What should be included in an IEP: a printable checklist
By the IEP Atlas editorial teamLast updated
Short answer
An IEP should include present levels, measurable annual goals, how and when progress is reported, the special education and services, accommodations, time with peers without disabilities, the state test plan, and dates, frequency and location of services. From age 16 it adds transition goals. Use the checklist below before, during and after the meeting.
Federal rules list what every IEP must contain, who must be at the meeting, and what happens afterward. States add their own forms, but the required parts are the same everywhere. This checklist puts them in the order you meet them: before the meeting, in the IEP itself, and after it is signed.
Each item has the federal rule where it comes from and one line on why it matters. Print this page and bring it to the meeting, or use it as a case manager to check a draft.
Before the meeting
| Done | Item | Rule | Why it matters |
|---|---|---|---|
| ☐ | Meeting notice sent early, with the purpose, time, place and who will attend | 34 CFR 300.322 | Parents need a real chance to take part and plan for it |
| ☐ | Meeting time and place agreed with the family | 34 CFR 300.322 | Schools must try to schedule at a time that works for parents |
| ☐ | Procedural safeguards notice given, at least once a year and at key points | 34 CFR 300.504 | Explains parents' rights and dispute options |
| ☐ | Recent evaluation results ready and shared | 34 CFR 300.324 | The team must consider the most recent evaluation |
| ☐ | Current data on each goal area gathered | 34 CFR 300.320(a)(1) | Present levels need numbers, not impressions |
| ☐ | Parent concerns and the student's strengths collected | 34 CFR 300.324(a)(1) | The team must consider both when writing the IEP |
| ☐ | Draft shared in advance, if the district drafts one | Local practice | Lets the family read it before decisions are made |
The parent participation rule[3] and the procedural safeguards notice rule[5] set the first items. The team's duty to consider strengths, parent concerns and evaluations comes from the rule on developing the IEP.[4]
The team at the meeting
| Done | Item | Rule | Why it matters |
|---|---|---|---|
| ☐ | Parents | 34 CFR 300.321 | Parents are full team members |
| ☐ | At least one general education teacher, if the child is or may be in general education | 34 CFR 300.321 | They know the curriculum and will carry out many supports |
| ☐ | At least one special education teacher or provider | 34 CFR 300.321 | They usually write and deliver the specialized instruction |
| ☐ | A district representative who can commit resources | 34 CFR 300.321 | Someone must be able to agree to services |
| ☐ | Someone who can explain the evaluation results | 34 CFR 300.321 | Results guide every other decision |
| ☐ | The student, when appropriate, and always when transition is discussed | 34 CFR 300.321 | Their goals and views shape the plan |
| ☐ | Written excusal for any required member who is absent | 34 CFR 300.321 | A member can be excused only with written parent agreement |
The team rule lists these members and the excusal process.[2]
What the IEP document must contain
| Done | Item | Rule | Why it matters |
|---|---|---|---|
| ☐ | Present levels of academic achievement and functional performance, including how the disability affects progress in the general curriculum | 300.320(a)(1) | The baseline for goals and services |
| ☐ | Measurable annual goals, academic and functional | 300.320(a)(2) | Says what the student should learn this year |
| ☐ | Short-term objectives or benchmarks, for students on alternate assessments | 300.320(a)(2)(ii) | Smaller steps for students on alternate standards |
| ☐ | How progress on each goal will be measured, and when reports will be given | 300.320(a)(3) | Lets the family see whether the plan is working |
| ☐ | Special education and related services | 300.320(a)(4) | The instruction and therapies the school will provide |
| ☐ | Supplementary aids and services, and program modifications or supports for staff | 300.320(a)(4) | Supports in general education, and training for staff |
| ☐ | How much time, if any, the student will not be with peers without disabilities, and why | 300.320(a)(5) | Ties placement to the least restrictive environment |
| ☐ | Accommodations for state and district tests, or why an alternate test is used | 300.320(a)(6) | Makes test scores fair and valid |
| ☐ | Start date, frequency, location and duration of each service and modification | 300.320(a)(7) | Makes each promise checkable |
| ☐ | From the IEP in effect at age 16: measurable postsecondary goals and transition services, including courses of study | 300.320(b) | Plans for life after high school |
| ☐ | One year before the age of majority: statement that the student was told which rights transfer | 300.320(c) | Prepares the student to make decisions |
| ☐ | Special factors considered: behavior, English learning, braille, communication, deaf or hard of hearing needs, assistive technology | 300.324(a)(2) | Needs the team must address when they apply |
| ☐ | Extended school year considered, if the team finds it needed | 300.106 | Services beyond the school year when needed for FAPE |
These items come from the federal definition of an IEP,[1] the rule on developing it,[4] and the extended school year rule.[6] Some states require more, such as a parent input page or a specific goal format.
After the meeting
| Done | Item | Rule | Why it matters |
|---|---|---|---|
| ☐ | Parents receive a copy of the IEP at no cost | 34 CFR 300.322(f) | Families need it to follow the plan |
| ☐ | Prior written notice of what the school proposes or refuses, and why | 34 CFR 300.503 | Documents each decision and the reasons |
| ☐ | Written parent consent before first-time services | 34 CFR 300.300(b) | Services cannot start the first time without it |
| ☐ | IEP shared with every teacher and provider who carries it out, with their duties explained | 34 CFR 300.323(d) | Supports work only if the staff know them |
| ☐ | Services start as soon as possible | 34 CFR 300.323(c) | Delays cost the student learning time |
| ☐ | Progress reports sent on the schedule the IEP states | 300.320(a)(3) | The family sees the data, not only a summary |
| ☐ | Annual review at least once a year | 34 CFR 300.324(b) | Goals and services must stay current |
| ☐ | Reevaluation at least every 3 years, unless parent and school agree it is not needed | 34 CFR 300.303 | Confirms eligibility and updates needs |
Prior written notice,[7] consent,[8] the rule on when an IEP must be in effect,[9] and reevaluation[10] set these items.
What to do if something is missing
Missing items are common, and most are easy to fix. Work from the simplest step up.
- Ask at the meeting. Point to the item. "I don't see how progress on this goal will be measured. Can we add that?" Most gaps are fixed on the spot.
- Ask for a change in writing after the meeting. Parents and the school can agree to amend the IEP without a full meeting, in writing.[4] Ask for a copy of the amended IEP.
- Ask for another meeting. You can request an IEP meeting at any time if the plan is not working or something is missing.
- Ask for prior written notice. If the school refuses your request, it must explain why in writing.
- Use the dispute options. Your procedural safeguards notice explains mediation, state complaints and due process. Mediation is voluntary and free to parents.[11]
A Parent Training and Information Center can help you decide which step fits, at no cost. Find yours through the Center for Parent Information and Resources.[12]
Quick quality checks beyond the required list
The law sets the minimum. These checks catch weak IEPs that still have every box filled.
- Does every goal trace back to a number in present levels?
- Does each goal say how it is measured, and does the measure match the present levels?
- Does each accommodation say when, how much and who?
- Do the service minutes look like enough to reach the goals?
- Is there anything in present levels that no goal, service or accommodation addresses?
The guide on writing measurable IEP goals shows what a strong goal looks like, and the goal checker flags vague goal wording. For accommodations, see IEP accommodations.
Related guides and terms
For a section-by-section walk through a sample IEP, see what an IEP is. If you are deciding between plans, see IEP vs 504. Parents preparing for a meeting can use the questions to ask at the IEP meeting.
The glossary defines IEP, PLAAFP, prior written notice, procedural safeguards, special factors and transition services.
Frequently asked questions
What are the main components of an IEP?
Present levels, measurable annual goals, how progress is measured and reported, special education and related services, supplementary aids and accommodations, time with peers without disabilities, the state testing plan, and service dates and minutes. Transition goals are added from age 16.
Can I bring my own checklist to an IEP meeting?
Yes. Bringing notes, questions and a checklist is common and helpful. You can also bring a support person, such as a relative, an advocate or someone from your Parent Training and Information Center.
What if I find a missing item after I signed the IEP?
Ask for a fix in writing. Parents and schools can agree to amend an IEP without a full meeting, or you can request a new meeting. If the school refuses, it must explain why in prior written notice.
Use it in IEP Atlas
- IEP in the IEP glossary
- IEP glossary
- Section 504 in the IEP glossary
- Prior written notice in the IEP glossary
- IEP goal checker
Related guides
- What is an IEP? A plain guide to the plan and what is in it
- IEP vs 504 plan: differences, examples and how to choose
- What is a 504 plan? Eligibility, contents and an example
- IEP at a glance: one-page summary template for teachers
- IEP template: an annotated sample IEP
- How to read an IEP, section by section
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.321: IEP Team, U.S. Department of Education (IDEA website)
- 34 CFR §300.322: Parent participation, U.S. Department of Education (IDEA website)
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- 34 CFR §300.504: Procedural safeguards notice, U.S. Department of Education (IDEA website)
- 34 CFR §300.106: Extended school year services, Legal Information Institute, Cornell Law School
- 34 CFR §300.503: Prior notice by the public agency; content of notice, U.S. Department of Education (IDEA website)
- 34 CFR §300.300: Parental consent, U.S. Department of Education (IDEA website)
- 34 CFR §300.323: When IEPs must be in effect, U.S. Department of Education (IDEA website)
- 34 CFR §300.303: Reevaluations, Legal Information Institute, Cornell Law School
- 34 CFR §300.506: Mediation, U.S. Department of Education (IDEA website)
- Center for Parent Information and Resources, CPIR
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.