Alaska IEP Meeting Checklist: How to Prepare and What to Bring

You received notice of an IEP meeting scheduled in two weeks. What do you actually do between now and then to show up prepared — not just present in the room, but positioned to meaningfully participate? In Alaska, where IEP meetings can happen in person, by phone, or by video conference depending on where you live, preparation is the difference between a meeting that serves your child and one where you nod along not entirely sure what was agreed to.

Before the Meeting: Request What You Need

Get the draft IEP in advance. The district should send you a draft before the meeting — or at minimum, the data and documents that will inform it. You are not required to review a new IEP for the first time while sitting in the meeting. If you don't receive a draft, call or email and ask for it at least 3-5 days in advance.

Review the current IEP (for annual reviews). Pull out last year's IEP and check:

• Which goals were met, which were partially met, which were not met
• Whether the services specified were actually delivered (request service logs if you have any doubt)
• Whether there were any concerns from the past year that should drive this year's meeting

Review evaluation reports (for initial IEPs or triennial reevaluations). If this meeting follows an evaluation, you should have received the full evaluation report before the meeting. Read it. Note anything that surprises you, anything you disagree with, and anything you want explained.

Write down your concerns and priorities. Come with your own list of what matters most: specific skills that haven't developed, behaviors at home that correlate with school experiences, your child's strengths that aren't being leveraged, services you believe are needed. Your perspective is data the team needs.

Know your recording rights. Alaska is a one-party consent state under AS 42.20.310. You can record the meeting without telling anyone. Bring your phone or a recorder if you want an accurate record, especially if you're attending without a second adult or advocate.

What to Bring to the Meeting

• A copy of the current IEP (annotated with your questions and concerns)
• Any outside evaluation reports or documentation from private therapists, pediatricians, or specialists
• Your written list of questions and priorities
• A notebook or pad to take notes (in addition to or instead of recording)
• Copies of any written communications with the school that are relevant to the meeting
• If you have a support person, advocate, or interpreter — confirm in advance they are attending

At the Meeting: Key Questions to Ask

About present levels:

• What data supports this present level description? When was it collected?
• Does this accurately reflect my child as I know them? (If not, say so specifically)

About goals:

• What is the baseline data for this goal?
• How will progress toward this goal be measured, and how often?
• Where are the benchmarks required under 4 AAC 52.140(g)?
• Is this goal ambitious enough given where my child is now?

About services:

• What specifically will each service look like? (How long, how often, in what setting, with what provider)
• Who will deliver this service? Are they currently on staff?
• If a related service position is unfilled, what is the plan?

About placement:

• Why is this placement the least restrictive environment for my child?
• What supplementary aids and supports are in place to keep my child in general education as much as possible?

About the team:

• Who is on this team and what is each person's role?
• Is the required membership present? (General education teacher, special education teacher, district representative, someone who can interpret evaluation results)

About progress reporting:

• How and when will you report progress to me?
• What happens if my child is not making expected progress before the annual review?

Things to Watch For

Goals that haven't changed. If a goal from last year's IEP appears word-for-word in this year's draft and was not met, that's a concern. Either the goal wasn't appropriate, or the services weren't sufficient. Either way, something needs to change.

Services listed without details. "Speech therapy as needed" is not a service description. Services must specify frequency, duration, and setting. Push for specifics.

Placement decisions buried in the paperwork. The IEP specifies how much time your child spends in general versus special education settings. Make sure you understand and agree with what is being proposed — this is a significant decision that should be discussed, not just checked on a form.

Being rushed through the meeting. IEP meetings can feel high-pressure and fast-moving. You are allowed to slow down, ask for clarification, or say "I need a few minutes to review this." You are also allowed to say you're not ready to sign and request a follow-up meeting.

Lack of required team members. If the meeting is starting without key required members — particularly a general education teacher or a district representative who can commit resources — you can decline to begin or document the missing participation.

After the Meeting

Review what you signed. If you signed an IEP at the meeting, read it carefully afterward. If you discover errors or omissions, contact the special education coordinator in writing.

If you didn't sign, say so in writing. If you left without signing because you had concerns, follow up with a written statement of what concerns remain and what changes you need before signing.

Set a follow-up reminder. Note the first benchmark reporting date on your calendar. When that date arrives, request the progress data.

Document follow-up concerns. If something was promised at the meeting but not in writing (a specific specialist will be hired, a service will begin by a certain date), document it in a follow-up email: "I wanted to confirm what we discussed — that [service] will begin by [date] and that [name] will provide it."

The Alaska IEP & 504 Blueprint includes a comprehensive IEP meeting checklist, question guides by meeting type (initial, annual review, eligibility), and Alaska-specific preparation tools for parents attending meetings in-person or remotely.

For a broader overview of IEP meeting preparation, see our IEP meeting checklist.

See more United States homeschool guides →