Preparation checklist
Use this checklist starting two weeks before your meeting. Parents who arrive prepared — with documents, medical records, and written questions — have stronger, more productive IEP meetings.
Start collecting these at least two weeks before the meeting.
Your child's current IEP — the most recently signed copy
Previous IEPs from the last 2–3 years
Side-by-side comparison shows whether goals have changed or stayed the same year after year.
The district's most recent assessment or evaluation reports
All progress reports received this school year
If you have not been receiving progress reports, that is itself a compliance issue to raise.
Report cards from the current and prior school year
Any written correspondence with the school this year — emails, letters, and meeting notes
Any private evaluations you have obtained outside of school
Any notes or letters from attorneys or advocates, if applicable
Bring documentation from every provider who has evaluated or treated your child — schools cannot ignore medical evidence when it is presented in writing.
Primary diagnosis letter from the diagnosing physician or specialist
This should name the diagnosis, the date of diagnosis, and the provider's credentials.
Pediatrician's notes describing your child's health history and any educational concerns raised at well-child visits
Psychiatrist or psychologist's notes
Especially relevant for ADHD, anxiety, depression, OCD, PTSD, or trauma histories. Include medication records if the condition affects school functioning.
Neurologist's report
Relevant for epilepsy, traumatic brain injury, neurological conditions, or when cognitive functioning is in question.
Developmental pediatrician's findings
If your child has received a developmental evaluation, bring the full written report — not just the summary page.
Audiologist's evaluation
Important for CAPD (Central Auditory Processing Disorder), hearing loss, or any auditory concerns affecting language and learning.
Optometrist or ophthalmologist's report
Vision impairments — including convergence insufficiency and other processing issues — can affect reading and be misidentified as learning disabilities.
Geneticist's or specialty clinic's report
For children with chromosomal or genetic conditions (Down syndrome, Fragile X, 22q, etc.), the genetic report documents the underlying cause and expected areas of impact.
Private speech-language pathologist's evaluation
If you have obtained a private SLP evaluation, bring it even if the district disagrees with its findings. You have the right to present it.
Private occupational therapist's evaluation
Documents sensory processing, fine motor, and daily living skill needs that may not be captured in school-based OT screenings.
Private neuropsychological evaluation
One of the most comprehensive documents available — covers cognitive profile, processing speed, working memory, executive function, and emotional functioning. Bring the full report.
A letter from any medical provider specifically explaining how your child's diagnosis or condition affects their ability to access and benefit from education
Ask your child's provider to write this if you don't already have one. A sentence or two linking the diagnosis to educational impact carries legal weight.
Current medication list — all medications your child takes, including dosage, frequency, and prescribing provider
Include both daily medications and as-needed medications. The IEP team needs to understand how medications may affect your child's alertness, focus, appetite, or behavior during the school day.
Known allergies — food, environmental, and medication allergies documented by a provider
Bring written documentation from the prescribing or diagnosing provider, not just a verbal note. Severe allergies (including anaphylaxis) may require an emergency plan (EAP or IHP) to be included alongside the IEP.
Write your questions down before the meeting. Once you're in the room, it's easy to forget.
What evidence shows my child is making progress on each current goal? Can I see the data?
Which goals were not met this year? What is the proposed plan to address those areas?
What new goals are being proposed, and why are these the priorities?
Are the service hours being proposed sufficient based on my child's assessed needs?
Is my child being educated in the Least Restrictive Environment? If a more restrictive setting is proposed, what is the justification?
How will progress be measured, and how often will I receive written progress reports?
Are there any changes to my child's placement or services being proposed? If so, why?
Have all of my child's areas of need — including social-emotional, behavioral, and functional needs — been assessed and addressed?
What accommodations will be in place for state assessments?
Is Extended School Year (ESY) being considered? If not, why?
Review these the night before. Knowing your rights changes the dynamic in the room.
I know I can bring a support person — a family member, friend, therapist, or advocate
You do not need the school's permission. You can simply bring them.
I know I can request the draft IEP in writing before the meeting
The district is not required to provide it in advance, but many will. Ask.
I know I can record the IEP meeting
In California, you must provide 24-hour advance written notice of your intent to record. The district may then also record. Recording protects you if there is a later dispute about what was agreed.
I know I do not have to sign the IEP at the meeting — I can take it home to review it
I know I can consent to some parts of the IEP and withhold consent from others
I know I can ask that my concerns be documented in the meeting notes
I know I can request Prior Written Notice (PWN) any time the school proposes or refuses a change
PWN requires the district to explain in writing what it is proposing, why, and what alternatives were considered.
I know that if the team cannot reach agreement, I have formal options: mediation, a State Complaint, or due process
Practical things to confirm before the day of the meeting.
I have confirmed who I am bringing to the meeting
I have confirmed the date, time, and location of the meeting
I have arranged childcare or coverage so I can be fully present
I have printed copies of my documents to bring — one set for me, one to leave with the team if needed
I have a notebook or device to take notes, or my support person knows that is their role
If I plan to record, I have sent written notice to the school at least 24 hours in advance
I have reviewed my list of questions and prioritized the two or three most important ones
I know I can request a break or a recess at any point during the meeting if I feel overwhelmed
On the day of the meeting
Once you're in the room, the Meeting Day Checklist (available from any saved IEP plan) walks you through talking points, goal-by-goal flags, and what to do if the conversation goes off track.