40 Essential Questions to Ask at Your Child's IEP Meeting

When kids are not making progress in special education classes, several steps should be taken:

• Reevaluate the child's Individualized Education Program (IEP) to ensure it is appropriate for their needs.
• Conduct additional assessments and assessments to determine the child's strengths and areas of need.
• Provide additional support or services, such as extended tutoring or counseling, to help the child make progress.
• Adjust the child's instructional program, such as modifying the curriculum or adjusting the level and time of instruction.
• Involve the child's parents or guardians in the process and solicit their input on strategies that have worked in the past.
• Consider alternative educational settings or programs, such as a different school or a different type of classroom.
• Seek outside resources, such as educational consultants or specialists, to provide additional support or guidance.
• Involve the child's healthcare providers or therapists in the process to ensure a holistic approach to the child's needs.

It's important to remember that progress may not happen overnight and may require ongoing evaluation and adjustments to the child's program.

In the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), the requirement for specific objectives was removed from the mandated requirements. As a result, it is now even more critical to write clear and concise goals for students with disabilities. By doing so, educators can ensure that their students receive the appropriate support and services to help them make meaningful progress toward their educational goals. Clear goals also provide a basis for measuring a student's progress, evaluating the effectiveness of instructional strategies, and making data-driven decisions to support student learning. Therefore, it is essential for educators to develop well-defined goals that are aligned with student needs, are measurable, and are relevant to the student's educational program.

What progress has my child made on their goals and objective since the last IEP meeting? Answer: The team should provide information on the child’s progress towards meeting the goals and objectives in their IEP.

Are the goals and objectives in the IEP still appropriate for my child? Answer: The goals and objectives should be reviewed to ensure they are still relevant to the child’s needs and that they align with the child’s present level of academic and functional performance based on ongoing progress monitoring.

Can we include SMART goals and objectives on my child's IEP?

Yes, SMART goals and objectives are commonly written into Individualized Education Programs (IEPs). In fact, using the SMART framework can help ensure that the goals and objectives are Specific, Measurable, Attainable, Relevant, and Time-bound, which can make them more effective and meaningful for the student. The SMART framework can be especially helpful in creating goals and objectives that are tailored to the student's needs and abilities, and can help ensure that progress towards those goals is tracked and measured over time.

Are the goals and objectives measurable and how often are you monitoring progress? Answer: Goals and objectives should be written in a way that allows progress to be measured objectively. This includes specifying the criteria for success and the frequency and method of progress monitoring.


Are the goals and objectives achievable within the timeframe of the IEP? Answer: Goals and objectives should be realistic and achievable within the timeframe of the IEP. They should take into account the child’s current level of performance, rate of progress, and any potential barriers to learning.

Are the goals and objectives challenging enough for my child?
Answer: Goals and objectives should be challenging enough to motivate the child to learn and make progress, but not so challenging that they are unattainable.

Are the goals and objectives aligned with the state academic standards? Answer: Goals and objectives should be aligned with the state academic standards and reflect what the child is expected to learn at their grade level.

Are the goals and objectives aligned with my child’s strengths and needs? Answer: Goals and objectives should be tailored to the child’s strengths and needs to ensure that they are relevant and meaningful for the child.

Are the goals and objectives written in the SMART format?
Answer: Goals and objectives should be written in the SMART format: Specific, Measurable, Achievable, Relevant, and Time-bound.


How will progress towards the goals and objectives be monitored? Answer: The team should specify how progress towards the goals and objectives will be monitored, including the frequency of progress monitoring and the method of data collection.

How often will we review and revise the IEP? Answer: The IEP should be reviewed and revised at a minimum annually, but the team can decide to meet more frequently if needed to address any changes in the child’s needs or progress.

How will my child’s progress be reported to me? Answer: The team should specify how progress towards the goals and objectives will be communicated to the parent or guardian, including the format and frequency of progress reports.

Are there any community resources or supports that could benefit my child? Answer: The team should discuss whether there are any community resources or supports that could benefit the child and their family.

How will the IEP be implemented and who will be responsible for implementing it? Answer: The team should discuss how the IEP will be implemented, who will be responsible for implementing it, and how progress towards the goals and objectives will be monitored.

How will my child be involved in their own IEP? Answer: The team should discuss how the child can be involved in the IEP process and how their preferences and input will be considered.

What interventions and supports will be provided to help my child reach their goals? Answer: The team should specify what interventions, accommodations, modifications, and related services will be provided to help the child reach their goals.

Are there any assistive technology devices or services that could benefit my child? Answer: The team should discuss whether any assistive technology devices or services could benefit the child in accessing the curriculum or participating in school activities.

Will my child participate in state or district-wide assessments?
Answer: The team should discuss whether the child will participate in state or district-wide assessments and what accommodations or modifications will be provided to ensure they can participate to the best of their ability.

Will my child take the alternate assessment? Answer: The team should discuss whether the child is eligible to take the alternate assessment and what that would entail.

How will my child’s behavior be addressed if it is interfering with their learning or the learning of others? Answer: The team should discuss any behavioral concerns and how they will be addressed, including any behavior intervention plans (BIPs) or positive behavior supports (PBS).

Will my child be included in general education classes and activities to the greatest extent possible? Answer: The team should discuss whether the child will be included in general education classes and activities to the greatest extent possible and what supports or modifications will be provided to facilitate their participation.

How will my child’s transition to post-secondary education or employment be addressed? Answer: The team should discuss how the child’s transition to post-secondary education or employment will be addressed and what services or supports will be provided to facilitate their transition.

What happens if we disagree with the IEP team’s decisions?Answer: The team should explain the parent’s rights to disagree with the IEP team’s decisions, including the right to mediation or due process.

What services will be provided to my child over the summer?
Answer: The team should discuss any extended school year (ESY) services that will be provided to the child over the summer and what those services will entail.

Will my child receive related services, such as occupational therapy or speech therapy? Answer: The team should discuss whether the child requires any related services and what those services will entail.

Will my child receive any transportation services?
Answer: The team should discuss whether the child requires any transportation services to access their education and what those services will entail.

How will my child’s progress be used to inform instruction?
Answer: The team should discuss how the child’s progress will be used to inform instruction and whether any changes to the child’s program are necessary based on their progress.

Will the child be provided with access to the general education curriculum? Answer: The team should discuss whether the child will be provided with access to the general education curriculum and what supports or modifications will be provided to facilitate their access.

What data will be used to measure the child’s progress?
Answer: The team should specify what data will be used to measure the child’s progress towards meeting the goals and objectives in their IEP.

What is the plan for addressing any potential regression in skills over breaks or between school years? Answer: The team should discuss what steps will be taken to address any potential regression in the child’s skills over breaks or between school years.

How will the child’s social and emotional needs be addressed?
Answer: The team should discuss how the child’s social and emotional needs will be addressed, including any counseling or behavioral supports that will be provided.

How will the child’s communication needs be addressed?
Answer: The team should discuss how the child’s communication needs will be addressed, including any augmentative and alternative communication (AAC) devices or services that will be provided.

How will the child’s cultural and linguistic background be considered in the development of their IEP?
Answer: The team should discuss how the child’s cultural and linguistic background will be considered in the development of their IEP and how their language needs will be addressed.

How will my child be included in extracurricular activities?
Answer: The team should discuss how the child will be included in extracurricular activities and what accommodations or modifications will be provided to facilitate their participation.

Will my child be provided with assistive technology for use at home? Answer: The team should discuss whether the child will be provided with assistive technology for use at home and what supports will be provided to ensure the technology is used effectively.

How will the child’s medical needs be addressed during the school day? Answer: The team should discuss how the child’s medical needs will be addressed during the school day, including any medication administration or healthcare services that will be provided.

What is the plan for transition to adulthood and life after school?
Answer: The team should discuss what the plan is for the child’s transition to adulthood and life after school, including any transition services or supports that will be provided.

How will the child’s behavior plan be reviewed and updated?
Answer: The team should discuss how the child’s behavior plan will be reviewed and updated and what the process will be for making changes to the plan.

How will the child’s privacy and confidentiality be protected?
Answer: The team should discuss how the child’s privacy and confidentiality will be protected, including who will have access to their educational records and how their personal information will be handled.

What is the plan for addressing any bullying or harassment the child may experience? Answer: The team should discuss what the plan is for addressing any bullying or harassment the child may experience, including any supports or interventions that will be provided.

When will the next IEP meeting be scheduled? Answer: The team should schedule the next IEP meeting and discuss what will be covered at that meeting.