From a book by Beth Fouse, Ph.D. entitled Creating a "Win-Win IEP"

Figure 5.2. Sample IEP Meeting Agenda


I.             Introductions.

II.             Statement of purpose of the IEP Meeting.

III.             Review of assessment data including:

              A.         The strengths of the child.

              B.          Information from parents and school, including concerns of the parents for enhancing the education of their child.

              C.          Reports of initial or most recent evaluations.

              D.         As appropriate, the results of the child's performance on any general state or districtwide

                           assessment programs.

              E.          Comments/questions from members regarding assessment information presented.

IV.              Determination of student eligibility for special education services based upon:

              A.         Whether the child is a "child with a disability."

              B.          Whether there is an educational need for special education and related services.

V.              Needs/development/revision of the IEP including:

              A.         Review of previous year's objectives.

              B.          Present levels of performance or competencies of the child including:

                           1 .                       Physical.

                           2.                        Behavioral.

                           3.                        Prevocational/Vocational (if age appropriate).

                           4.                        Academic/Developmental.

                           5.                        How the child's disability affects the child's involvement and progress in the general


                           6.                        For preschool children, as age appropriate, how the disability affects the child's

                                       participation in appropriate activities.

              C.          The IEP team, if appropriate, shall consider the following special factors:

                           1 .                       Positive behavioral interventions, strategies, and supports to address behaviors that

                                       impede learning.

                           2.                        The language needs of children with limited English proficiency.

                           3.                        The use of Braille for a child who is blind or has a visual impairment.

                           4.                        Communication needs of the child, and for a child who is deaf or hard of hearing,


                                       a.                                    The child's language and communication needs.

                                       b.                                    Opportunities for direct communications with peers and professional personnel

                                                     in the child' language and communication mode, academic level.

                                       c.                                    Full range of needs, including opportunities for direct instruction in the child's

                                                     language and communication mode.

                           5.                        Whether the child needs assistive technology devices and services, and if needed, include

                                       a statement in the IEP that there is a:

                                       a.                                    Need for assistive technology services and/or devices to receive a free

                                                     appropriate public education (FAPE).

                                       b.                                    Need for assistive technology services and/or devices to provide least restrictive

                                                     environment (LRE).

                           6.                        Address transition for preschool children when ageappropriate.

       7.                        Early childhood intervention services to preschool regular or special education.

                           8.                        Preschool special education to kindergarten or other school programs.

              D.         Address transition services:

                           1 .                       For students age fourteen or younger, a statement of the transition service needs of the

                                       student that focuses on the student's courses of study (such as participation in vocational

                                       education programs).

                           2.                        For each student beginning at age sixteen (or younger, if determined appropriate by the

                                       IEP team), and updated annually, a statement of needed transition services for the

                                       student, including if appropriate, a statement of interagency responsibilities or any

                                       needed linkages.

              E.          Beginning at least one year before a student reaches the age of majority under State law, the

                           student's IEP must include a statement that the student has been informed of his or her rights

                           under Part B of IDEA.

              F.          Need for extended year services (EYS).

              G.         Include a statement of measurable annual goals, including benchmarks or shortterm objectives,

                           related to:

                           1 .                       Meeting the child's needs that result from the child's disability to enable the child to be

                                       involved in and progress in the general curriculum, or for preschool children, to

                                       participate in appropriate activities.

                           2.                        Meeting each of the child's other educational needs that result from the child's disability.

              H.         A statement of the special education and related services and supplementary aids and services to

                           be provided to the child, or on behalf of the child, and a statement of the program modifications

                           or supports for school personnel that will be provided for the child to:

                           1 .                       Advance appropriately toward attaining annual goals.

                           2.                        Be involved in and progress in the general curriculum.

                           3.                        Be educated and participate with other children in extracurricular and other

                                       nonacademic activities.

                           4.                        Be educated and participate with other children with disabilities and nondisabled children

                                       in the activities described in IDEA.

              I.           Schedule of services and modifications described in the IEP.

                           1 .                       Projected date for the beginning of the services and modifications.

                           2.                        Anticipated frequency, location, and duration of those services and modifications.

              J.           Statements of

                           1.                        How the child's progress toward annual goals will be measured.

                           2.                        How the child's parents will be regularly informed of

                                       a.                                    Their child's progress toward the annual goals.

                                       b.                                    The extent to which that progress is sufficient to enable the child to achieve the

                                                     goals by the end of the year.

              K.         Indicate participation/nonparticipation in State and districtwide testing programs.

VII.               Determination of placement.

VIII.               Justifications.

IX.               Assurances of nondiscrimination.

X.              Closing statements and signatures.

A.              Review/restate major recommendations of the IEP committee.

              B.          If mutual agreement is not achieved, discuss options available.

             1.          Collecting additional data to make further decisions.

             2.          Requesting a third party mediator or arbitrator.

             3.          Agreeing to disagree, but continue to carry out the IEP.

             4.          Recess and reschedule the meeting if necessary.

             5.          Parents can request a due process hearing.

              C.          Obtain signatures of all persons in attendance.

              D.         Obtain parent permission for placement if it is an initial placement meeting.


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Does your child have any of the following disabilities?

  • Specific learning disabilities
  • Speech/language impairments
  • Intellectual disability
  • Emotional disturbance
  • Multiple disabilities
  • Hearing impairments
  • Orthopedic impairments
  • Other health impairments (limitations in strength, vitality, or alertness, including AD/HD)
  • Visual impairments
  • Deaf-blindness
  • Autism
  • Asperger syndrome
  • Traumatic brain injury

Does this disability adversely affect your child's educational performance?

Is your child being served satisfactorily by your school district?

LET US ANSWER YOUR QUESTIONS. Call 888 IDEA-ADA (888-4332-232), or contact us for more information.

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