What to ask at an IEP meeting comes down to how your child is doing now, what the goals are, what services and supports will be provided, how your child will be included with classmates, and how progress will be tracked. Below are 25 plain-language questions, grouped by topic. You do not have to ask them all, so pick the ones that matter most for your child.
Key takeaways
- Choose five to eight priority questions and keep the rest as backup.
- Ask for data, not just opinions. A good statement of how your child is doing should be backed by test results, work samples or teacher notes.
- Use the list of required IEP parts as a checklist. The IEP must state goals, how progress is measured, and what services your child gets, how often, where and for how long.
- If the team cannot answer a question, ask them to write down who will find the answer and by when.
- When the school proposes or refuses a change to your child's services, you can ask for the reasons in writing.
What to ask at an IEP meeting: 25 questions to bring
Print this list or save it on your phone. The numbers make it easy to steer the meeting. You can say, "I would like to start with question 9."
How is my child doing now?
- Q1. What data shows how my child is doing in reading, math, writing and behavior? Ask to see test scores, work samples and teacher notes, not only a summary.
- Q2. What are my child's strengths, and how will the plan use them?
- Q3. How does my child's disability affect their work in general education classes?
- Q4. Has my child been assessed in all areas of concern, such as speech, attention, behavior or motor skills? Federal rules say the evaluation must cover all areas related to the suspected disability.
Goals
- Q5. What exact skill does each goal target, and how will we measure it? A good goal describes a skill that can be seen and measured.
- Q6. Where is my child starting, and where should they be by the end of the year? Is that realistic?
- Q7. Did my child meet last year's goals? If not, what are we changing? The team must revise the IEP to address a lack of expected progress.
- Q8. Do these goals reflect my concerns? The team must consider the concerns of parents when it develops the IEP.
Services and supports
- Q9. What services will my child get, how many minutes, how often, where and who provides them?
- Q10. Will services happen in the classroom or in a separate setting, and why?
- Q11. Which accommodations will my child have in class and on tests, and how will every teacher be told about them?
- Q12. What training or support will staff get so they can carry out the plan?
- Q13. Does my child need assistive technology, such as a text-to-speech tool or a communication device? The team must consider this.
- Q14. If behavior is a concern, what positive behavior supports will be used?
- Q15. Does my child need extended school year services over the summer? The team decides this one child at a time, and a school cannot limit these services to certain disability categories.
Time with classmates
- Q16. How much of the school day will my child spend in general education classes?
- Q17. If the plan takes my child out of general classes, what supports did we try first, and why are they not enough? Under 34 CFR 300.114, removal from regular classes should happen only if learning there with supplementary aids and services cannot be achieved satisfactorily.
- Q18. How will my child take part in lunch, recess, clubs and field trips?
Progress and communication
- Q19. How will progress on each goal be measured, and by whom?
- Q20. When will I get progress reports, and what will they look like?
- Q21. Who is my main contact, what is the best way to reach them, and how quickly can I expect a reply?
- Q22. If my child is not making progress, how soon can we meet again?
Testing, transition and next steps
- Q23. Which state and district tests will my child take, and with what accommodations? Is an alternate assessment being considered?
- Q24. For students who are 16 or older, or younger if the team decides: what are the postsecondary goals, and what transition services will help reach them?
- Q25. Can you put that in writing? Under 34 CFR 300.503, the school must give written notice when it proposes or refuses to change your child's services, including why and what other options it considered.
Where should the answers end up in the IEP?
Federal rules in 34 CFR 300.320 list what every IEP must include. Use this table to check that your questions turn into written plans.
| Topic | What the IEP must include |
|---|---|
| How my child is doing now | A statement of present levels of academic achievement and functional performance |
| Goals | Measurable annual goals |
| Progress | How progress will be measured and when progress reports will be given |
| Services and supports | Special education, related services, and supplementary aids and services, plus supports for school staff |
| Time with classmates | An explanation of any time your child will not be in regular classes and activities |
| Testing | Accommodations on state and districtwide tests, or why an alternate test is needed |
| Start date and amount | When services begin, and how often, where and how long they will be provided |
| Life after high school | Postsecondary goals and transition services, starting by the first IEP in effect when your child turns 16 |
What if you do not get a clear answer?
That is common, and it is fine. The Center for Parent Information and Resources, funded by the U.S. Department of Education, suggests having the team write down what information is missing, who will get it and when. Then move on and come back to the topic when the answer arrives.
If you and the team cannot agree on an item, ask to place it on a "parking lot" list and return to it later. The same guide suggests calm phrases such as "What will it take for us to reach an agreement on this issue?" and "Why don't we just try this for 6 weeks and see how it works?"
What should you do in the last five minutes?
- Say the main decisions out loud and ask if everyone agrees.
- Ask who will do what, and by when.
- Ask for a copy of the IEP. The school must give you one at no cost.
- Ask for time to read the final IEP before you sign.
- Ask when the next progress report and check-in will happen.
How can you prepare before you ask?
Your questions land best when you have your records, a one-page summary of your child, and clear priorities. Our checklist on how to prepare for an IEP meeting as a parent walks through each step. After the meeting, our guide to the IEP progress report helps you check whether the plan is working.
Frequently asked questions
How many questions should I ask at an IEP meeting?
There is no limit, but most parents do best with five to eight priority questions and the rest as backup. Choose the ones that match your biggest worries about your child.
Can I ask for changes to the IEP during the meeting?
Yes. The team must consider your concerns when it develops the IEP. If the school refuses a change, you can ask for prior written notice that explains why and what other options the team considered.
Can I ask for an independent evaluation?
If you disagree with an evaluation the school did, you can ask for an independent educational evaluation at public expense. The school must either pay for it or file for a due process hearing to show that its own evaluation was appropriate.
What if I do not understand something in the meeting?
Ask the person to explain it in plain words. The school must take whatever action is needed to make sure you understand the meeting, including arranging an interpreter if your native language is not English.
Can I ask for another IEP meeting later in the year?
Yes. You can ask for an IEP meeting at any time if you think changes are needed, such as when your child is not making progress. The team must also review the IEP at least once a year.
Want help building your question list?
If you would like a second set of eyes on your child's IEP or your meeting plan, Start the free IEP intake. You can also learn more about IEP support for parents at SustainBL.
This article is general information, not legal advice. Rules can vary by state and district.
