The IEP meeting: before, during and after
By the IEP Atlas editorial teamLast updated
Short answer
An IEP meeting is where the team, including the parents, reviews the student's data and writes or revises the IEP. Expect a review of present levels, goals, services, accommodations and placement, usually in 45 to 90 minutes. Most of the work happens before the meeting, gathering data and inviting the right people, and after it, sharing the final IEP and starting services.
An IEP meeting is a working meeting of the IEP team. The team looks at what the student can do now, agrees on goals for the coming year, and decides which services, supports and setting will help the student reach them. The parent is a full member of that team, not a guest.
Federal rules set who must be invited, how parents are notified, and how often the IEP is reviewed. States add their own timelines and forms. This page covers the federal floor and the practical routine that makes a meeting work for everyone in the room.
Types of IEP meetings
Not every meeting has the same purpose. Knowing the type tells you what has to be on the table.
| Meeting type | Purpose | When it happens | Who must be there, beyond the core team |
|---|---|---|---|
| Initial IEP | Write the first IEP after the student is found eligible | Within 30 days of the eligibility decision[3] | Someone who can interpret the evaluation results |
| Annual review | Review progress and write the next year's IEP | At least once a year[4] | Providers whose services are being reviewed |
| Triennial (reevaluation) | Review new evaluation data and confirm eligibility | At least every 3 years, unless parent and district agree it is not needed[5] | The evaluators, such as the school psychologist |
| Amendment | Change part of the IEP between annual reviews | Any time a change is needed; can be done in writing without a meeting if parent and district agree[4] | Members whose area is changing |
| 30-day review | Check a new placement or a transfer student's services | About 30 days after a change, where state or district policy calls for it | Case manager and the new providers |
| Manifestation determination (post-suspension) | Decide whether behavior was caused by the disability before a disciplinary change of placement | Within 10 school days of the decision to change placement[7] | Relevant IEP members chosen by the parent and district |
| Exit or graduation | End services because the student graduates, ages out or is no longer eligible | Before services end; a reevaluation is required before finding a student no longer eligible, except at graduation with a regular diploma or aging out[8] | Evaluators when eligibility is in question |
The IEP team and annual review entries in the glossary define those terms.
Who must be at the IEP meeting
The required members are:[1]
- The parents.
- At least one general education teacher, if the student is or may be in general education.
- At least one special education teacher or provider.
- A district representative who can commit resources and knows the curriculum.
- Someone who can interpret what evaluation results mean for instruction. One person can fill two roles.
- Others with knowledge of the student, invited by the parent or the district.
- The student, when appropriate, and always when transition goals are discussed.
A required member can be excused only with the parent's written agreement. If that member's area is being discussed, they must send written input before the meeting.[1]
The guide to required members of the IEP team covers each role, and the team member excusal form shows the written agreement for a member who cannot attend.
Before the meeting
The quality of an IEP meeting is set in the two weeks before it.
Schedule and notify
Notify the parents early enough that they can come, and agree on a time and place. The notice states the purpose, time, place and who will attend, and tells parents they may bring others with knowledge of the child.[2] For a student turning 16, or younger if your state says so, the notice also says transition will be discussed and the student is invited. Video or phone participation is allowed if parent and district agree.[6]
Use the IEP due date calculator to find the annual review and reevaluation dates, then schedule the meeting at least 2 weeks before the deadline. That leaves room for a reschedule.
Gather data
Each provider brings current data on each goal: the baseline, the latest probes, and the trend. "Doing better" is not data. "Reads 72 words correct per minute, up from 51 in October" is. The present levels examples show how that data becomes the first section of the new IEP.
Share a draft, if your district allows it
A draft labeled "draft for discussion" lets parents read before the meeting. It should be a starting point. Decisions are made at the meeting, with the parent, and the team should be ready to change the draft.
During the meeting: a timed 45-minute agenda
An annual review with a well-prepared team fits in about 45 minutes. A complex case, an initial IEP or a disagreement needs longer, so book 90 minutes and finish early if you can.
| Minutes | Item | Who leads |
|---|---|---|
| 0 to 5 | Introductions, purpose, parent rights offered | Case manager |
| 5 to 10 | Parent and student concerns and hopes for the year | Parent, student |
| 10 to 20 | Present levels and progress on last year's goals, area by area | Each provider |
| 20 to 30 | New goals, with baseline and target | Case manager and providers |
| 30 to 37 | Services, minutes, accommodations and supports | Case manager |
| 37 to 41 | Placement and time in general education | District representative |
| 41 to 45 | Summary of decisions, next steps, who does what by when | Case manager |
The IEP meeting agenda template has a fill-in version with notes for each section.
Hear the parent's concerns before the data. A parent who has said what matters most listens to the rest. Keep each provider's update to the data and what it means: "Of 10 probes, 7 met the criterion; we propose moving to the next step."
After the meeting
- Send the final IEP. Parents get a copy at no cost.[2]
- Give prior written notice of the changes proposed or refused, if your state requires it as a separate form.
- Tell every teacher and provider their responsibilities and the student's accommodations. Federal rules require that each person who carries out the IEP can access it and knows their part.[3]
- Start services on the start date. Put the next review dates in the caseload tracker.
- Set up data collection for every new goal before the first week of services ends.
Checklists and agendas for the meeting
- For case managers and teachers: the IEP meeting checklist, grouped before, during and after.
- For parents: the IEP meeting checklist for parents, including what to bring.
- For the meeting itself: the IEP meeting agenda template.
- For parents' questions about goals and data: questions to ask at the IEP meeting.
More guides on IEP meetings
- By meeting type: initial IEP meeting, annual IEP review, triennial IEP meeting and amending the IEP without a meeting.
- Running the meeting: how to run an IEP meeting, virtual IEP meeting tips and handling a difficult IEP meeting.
- Rules and rights: meeting notice requirements, predetermination and interpreter rights.
- Afterward: the after the IEP meeting checklist.
Mistakes that derail an IEP meeting
- Weak: Reading the whole IEP aloud. Better: Summarizing each section and pausing for questions.
- Weak: A goal proposed with no baseline. Better: A goal shown next to the data it came from.
- Weak: Services decided before the meeting and presented as final. Better: Options discussed with the parent, then decided. Deciding in advance can deny the parent a real role.
- Weak: Ending without a summary. Better: The last 4 minutes spent on who does what, by when.
Rules vary by state, especially on timelines and forms, so check your state's procedures manual for the details that apply to you.
Frequently asked questions
What should I expect at an IEP meeting?
Expect introductions, a chance to share your concerns, a review of progress and present levels, proposed goals, services and accommodations, and a discussion of where your child will learn. Most annual reviews last 45 to 90 minutes.
How often are IEP meetings held?
The IEP must be reviewed at least once a year, and a reevaluation happens at least every three years. Parents or the school can ask for a meeting at any time in between.
Can an IEP meeting happen without the parent?
Only if the school could not convince the parent to attend and kept records of its attempts, such as calls, letters and visits. Schools should first offer other ways to join, such as a phone or video call.
Do I have to sign the IEP at the meeting?
Signature rules vary by state. In many states your signature on the IEP shows attendance, and consent is needed only for the first IEP services. You can take the IEP home to read before signing anything.
Use it in IEP Atlas
- IEP team in the IEP glossary
- Annual review in the IEP glossary
- IEP due date calculator
- Reevaluation in the IEP glossary
- PLAAFP in the IEP glossary
Related guides
- IEP meeting checklist for teachers and case managers
- IEP meeting checklist for parents
- IEP meeting agenda template
- Special education rights for parents and students: an overview
- Can I get a draft IEP before the meeting?
- After the IEP meeting: case manager follow-up checklist
- Bringing an advocate to the IEP meeting
- Can I record my child's IEP meeting?
- Can I request an IEP meeting at any time?
- Do I have to sign the IEP? Agree, disagree and partial consent
- Facilitated IEP meetings: what they are and how to ask for one
- Handling disagreement in a difficult IEP meeting
- Holding an IEP meeting without the parent: documenting attempts
- How long is an IEP meeting?
- How often are IEP meetings held?
- How to run an efficient IEP meeting
- IEP amendments without a meeting
- IEP meeting notes template
- IEP meeting notice: contents and timing
- IEP meeting script for case managers
- IEP predetermination: what it is and how teams avoid it
- IEP team member excusal: when and how
- Interpreters and translated IEPs: your rights as a parent
- Parent concerns letter before the IEP meeting (template)
- Preparing your child for their IEP meeting
- Strengths-based IEP meetings: how to plan and run one
- Student-led IEPs: preparing students at any age
- The general education teacher's role at the IEP meeting
- The initial IEP meeting, step by step
- The LEA representative's role at the IEP meeting
- The school psychologist's role at IEP meetings
- Virtual IEP meetings: how to run one that works
- What is different at a triennial IEP meeting
- What to expect at an annual IEP review
- Who has to be on the IEP team? Required members and roles
Sources
- 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 §300.323: When IEPs must be in effect, 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 §300.303: Reevaluations, Legal Information Institute, Cornell Law School
- 34 CFR §300.328: Alternative means of meeting participation, U.S. Department of Education (IDEA website)
- 34 CFR §300.530: Authority of school personnel, U.S. Department of Education (IDEA website)
- 34 CFR §300.305: Additional requirements for evaluations and reevaluations, U.S. Department of Education (IDEA website)
- When the IEP Team Meets, CPIR
- The IEP Team, 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.