Learning More About IEP Meetings

The IEP meeting is one of the most important parts of the special education process. In this meeting, school staff and parents come together to discuss, develop, and review a student’s IEP. They make sure the IEP meets the student’s needs.

There are rules for IEP meetings. They cover who must attend and what happens. The best way to understand these rules is to remember the goal of the meeting. The school and parents are working together to plan a student’s special education experience at school.

The IEP meeting: An overview

Notice of the IEP meeting

Before holding an IEP meeting, the school must tell parents or guardians when and where the meeting will be held. There must be information on what the meeting is for and who will attend.

It’s important that parents have an opportunity to attend. This means scheduling the meeting at a convenient time and place. It can also mean holding a meeting by phone or videoconference.

The first IEP meeting

After a school evaluates a student and determines that the student is eligible for special education, the first IEP team meeting is held. By law, this meeting must be within 30 calendar days of eligibility. This is an important meeting. It’s when the IEP is developed.

During the meeting, the school and the parents discuss the student’s needs based on the results of any evaluations. Then, they discuss what services and supports the student needs. This information is put into the first IEP.

Some schools present parents with a recommended draft IEP for them to consider at the meeting. This is acceptable, as long as the IEP isn’t decided ahead of time. Parents must have a chance to weigh in and say what they think should be part of the IEP.

Annual (and other) IEP meetings

After the IEP is developed, an IEP meeting must be held at least once a year. This is called the annual IEP meeting.

Schools typically use the annual IEP meeting to review how things are going. They look at how the student is progressing on grade-level standards. They also make any necessary changes to the IEP.

Some students may need more frequent IEP meetings. New challenges can come up all the time.

Parents don’t need to wait for an annual meeting if there’s a problem. They can request an IEP meeting at any time.

Who attends the IEP meeting

The law requires a specific group of people — called the IEP team — to attend every IEP meeting:

A parent or guardian of the student
At least one of the student’s general education teachers
At least one of the student’s special education teachers
A school district representative who has the power to approve services and resources
An expert like a school psychologist who can interpret the student’s evaluation results

Once the IEP team begins to develop a transition plan for after high school, the student must also attend. This happens at age 16. Sometimes, kids attend even earlier if they’re ready.

It’s also possible to invite others to the meeting. For example, a parent might ask that a health care provider attend — or even a friend or advocate.

If parents and the school agree, an IEP team member can be excused from attending. But it’s generally best to reschedule so everyone can be there.

The purpose of an IEP meeting is to discuss, develop, and review a student’s IEP.
Schools are required to hold an annual IEP meeting each year to look at a student’s progress.
However, parents can request an IEP meeting at any time for specific issues.

What’s discussed and decided at the IEP meeting

IEP meetings can cover many different topics.

Sometimes, the entire meeting will be about solving a specific problem. For example, the student might be missing out on services listed in their IEP. Or services may need to be adjusted. There might also be a conflict with a teacher or another student. If so, the meeting will often end with the school and parents agreeing on what to do, including changing the IEP.

With annual IEP meetings, the focus will be more on the student’s overall progress. The school and parents will look at the child’s present level of performance. This is based on data like grades or test scores. Then, the team will review progress toward annual goals and the student’s individual supports and services. Depending on how the child is doing, the team might agree to changes. They may also create a draft version of a new IEP

What are your rights in the IEP process?

The right to participate in IEP meetings

You have the right to participate in IEP meetings that discuss your child’s educational needs. You also have the right to ask for an IEP meeting at any time. You can join meetings by phone if necessary.

The right to an independent evaluation

You can have your child evaluated by outside professionals — but in most cases, you’ll have to pay for the private evaluation. The school must consider the evaluation but doesn’t have to accept the results.

The right to an independent evaluation

The right to give (or deny) consent

A school must obtain your written permission (called informed consent) before evaluating your child or providing special education services. You can agree to all, some, or none of the services offered.

The right to disagree with a school’s decision

You can ask to meet with the school to reach an agreement with the help of a third party (called “mediation”). You can ask for a due process hearing in which a hearing officer makes a decision.

The right to private education paid by the public school (in some cases)

If you transfer your child to a private school, the school district usually doesn’t have to reimburse you. However, if your child needed services and the public school failed to provide them, it might have to pay for the tuition. You’ll have to ask for this in a due process hearing.

Questions to ask before and during your child’s IEP meeting

Questions to ask before the IEP meeting

What is the goal of this IEP meeting?
Can we create an agenda for this meeting?
May I have a copy of my child’s most recent IEP document to follow along as we talk in the meeting?
Could you please provide me with prior access to copies of the notes/reports that we’ll be going over?
Who at the meeting will be qualified to interpret the results of my child’s independent educational evaluation?

After the IEP meeting

After the IEP meeting, send an email or letter to the case manager summarizing what decisions and questions came out of the meeting. Did the school agree to set up another meeting? Are you going to ask for a mediation session? By putting that in writing, you make sure everyone is on the same page and has next steps on their calendars.

Review and sign the final IEP

The IEP you and your child’s IEP team talk about in the meeting is a draft. The school or district will finalize the IEP after the meeting and send you a copy to sign. Make sure you sign it and return it by the deadline they give you. (Be sure to keep a copy for yourself.) Here’s a list of things to double-check before signing an IEP.

Questions to ask during the IEP meeting

How does everyone at the meeting know or work with my child?
Could you tell me about my child’s day so I can understand what it looks like?
Can you explain how what you’re seeing from my child is different from other kids in the classroom?
Could we walk through the current program and IEP plan piece by piece?
How is my child doing in making progress toward IEP goals?
What changes in goals would the team recommend?
Is this a SMART goal?
How is this goal measured and my child’s progress monitored?
How will my child be assessed according to grade level?
Who will work on that with my child? How? When? Where and how often?
What training does the staff have in this specific intervention?
What does that accommodation/instructional intervention look like in the classroom?
What support will the classroom teacher have in putting these accommodations/interventions into place?
What can I do at home to support the IEP goals?
I’d like to see the final IEP before agreeing to any changes suggested at this meeting. When can I see a copy?
When will the changes to my child’s program begin?
How will we let my child know about any program changes?
Can we make a plan for keeping in touch about how everything is going?
May I have a copy of the notes the teacher referenced during this meeting?
If I have questions about the information I’ve been given about my child’s rights, who’s the person to talk to for answers?
Who’s the person to contact if I want to call another meeting?

What to Double-Check on Your Child’s IEP

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What is FAPE?

Terms You May Hear

Accomodations

504 plan is a blueprint or plan for how a child will have access to education at school. It typically includes accommodations, and sometimes services as well.

Americans with Disabilities Act (ADA)

is a federal law that makes it illegal to discriminate against people with disabilities. ADA requires schools and employers to make “reasonable accommodations” so people with disabilities can fully participate at school and at work.

Due process

Due process is a formal way to resolve special education disputes. What you need to know.

504 Plan

504 has two main purposes. One is about removing barriers for students with disabilities in K–12 public schools. The other is about protecting kids and adults with disabilities from discrimination in school settings and beyond.

5 reasons parents play a key role in the IEP process

You’re an equal member of the IEP team

As a parent or caregiver, you have the right to participate in all of your child’s IEP meetings. And you’re not an afterthought. The Individuals with Disabilities Education Act puts parents first on the list of required members of a student’s IEP team.

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The Citywide Council for District 75 (CCD75)
Representing Students and Families of District 75
All Students with Special Needs and/or an IEP

Learning More About IEP Meetings

The IEP meeting: An overview

Notice of the IEP meeting

The first IEP meeting

Annual (and other) IEP meetings

Who attends the IEP meeting

What’s discussed and decided at the IEP meeting

What are your rights in the IEP process?

The right to participate in IEP meetings

The right to an independent evaluation

The right to an independent evaluation

The right to give (or deny) consent

The right to disagree with a school’s decision

The right to private education paid by the public school (in some cases)

Questions to ask before and during your child’s IEP meeting

Questions to ask before the IEP meeting

After the IEP meeting

Review and sign the final IEP

Questions to ask during the IEP meeting

What to Double-Check on Your Child’s IEP

What is FAPE?

Terms You May Hear

You’re an equal member of the IEP team

Learning More About IEP Meetings

The IEP meeting: An overview

Notice of the IEP meeting

The first IEP meeting

Annual (and other) IEP meetings

Who attends the IEP meeting

What’s discussed and decided at the IEP meeting

What are your rights in the IEP process?

The right to participate in IEP meetings

The right to an independent evaluation

The right to an independent evaluation

The right to give (or deny) consent

The right to disagree with a school’s decision

The right to private education paid by the public school (in some cases)

Questions to ask before and during your child’s IEP meeting

Questions to ask before the IEP meeting

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After the IEP meeting

Review and sign the final IEP

Questions to ask during the IEP meeting

​

What to Double-Check on Your Child’s IEP

What is FAPE?

Terms You May Hear

You’re an equal member of the IEP team