Parents are key partners in their child’s Individualized Education Program (IEP).

Whether it’s your first IEP meeting or one of many (you’re already familiar with the process), asking the right questions to ask can make a significant difference in securing the support your child needs.

The IEP meeting is an opportunity to collaborate with the IEP team, share your perspectives, and advocate for your child’s academic, social, and emotional development.

Here are 13 must-ask questions to help you approach the IEP process with confidence:

1. What is my child’s present level of performance?

The Present Levels of Academic Achievement and Functional Performance (PLAAFP) section forms the foundation of the IEP. It outlines your child’s performance in various areas compared to their peers.

Request measurable data–such as test scores, observation notes, or examples of classwork– to understand where your child excels and where they face challenges.

2. What are my child’s strengths and challenges?

Every child has distinctive abilities and areas for improvement. Recognizing these helps shape an IEP that leverages strengths to build skills in weaker areas.

For example, if your child excels at visual learning but struggles with auditory tasks or instructions, their accommodations can be tailored accordingly, like using visual aids. Share specific examples of your child's strengths that special ed teachers can integrate into classroom strategies.

3. Can I see samples of my child’s work or assessment data?

Review work samples and assessments to ascertain concrete evidence of your child's progress or struggles. For example, you can analyze past and current writing samples to uncover issues like fine motor skills, grammar, or sentence structure if a writing goal is unmet. Cross-reference these findings with teacher feedback and standardized assessments to identify  actionable next steps.

4. How were this year’s goals determined, and are they measurable?

IEP goals should be data-driven and designed to meet your child’s specific needs. They must adhere to the SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) framework.

For example, rather than a vague goal like “Improve reading,” a measurable objective would state, “[Child’s name] will read a grade-level text with 90% accuracy on three consecutive trials by year-end.”

5. How do these goals align with grade-level standards?

Ideally, goals should align with state and district academic standards to ensure your child is progressing toward grade-appropriate skills. FFor instance, if the curriculum focuses on multiplication but your child is still mastering addition, ask how the IEP bridges this gap to higher skills while accommodating their current abilities.

6. Are there any goals related to social-emotional learning or life skills?

Social-emotional skills, such as self-regulation or teamwork, are essential for long-term success. If these are not included, you can request the IEP team to add goals like “By the end of the year, [child’s name] will use a self-calming strategy when frustrated in 4 out of 5 opportunities.” Similarly, life skills–like dressing independently or navigating social interactions– are equally important.

7. What specific services will my child receive?

Ask for details on the types of services your child will receive, including their frequency and the qualifications of providers.. For example, your child might attend group therapy sessions twice a week. Ensure the service providers have experience with children who have similar needs.

8. How will the services be delivered and monitored?

Educators deliver services in various formats, including pull-out sessions, in-class support, or virtual services. They monitor progress through tools like progress reports, session logs, or updates during parent-teacher conferences. For instance, educators might use a benchmark tool to monitor weekly progress in reading interventions.

9. What accommodations or modifications will be in place?

Accommodations, like extended test time, assistive technology, or alternative seating arrangements, ensure your child can access the curriculum effectively.

Modifications, like simplified assignments, adjust the curriculum to meet your child’s needs. Clarify the specific supports your child will receive and how teachers will consistently implement them across different settings.

10.  How will I be kept informed of my child’s progress?

Inquire about how progress updates will be shared—via quarterly reports, online portals, or regular emails.

Ask about additional check-ins or IEP meetings to address concerns as they arise. For instance, if your child struggles to meet a goal, early communication enables timely adjustments to their support plan.

11. How can I support my child’s learning at home?

Collaboration between home and school reinforces learning. Parents can ask for specific strategies, such as using flashcards for math, practicing turn-taking during family board games, or incorporating hands-on activities. Teachers or therapists can also provide additional resources, like apps, worksheets, or activities, to support IEP goals effectively in any learning setting.

12. What happens if my child doesn’t meet their goals?

If progress is limited, the team should review and adjust the IEP. This might involve altering goals, increasing service time, or trying different strategies. For instance, unmet reading fluency goals might prompt one-on-one support or a new intervention program.. Regular progress monitoring ensures timely interventions.

13. How can we prepare for transitions (e.g., new grade, high school)?

Discuss how to support your child through key transitions.

For younger students, ensure readiness for the next grade with appropriate support.

For older students, transition plans might include vocational training, self-advocacy skill-building, or programs to encourage independent living, helping them prepare for high school or post-graduation.