Key Questions to Consider Before Agreeing to Your Child's IEP

10 Questions to Ask Before You Sign Your Child's IEP

Here's something many parents don't know: you do not have to sign your child's IEP at the meeting.

School staff may act as if the meeting ends when you put your signature on the page. But you have every right to take the document home, review it carefully, consult with an advocate, and come back with questions. The law doesn't set a deadline that forces you to sign on the spot.

Before you agree to anything, here are the ten questions that experienced advocates recommend asking.

1. Can you show me the data that supports this goal?

Every IEP goal should be grounded in your child's current performance data. If the team can't point to specific assessments or progress monitoring showing where your child is starting from, the goals may not be appropriate.

2. How will progress toward these goals be measured and reported?

The IEP must describe how progress will be tracked and how often you'll be informed — typically at least as often as parents of general education students receive report cards. Ask specifically: what tool will be used? Who collects the data? What triggers a review if progress isn't happening?

3. Why is this the least restrictive environment for my child?

If your child is receiving any instruction in a setting separate from general education peers, the team must justify that placement. Don't accept "this is what we have available" as an answer — the law requires the placement to be based on your child's individual needs, not the district's scheduling convenience.

4. What does "X minutes per week" of service actually look like?

Thirty minutes of speech therapy can mean very different things: one-on-one pull-out, small group in a separate room, or push-in support during lunch. Ask for clarification on where and how each service will be delivered, and make sure the IEP reflects those specifics.

5. What happens if my child doesn't make progress?

This question often catches teams off guard. Ask who monitors progress, at what intervals, and what the process is for reconvening the team and revising the IEP if your child isn't on track. The answer tells you a lot about how seriously the school takes accountability.

6. Which of these are accommodations, and which are modifications?

This distinction matters enormously, especially as your child gets older. Modifications can affect whether your child earns a standard diploma. Make sure you understand which supports change how your child accesses learning versus what they're expected to learn.

7. Who is responsible for implementing each part of this IEP?

Ask the team to name the person responsible for each service and accommodation. If the answer is vague ("the general ed teacher will handle that"), ask how that teacher will be trained, who monitors compliance, and what you should do if the accommodation isn't being provided.

8. Is there an independent evaluation that supports this plan?

If you have concerns about the school's evaluation results, you have the right to request an Independent Educational Evaluation (IEE) at the district's expense. Ask whether the team considered any outside evaluations, and don't be afraid to request one if something doesn't add up.

9. What does my child think about these goals?

IDEA encourages student participation in IEP meetings, especially for older students. Even for younger children, the team should be able to speak to your child's perspective on their own learning. Goals that ignore what the student finds meaningful are harder to achieve.

10. If I disagree with part of this IEP, what are my options?

You can consent to some parts of the IEP and reject others. You can ask for more time to review. You can request mediation or file a state complaint. Asking this question signals that you know your rights — which often leads to a more collaborative and responsive team.

Before You Leave the Meeting

Request a copy of everything discussed, including any draft documents. Put your concerns in writing — even a follow-up email saying "I'd like clarification on X before I make a decision" creates a paper trail. And remember: taking time to review an IEP carefully isn't being difficult. It's being the advocate your child needs.

Next week: understanding the difference between a 504 Plan and an IEP — and how to know which one is right for your child.