting

• What data are these present levels based on?
• Is each goal measurable, and what's the baseline?
• Exactly how many minutes of each service, how often, and where?
• Why is this the least restrictive environment for my child?
• How and how often will you measure and report progress?
• Does my child qualify for Extended School Year?
• What happens if a goal isn't being met by the next report period?
• Who is responsible for delivering each service, and what if staff are out?
• How will you handle sensory needs and dysregulation during the day?
• If I disagree with part of this plan, what are my options?

FAQ

What should I bring to an IEP meeting? Bring your child's current IEP and recent progress reports, any outside evaluations, work samples, a written list of your top concerns, and any goals or accommodations you want added. Bring copies to hand out, and consider bringing a support person.

What questions should I ask at an IEP meeting? Focus on specifics: What data supports the present levels? Is each goal measurable with a baseline? Exactly how many service minutes, how often, and where? Why is this the least restrictive environment? How will progress be measured? Does my child qualify for ESY?

Can I bring someone with me to an IEP meeting? Yes. IDEA gives you the right to bring anyone with knowledge or special expertise about your child — a partner, friend, another parent, or a paid advocate. Walking in alone against a table of staff isn't a fair setup, and you never have to.

Do I have to sign the IEP at the meeting? No. You can sign only to confirm attendance, or decline to sign the document itself and take it home to review. Signing under pressure is never required, and for an initial IEP, services can't start without your consent anyway.

What if I disagree with the IEP? You have options: request another meeting or an amendment, put your disagreement in writing, ask for Prior Written Notice explaining the school's decision, request free mediation, file a state complaint, or request a due process hearing. Most disagreements resolve informally.

How long does an IEP meeting take? It varies, but most run about an hour. If you have a lot to cover, ask in advance for enough time or request a follow-up meeting rather than rushing decisions.

Related guides

See our main IEP for autism guide, plus IEP goals for autism, IEP accommodations for autism, 504 plan vs IEP for autism, and autism rights and advocacy. Considering a specialized placement? Find autism schools near you.

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This guide is general information about federal special education law, not legal advice. For specific questions about your child's IEP, consult an attorney or your state's Parent Training and Information Center.