IEP Meeting Checklist for Teachers: Before, During and After

A smooth IEP meeting depends on preparation: two to three weeks before, collect data and work samples, draft present levels and possible goals, and talk with the family; during the meeting, lead with strengths and data and treat the family as equal partners; afterward, put accommodations in place right away and start progress monitoring. Whether you’re the special education case manager or the general education teacher, this checklist helps you arrive prepared, contribute clearly and follow through. It covers annual reviews, but most steps apply to initial and reevaluation meetings too.

Who’s on the IEP team

Before the meeting (2–3 weeks out)

Logistics

• Confirm the meeting date is within required timelines (annual review, reevaluation).
• Send the meeting notice to the family with enough time, in their preferred language.
• Schedule an interpreter if needed.
• Confirm attendance of all required members; get written excusal if a member won’t attend, following district procedures.
• Book a room with enough seats and a table where everyone can see documents.

Data and documents

• Progress monitoring data on current goals, with graphs. See our progress monitoring guide.
• Recent work samples (2–3 per goal area).
• Classroom assessment results and grades.
• Attendance and behavior data if relevant.
• Input from general education teachers and related service providers.
• Evaluation results (for initial or reevaluation meetings).

Drafts

• Draft present levels with strengths, needs and current data. Our present levels of performance examples show the structure.
• Draft possible goals that connect to the needs in present levels. See how to write IEP goals.
• Review current accommodations: which ones are used and helpful, which aren’t.
• Label everything “draft.”

Family connection

• Call or meet with the family a week before to share how things are going and ask about their priorities and concerns.
• Offer to send drafts ahead of time so they can read them at home.
• Share the procedural safeguards notice according to district rules.
• Remind the family they may bring someone with them.

General education teacher prep

• Write three strengths and three concerns, with examples.
• Note which accommodations you use and how the student responds.
• Bring work samples that show both strengths and needs.
• Be ready to answer: “How does the student do with grade-level work in your class?”

During the meeting

Opening (5 minutes)

• Introductions with roles in plain words.
• State the purpose and the agenda.
• Check the time everyone has.

Strengths first (5 minutes)

• Each team member shares at least one strength. Families notice when the meeting starts with what’s going well.

Data and present levels (10–15 minutes)

• Share progress on current goals with graphs.
• Review present levels: what the student can do now and what gets in the way.
• Ask the family: “Does this match what you see at home?”

Goals, services and accommodations (15–20 minutes)

• Discuss each proposed goal and how it will be measured.
• Review services (minutes, setting, provider).
• Review accommodations and modifications for class and testing. Our accommodations vs modifications guide helps explain the difference.
• Discuss least restrictive environment and time with nondisabled peers.
• Discuss extended school year, transition and other required sections as applicable.

Closing (5 minutes)

• Summarize decisions and next steps.
• Ask the family if they have questions or concerns not yet discussed.
• Explain consent and what happens next, according to district procedures.
• Thank everyone.

Communication tips

• Avoid jargon. Say “reading speed” instead of “ORF,” or explain acronyms.
• Use data, not adjectives. “Reads 48 words per minute” is clearer than “is a slow reader.”
• Listen more than you talk. The family knows the child best.
• Stay calm with disagreement. Note the concern, ask questions and remind everyone of the shared goal. The team can schedule a follow-up meeting.

After the meeting

• Finalize the IEP and give the family a copy according to required timelines.
• Share the IEP (or an at-a-glance summary) with every teacher and provider who works with the student. They need to know their responsibilities.
• Put accommodations in place right away.
• Set up progress monitoring for each new goal: tool, schedule and data sheet. Use our IEP goal data collection sheets.
• Schedule service times.
• Add progress report dates to your calendar.
• Follow up with the family in two to three weeks to check how things are going.

What to say: helpful phrases

• Opening: “We’re all here because we want [Student] to have a great year. Let’s start with what’s going well.”
• Sharing a concern: “Here is what I’m seeing in class, and here is the data. What do you notice at home?”
• Asking for input: “What is most important to you for [Student] this year?”
• When you don’t know: “That’s a good question. I’ll find out and get back to you by Friday.”
• Disagreement: “I hear that you’re worried about the amount of support. Let’s look at the data together and talk about options.”
• Closing: “Here is what we agreed on today, and here is who will do what.”

Confidentiality reminders

• Keep IEP documents in secure locations, not on a desk or in a shared folder.
• Discuss students only with people who have a legitimate educational interest.
• Don’t email student details to personal accounts.
• IEP records are protected by FERPA and IDEA confidentiality rules.

IEP at a glance (one page for teachers)

Find more support

IEP meetings bring together everything special education teachers do: present levels, goals, accommodations, data and communication. For the full process from start to finish, see our special education teacher resources.