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Templates / School, community and family

IEP meeting

IEP meeting agenda

A typical IEP meeting agenda runs through introductions, parent and student concerns, present levels of performance, progress on current goals, proposed new goals, accommodations and modifications, services and placement, and other items like testing, extended school year or transition, before ending with next steps. Good IEP meeting notes record what was agreed, what changed from the draft, and what is still open, so the parent and the team leave with the same list.

These are a parent's own notes. They don't replace the IEP that the team, including you, develops and the school gives you in writing, or the written notice the school must send when it proposes or refuses a change to services or placement.

Best forParents and guardians; teachers and case managers can use the same headings

Meeting length45 to 90 minutes; annual reviews tend to run longer

SectionsParent concerns, present levels, progress on goals, proposed goals, accommodations, services and placement, open questions, next steps

FormatsGoogle Docs, Word, Notion, Markdown, or printed to bring to the meeting

Word Markdown

IEP meeting agenda.docx

IEP meeting agenda

Student Meeting typeInitial / Annual review / Reevaluation / AmendmentDate and time Case manager

Item	Owner	Time	What we need to leave with
Introductions and purpose of the meeting	Case manager	5 min	Everyone's name and role, and what kind of meeting this is
Parent and student concerns	Parent, student	10 min	Concerns recorded in their words
Present levels of performance	Teachers, providers	15 min	Strengths, needs and current data for each area
Progress on current goals	Case manager	10 min	Each goal: met, progressing or not met, with data
Proposed annual goals	Case manager, providers	15 min	Goals agreed or marked for revision
Accommodations and modifications	Team	10 min	Agreed list for class and testing
Services and placement	District representative	10 min	Minutes, setting and provider for each service
Other items: state testing, extended school year, transition (required by the IEP in effect when the student turns 16)	Team	5 min	Each item decided or listed as open
Next steps and summary	Case manager	5 min	What's open, who does what, when the final IEP arrives

Word MarkdownPastes into Google Docs, Word or Notion with headings and tables intact.

Word Markdown

IEP meeting notes.docx

IEP meeting notes

Student and grade Meeting typeInitial / Annual review / Reevaluation / AmendmentDate Notes byParent / Case manager

Who attended

Name	Role
	Parent, special ed teacher, general ed teacher, district representative, provider

Parent and student concerns

Concern, in the parent's or student's words

Present levels

Strengths:
Needs:
Data, with source and date:

Progress on current goals

Goal	Current data	Met / Progressing / Not met

Proposed goals

Area	Goal as written	How it's measured	Questions or changes

Accommodations and modifications

Accommodation, and where it applies (class, tests, homework)

Services and placement

Service	Minutes	Setting	Provider
	Per week	General ed / Resource / Other

Other items

State testing:
Extended school year:
Transition (required in the IEP in effect when the student turns 16; the team can start earlier):

Still open

Item, who decides, by when

Next steps

Item	Owner	Due

Word MarkdownPastes into Google Docs, Word or Notion with headings and tables intact.

Annual IEP review, Noah Walsh, grade 7

Filled-in example

Annual IEP review, Noah Walsh, grade 7

Student and gradeNoah Walsh, grade 7, Ridgeview Middle SchoolMeeting typeAnnual reviewDateThursday, November 12, 2026, 3:15 to 4:30 pmNotes byErin Walsh (parent)

Who attended

Name	Role
Erin Walsh	Parent
David Osei	Special education teacher, case manager
Laura Pike	General education teacher, English
Kara Lindqvist	Speech-language pathologist
Steve Hart	Assistant principal, district representative
Noah Walsh	Student, joined for the first 20 minutes

Parent and student concerns

Erin: Noah spends 2 to 3 hours on homework that's meant to take one. Reading the science textbook is where he gets stuck.
Erin: He doesn't ask for his extra time on tests because he doesn't want to stand out.
Noah: "I'd rather listen to the book than read it."

Present levels

Strengths: strong listening comprehension, good class participation in English, math at grade level.
Needs: reading fluency and decoding of longer words, written organization, word retrieval in speech.
Data, with source and date: 82 words per minute on a grade 7 passage (September benchmark; grade-level target is about 140 per the school's screener). Reading comprehension at a grade 5 level on the fall district assessment.

Progress on current goals

Goal	Current data	Met / Progressing / Not met
Read grade 6 passages at 100 words per minute	94 wpm on grade 6 passages, October	Progressing
Write a five-paragraph response with a graphic organizer, 4 of 5 trials	4 of 5 in October work samples	Met
Use word-finding strategies in 80% of opportunities	70% in speech sessions, October	Progressing

Proposed goals

Area	Goal as written	How it's measured	Questions or changes
Reading fluency	Read grade 7 passages at 110 words per minute	Monthly timed reading	Erin asked why 110. David: it's a one-year step from 82. Agreed.
Decoding	Decode multisyllabic words with 85% accuracy	Biweekly word list probes	No changes
Writing	Write a multi-paragraph response without a graphic organizer, 4 of 5 trials	Work samples, quarterly	Changed in the meeting: the organizer stays available for the first semester
Speech	Use word-finding strategies in 85% of opportunities	Speech session data	No changes

Accommodations and modifications

Audiobooks or text-to-speech for science and social studies texts (new, agreed).
Extended time, 1.5x, on tests. Ms. Pike will offer it privately instead of waiting for Noah to ask.
Copy of class notes for science and social studies.
Shortened homework assignments: discussed, not agreed. See still open.

Services and placement

Service	Minutes	Setting	Provider
Specialized reading instruction	135 per week (3 x 45)	Resource room	David Osei
Speech-language therapy	60 per week	Speech room	Kara Lindqvist
Consultation with general ed teachers	30 per month	Not applicable	David Osei

Other items

State testing: takes the general state test with extended time and read-aloud for the math and science sections.
Extended school year: team says Noah doesn't qualify based on summer data. Erin wants to see that data.
Transition: not yet required. The team will start transition planning at next year's review.

Still open

Erin asked for reading instruction 5 days a week instead of 3. Mr. Hart will review the schedule and data and respond in writing by November 20.
Shortened homework: Ms. Pike will try it in English for four weeks and report back. No decision yet for other classes.
Erin asked for an assistive technology evaluation. David will send the consent form.
Erin did not sign today. She is taking the draft home to review.

Next steps

Item	Owner	Due
Send revised draft IEP with today's changes	David Osei	Nov 17
Written response on 5-day reading instruction	Steve Hart	Nov 20
Send assistive technology evaluation consent form	David Osei	Nov 16
Share summer reading data used for the ESY decision	David Osei	Nov 17
Review draft and reply with questions or sign	Erin Walsh	Nov 24
Report on shortened homework trial in English	Laura Pike	Dec 11

Noah Walsh, his family, Ridgeview Middle School and its staff are a fictional sample.

Best forParents and guardians; teachers and case managers can use the same headings

Meeting length45 to 90 minutes; annual reviews tend to run longer

SectionsParent concerns, present levels, progress on goals, proposed goals, accommodations, services and placement, open questions, next steps

FormatsGoogle Docs, Word, Notion, Markdown, or printed to bring to the meeting

What to write in each section

Who attended and their role

List each person and their role: parent, special education teacher, general education teacher, district representative, related service providers, the student if they attend. If someone was excused or left early, note it. Excusing a required team member needs your written agreement.

Parent and student concerns

Write two or three concerns before the meeting so you get them on the table early. If you're the teacher taking notes, record them in the parent's words, because IDEA requires the team to consider the parents' concerns.

Present levels

Strengths, needs and the data behind them, for academics and functional skills like attention, behavior or self-care. Ask what each number is based on and when it was measured.

"Reads 82 words per minute on a grade 7 passage, September benchmark" is something you can track. "Reading is improving" isn't.

Progress on current goals

One row per goal with the current data and whether it was met. This tells you which goals to keep, change or drop.

Proposed goals

Each new goal as written in the draft, how it will be measured, and any questions. If wording changes in the meeting, write down the new wording.

Accommodations, services and placement

What the student gets, how many minutes, where and from whom. Note anything a parent asked for that the team didn't agree to, and the reason given.

What's still open and next steps

Anything to be decided later, forms to sign, evaluations requested, and when the final IEP will be sent. Each item gets a name and a date. If the district says no to something you asked for, it must send written notice explaining why.

When to use this template

You're a parent going into an annual IEP review and want to know what will be covered and in what order.
You keep your own notes alongside the school's, and want them in the same order as the meeting.
Last year someone agreed to something in the meeting that never made it into the written IEP.

Questions people ask

Can I bring someone with me to an IEP meeting?: Yes. IDEA, the federal special education law, lets parents bring people who have knowledge or special expertise about their child, such as a relative, a private therapist or an advocate. It's courteous to tell the school ahead of time who's coming. Your state may have its own rules on notice, so ask your district.
Do I have to sign the IEP at the meeting?: Federal law requires your written consent before special education services start for the first time. Whether you sign later IEPs, and what that signature means, depends on your state and district, so ask the team to explain before you sign, and ask for time to review the final draft at home if you need it, as in the example. This page isn't legal advice, and your district's procedural safeguards notice, which you get at least once a school year, describes your rights in your state.
Should parents take their own notes at an IEP meeting?: Yes. The IEP team, which includes you, develops the IEP, and the school gives you a copy at no cost. Your notes record what you heard, especially anything agreed out loud that you'll want to see in the final draft. Some parents bring a second person just to take notes so they can focus on the conversation. A short follow-up email after the meeting listing what you heard agreed gives the team a chance to correct it before the final draft.
What should a teacher's IEP meeting notes include?: The same headings work for teachers: attendance with roles, parent concerns in their words, data for present levels, decisions on each goal and service, and anything left open with an owner. Notes that list every change from the draft make writing the final IEP much faster, but the IEP itself is the record the school keeps. Day-to-day follow-up can go on the agenda for the teacher team meeting.

Sources

34 CFR 300.320, Definition of individualized education program (eCFR)What the IEP must contain, including present levels, goals, services with their frequency, location and duration, and transition by age 16.
34 CFR 300.321, IEP Team (eCFR)The required members, the parent's right to bring people with knowledge of the child, and written parent agreement to excuse a member.
34 CFR 300.322, Parent participation (eCFR)Meeting notice to parents, and a copy of the IEP for the parent at no cost.
34 CFR 300.324, Development, review, and revision of IEP (eCFR)The team must consider the parents' concerns.
34 CFR 300.300, Parental consent (eCFR)Consent is required before services start the first time and before a reevaluation.
34 CFR 300.503, Prior notice by the public agency (eCFR)Written notice when the school proposes or refuses a change to services or placement.
34 CFR 300.504, Procedural safeguards notice (eCFR)Parents get the procedural safeguards notice at least once a school year.
34 CFR 300.106, Extended school year services (eCFR)Extended school year is provided only if the IEP team decides the child needs it.

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