Meeting Prep · Questions That Matter

20 Questions to Ask at Your Child’s IEP Meeting

Most parents leave IEP meetings having asked no meaningful questions, not because they don’t care, but because the meeting moves fast and nobody tells them what to ask. These 20 questions work at any IEP meeting and will help you understand what’s actually in the document, whether it’s appropriate, and where to push back.

Before You Get to Questions: Write Them Down

You will forget your questions in the meeting. The room is full of professionals, the documents are dense, and the pace is fast. Write your questions down before you arrive and bring the list with you. There is nothing unprofessional about reading from a piece of paper.

See also: the complete IEP meeting preparation checklist and what to bring to your IEP meeting.

Questions About Progress Data

These are the most important questions at any annual review. Progress data tells you whether the current program is working.

• “Can you show me the specific data collected on each IEP goal since the last meeting?”
• “Is this child on track to meet each goal by the end of this IEP period? If not, what needs to change?”
• “At the current rate of progress, when would [child] reach grade-level expectations in [subject]?”
• “Where does [child] stand relative to grade-level peers in the areas this IEP addresses?”

Questions About Goals

IEP goals should be ambitious, specific, and connected to real educational needs. These questions surface whether they are.

• “How is this goal measured? Who collects the data, how often, and using what method?”
• “Is this goal designed to close the gap with grade-level expectations, or to show incremental progress from the current baseline?”
• “Why is this goal the priority for this year? What skills is it building toward?”
• “Who is responsible for working on this goal with [child], and what qualifications do they have in this area?”

Questions About Services

Services are the most negotiated part of any IEP. These questions establish whether what’s offered is sufficient.

• “How was the number of service minutes for each area determined?”
• “Is this level of service consistent with research-based recommendations for children with [disability] and this level of need?”
• “What does the data from this year tell us about whether current service levels are adequate?”
• “Who specifically will be delivering each service, and what are their credentials?”

Questions About Placement

Placement decisions, how much time in general education, what specialized setting, have profound implications for your child’s day.

• “Why is this placement considered the least restrictive environment appropriate for [child]’s needs?”
• “What would need to be true for [child] to receive more support / move to a less restrictive setting?”
• “How are [child]’s needs being addressed when they’re in the general education classroom?”

Questions About Your Rights and the Document

• “Before I sign anything, can you walk me through the parts of this IEP that are different from last year’s?”
• “I’d like to take this document home to review before signing. Is there anything time-sensitive that requires an immediate decision?”
• “If I disagree with a portion of this IEP, how do I formally note that disagreement?”
• “Can I get a copy of all the data used to develop these goals and service levels?”