Individualized Education Program (IEP)

Preparing for an IEP Meeting

Families are valuable members of the IEP team. Preparing ahead of time can help meetings run more smoothly and ensure that everyone focuses on supporting your child's success. The resources below provide practical tips, planning tools, and guidance to help families participate confidently in the IEP process.

General Tips for Effective and Efficient IEP Team Meetings

Communicate Regularly

Stay in touch with your child's team throughout the year, not just during IEP meetings.
Reach out as questions or concerns arise.
Communicate honestly, professionally, and with positive intent.

Be Clear About Communication Preferences

Let the team know the best way to reach you, whether by phone, email, text, or another method.
Respond to messages in a timely manner so the team can best support your child and plan appropriately.

Share Questions or Concerns in Advance

Whenever possible, submit questions or concerns before the IEP meeting.
This allows the team time to gather information and explore potential solutions.
Tip: Use the Parent Input Form as a guide when preparing for the meeting.

Provide Outside Reports Early

Submit reports from private providers, such as medical, therapeutic, or psychological professionals, before the IEP meeting.
Let the team know what information from the report you would like them to consider.

Share Your Child's Strengths

Be ready to discuss what your child does well.
Share information about interests, hobbies, favorite activities, and ways your child helps at home.
Tip: The Parent Input Form can help organize your thoughts before the meeting.

Propose Changes Ahead of Time

If you are considering changes to accommodations or services, notify the team before the meeting.
Advance notice allows the team to prepare and gather needed information.
Be open to follow-up questions that help the team better understand your request.

Inviting Others

You may invite therapists, counselors, doctors, or other professionals who work with your child outside of school.
If they cannot attend, consider asking them to provide written input.
You may also invite a relative or friend who can provide support and help you feel comfortable participating.
Please inform the case manager if you plan to bring additional participants to the meeting.

Time-Limited? Let the Team Know

If your availability is limited, such as only being available for 45 minutes, communicate this to your IEP case manager.
Consider requesting a draft of the IEP in advance so the meeting can focus on key discussion points.

Most Importantly

Bring a positive mindset and willingness to try new things. Look at the meeting as an opportunity for growth and a chance to make things better

PROGRESS Center IEP tip sheets

The PROGRESS Center team brings extensive expertise in evidence-based practices, special education law and policy, and engagement with educators, families, and leaders to develop and implement high-quality instructional programming for students with disabilities.
As part of their work, the PROGRESS Center has a collection of tips sheets that cover brief summaries of federal regulations, tips for implementation, and resources related to the individualized education program (IEP) and IEP Team. The tip sheets are available in English and Spanish. Some tip sheets are customized for parents and caregivers.
For your convivence, we have added several of above mentioned tip sheets below:

An Overview of the IEP
Provides an overview of the Individualized Education Program, its required components, and the IEP development process.
IEP Team Meeting Guide for Families
Guides families through preparing for, participating in, and following up after an Individualized Education Program team meeting.
The IEP Team
Describes the required members of the IEP team, their roles, and how they collaborate to support student success.
PLAAFP Statement
Explains the Present Levels of Academic Achievement and Functional Performance statement and its role in developing an Individualized Education Program.
Measurable Annual Goals
Explains how measurable annual goals are developed to address a student's educational needs and monitor progress.
Overview of the Statement of Services and Aids
Explains special education services, related services, supplementary aids, and supports included in an Individualized Education Program.
Age of Majority
Explains the age of majority, transfer of educational rights under IDEA, and how families and schools can prepare students for this transition.
Participation in Assessment
Explains testing accommodations, alternate assessments, and participation requirements for students with disabilities in state and district assessments.
Transition Services
Introduces transition planning, postsecondary goals, and services that prepare students for life after high school.
Parent Input to IEP
Form for parents to provide information about their child's strengths, concerns, goals, and educational needs before an IEP meeting.

Parent Input Forms

We believe that families of students with disabilities should be respected and included as important partners in their child’s education. The IDEA law gives parents the right to take part in many decisions about their child’s learning. This includes being invited to every IEP meeting and having chances to share their ideas and concerns.
We understand that IEP meetings can bring many emotions for families. They can sometimes feel stressful or overwhelming. It may also be hard to think of questions or answers during the meeting. To help with this, we have included several parent input forms. These forms can help you organize your thoughts and prepare before the IEP meeting.
During the meeting, we will ask about your child’s strengths. These may include school skills, talents, interests, hobbies, or strengths you see at home. Knowing your child’s strengths helps us better support how your child learns.
We will also ask about your concerns related to your child’s education. This is an important part of the IEP process because your input is heard and documented in the IEP. For example, you may want to share:
- Areas where you believe your child needs more support
- Concerns you notice at home that the school may not see
- Other information that may affect your child’s learning or school experience
  - Please keep in mind that the IEP team makes decisions based on information, observations, and data collected in the school setting.
Below are examples of parent input forms that may help you prepare and organize your thoughts before the IEP meeting.

Charting the LifeCourse Framework

Charting the LifeCourse Framework was developed “to help individuals and families of all abilities and all ages develop a vision for a good life, think about what they need to know and do, identify how to find or develop supports, and discover what it takes to live the lives they want to live.”
Included is the LifeCourse Framework Infographic, which briefly outlines what the LifeCourse Framework is, as well as an LifeCourse Experiences and Questions Booklet. The booklet provides questions from across the life stages (prenatal/infancy, early childhood, school age, transition, adulthood, aging) in different domains (daily life & employment, community living, safety & security, healthy living, social & spiritual, and citizenship and advocacy) from the viewpoint of the person with a disability. The questions are intended to help families and professionals consider what individuals need to be successful and self-determined throughout their lives, and to reflect on how their choices, decisions, and experiences now can help them in the future.