Prepare for your IEP meeting with clear questions.

Start with strengths and a small set of priorities

Federal IDEA regulation §300.324 requires the IEP team to consider the child’s strengths, parent concerns, evaluation results and academic, developmental and functional needs. Your observations belong in that discussion.

Write down what your child enjoys, what they can do independently and what helps them participate. Then identify the concerns you most want to discuss. An optional short list is an organizing tool, not a limit on what you may raise.

Confirm the meeting arrangements

Under §300.322, the agency must provide notice early enough for an opportunity to attend and schedule the meeting at a mutually agreed time and place. The notice identifies its purpose and who will attend. The rule also addresses other ways to ensure parent participation when neither parent can attend.

Check the invitation and ask about anything unclear, including accessibility needs or participation arrangements. Do not assume a private consultation includes someone attending the school meeting with you.

Gather a few useful records

Consider the current IEP, recent progress reports, relevant evaluation information and a small selection of work. Keep dates and context with examples: was the work independent, prompted or completed with substantial help?

A tutoring observation is one source of information, not a replacement for the school’s evaluation or progress data. Share relevant information through an appropriate private channel; this website does not collect IEP documents.

• One strength or interest you want the plan to build on.
• A work sample that shows the question you want to ask.
• The goal or support related to that question.
• What you have observed at home, clearly labeled as your observation.
• Questions about any difference between home, tutoring and school reports.

Turn an observation into a discussion question

Illustrative example—not a student result: “My child finishes a paragraph when I ask questions after every sentence, but stops when working alone. How does the team measure independent writing, and what support is the plan targeting?”

This separates the completed assignment from the amount of help used. Other useful questions include: What is the starting point? How is the skill measured? What support will be provided? How will we know whether the plan needs adjustment?

You can ask for unfamiliar terms to be explained. You do not need to choose a diagnosis or prescribe a method before discussing a concern.

Leave with a follow-up record

Use an optional three-part note: what was decided, what remains open and who will follow up. Ask how and when you will receive relevant documents. Section 300.322 requires a copy of the IEP at no cost to the parent.

Section 300.324 requires review at least annually and appropriate revision for issues including lack of expected progress. An annual review is not a reason to leave a concern unraised until next year. If records do not reflect your understanding, ask the school for clarification and consult procedural resources as needed.

Choose support that fits the question

NMPED provides official procedural resources, and Parents Reaching Out offers New Mexico family education and support. You do not have to purchase a private service to prepare or participate.

Our separate IEP support route includes a $29.95, 30-minute phone consultation and IEP Momentum membership. These are parent-guidance options, not legal representation, a school eligibility decision or a promise of meeting attendance. Tutoring is a separate academic service.

This guide is general educational information and an original organizational checklist, not legal advice, an official form or a guarantee of an IEP outcome.