An evaluation has been completed, and your student has been found eligible for special education services. The next step is creating an Individualized Education Program (IEP), a plan developed together by you and the school team to support your student’s learning, growth, and success.

If this is your first IEP meeting, it’s normal to feel a little overwhelmed. You may hear unfamiliar terms, review evaluation reports, and meet several members of the school team. The good news is that you don’t have to know everything before you walk through the door. You are an equal member of the IEP team, and your knowledge of your student is one of the most valuable pieces of the planning process.

A little preparation can help you feel more confident and ensure your student’s strengths, needs, and goals remain at the center of the conversation.

Before the IEP Meeting: Prepare for Success

The time before the meeting is your opportunity to gather information, organize your thoughts, and think about what you hope your student will accomplish during the coming year.

Know Who Will Be at the Meeting

Before the meeting, the school will send you a Notice of Meeting (See USBE Special Education Rules pg. 91). This notice explains:

• Why the team is meeting
• When and where the meeting will take place
• Who is expected to attend

The IEP team typically includes:

• Parent(s) or guardian(s)
• Your student (age 14 or older, or when appropriate)
• A Local Education Agency (LEA) representative
• A special education teacher
• A general education teacher
• Other individuals with knowledge or expertise about your student, when appropriate

You are also welcome to invite someone who can support you or provide valuable insight, such as a spouse, family member, trusted friend, private therapist, advocate, or another professional who knows your student well.

Parent Tip: If you plan to bring someone with you, let the school know ahead of time. If you have questions about the meeting, don’t hesitate to reach out before the scheduled date.

Communicate Before the Meeting

You don’t have to wait until the meeting to share your thoughts.

Consider asking the school for:

• Copies of evaluation reports
• Draft IEP goals, if available
• Progress data the team plans to review

You can also email the team beforehand with any concerns, priorities, or ideas you’d like discussed. Sharing information in advance often helps everyone come prepared for a more productive meeting.

Gather Important Information

Having information organized ahead of time can make the meeting feel much less stressful.

Helpful documents may include:

• Medical reports
• Psychological or educational evaluations
• Private therapy reports or outside assessments
• School progress reports
• Previous IEPs
• Samples of schoolwork that highlight strengths or challenges
• Evaluation reports
• Draft goals provided by the school

Keep everything together in a binder, folder, or digital file so it’s easy to reference during the meeting.

Reflect on Your Student’s Strengths and Goals

Before the meeting, spend a few minutes thinking about what makes your student unique.

Consider writing down:

Your Student’s Strengths

• What does your student enjoy?
• What motivates them?
• What are they proud of?
• What talents or interests do they have?
• What comes naturally to them?

Areas Where They Need Support

• What challenges are they experiencing?
• What skills would you like to see improve?
• What strategies have helped in the past?
• What barriers make learning more difficult?

Your Priorities

Ask yourself:

“If three things improved for my student this school year, what would make the biggest difference?”

Your priorities might include:

• Academic growth
• Communication skills
• Organization
• Social relationships
• Emotional regulation
• Independence
• Transitions between activities

Writing these thoughts down ahead of time helps keep the discussion focused on what matters most.

During the IEP Meeting: Participate with Confidence

Remember, you are an equal member of the IEP team. Your observations about your student’s strengths, challenges, and daily experiences are just as important as classroom data and assessment results.

Tips for a Productive Meeting

• Bring a notebook or device to take notes.
• Ask questions whenever something isn’t clear.
• Ask team members to explain educational terms in everyday language.
• Take your time before responding if you need a moment to think.
• Stay focused on finding solutions that will help your student succeed.

If introductions aren’t made, it’s perfectly appropriate to ask everyone to introduce themselves and explain their role.

The school should also provide information about your procedural safeguards, which explain your rights under the Individuals with Disabilities Education Act (IDEA).

Make Sure Your Student’s Strengths Are Part of the Discussion

An effective IEP doesn’t focus only on challenges.

Make sure it reflects your student’s:

• Interests
• Talents
• Personality
• Motivators
• Learning style
• Successes

Building on strengths often leads to more meaningful goals and greater success.

Ask Questions

You are never expected to understand every special education term or recommendation.

Helpful questions include:

• Can you explain that another way?
• What will this look like in my student’s classroom?
• What data are we using to make this decision?
• How will we know whether this support is working?
• What does success look like?

There are no “bad” questions when it comes to understanding your student’s education.

Review Present Levels, Goals, Services, Supports, and Placement

Take time to carefully review each section of the IEP.

A strong goal clearly explains:

• What your student will learn or accomplish
• How progress will be measured
• When progress will be reviewed

Rather than a broad goal like “Improve reading,” a measurable goal describes exactly what the student will do, under what conditions, and how success will be tracked.

As the team reviews the plan, make sure you understand:

• The special education and related services your student will receive
• How often services will be provided
• Who will provide them
• Any accommodations or modifications
• Your student’s educational placement and the level of services provided
• How the placement supports your student’s individual needs and goals

Helpful questions include:

• How will progress be measured?
• What data will be collected?
• How often will I receive progress updates?
• Who is responsible for collecting the data?
• What happens if my student isn’t making expected progress?

Clear goals and services make it easier for everyone to know whether the IEP is working.

Understanding Your Signature

At the end of the meeting, team members typically sign the IEP to document attendance and participation.

If you have concerns or disagree with parts of the plan, you can note your disagreement rather than feeling pressured to agree with every decision. Don’t hesitate to ask questions if you’re unsure what you’re signing.

After the IEP Meeting: Stay Engaged

The meeting may be over, but the work of the IEP is just beginning.

Keep Organized Records

Save copies of:

• The finalized IEP
• Evaluation reports
• Progress reports
• Important emails or written communication with the school

Keeping organized records makes future meetings and progress reviews much easier.

Monitor Your Student’s Progress

Stay connected with your student’s teachers and service providers throughout the year.

Check in periodically by asking:

• How is my student progressing?
• Are the supports helping?
• Are goals being met?
• Does anything need to be adjusted?

Remember, an IEP is a working document. If concerns arise, you don’t have to wait until the annual review. Parents can request an IEP meeting at any time to discuss needed changes.

When Concerns Come Up

Disagreements don’t have to become conflicts. Many concerns can be resolved through respectful communication and collaboration.

If something isn’t working, start by talking with your student’s teacher or case manager. If additional support is needed, schools typically have a process that may include speaking with:

• The principal
• The district special education administrator
• Other dispute resolution options outlined in your procedural safeguards

Keeping conversations focused on problem-solving and your student’s needs helps everyone work together toward the same goal.

Final Thoughts

An IEP meeting is an opportunity to create a plan that supports your student’s success. Preparing ahead, asking questions, and staying involved throughout the year can help you feel more confident and informed. Most importantly, remember that your voice matters. You know your student best, and your partnership with the school is an important part of building a meaningful and effective IEP.

Additional Resources

• A Parent Resource Book: Understanding Special Education in Utah
• FREE IEP Planner for Parents Download
• Placement Short and Sweet: CPIR