Colorado IEP Meeting Checklist: What to Bring and What to Watch For

Walking into an IEP meeting without preparation puts you at a structural disadvantage. The district team has met before the meeting. They have already drafted the document. They know what they plan to offer. Your job is not to passively receive that offer — it is to participate as an equal member of the team, which IDEA and Colorado's ECEA guarantee you the right to do.

This checklist covers what to bring, what rights to assert during the meeting, what to watch for in the document, and what to do when the meeting ends.

Before the Meeting

Request documents in advance. You are entitled to inspect and review your child's current IEP and evaluation records without unnecessary delay, including before an IEP meeting or resolution session, and no later than 45 days after a request. Request the records and any available draft documents in writing before the meeting.

Review the prior IEP against progress reports. Bring the current IEP and compare each goal against the progress reports for that period. If goals were marked "emerging" or "not met" at every reporting period, that is information the team needs to address — not reason to simply carry the same goals forward.

Write your concerns down. Draft two to three sentences for each area where you have concerns. The act of writing clarifies thinking. At the meeting, you can read your concerns directly from your notes — this prevents them from being minimized or unaddressed.

Bring someone with you. You are entitled under IDEA to bring any person with knowledge or special expertise regarding your child to an IEP meeting. This can be a private advocate, a therapist, a teacher who knows your child, or a trusted friend who will take notes. Having a witness changes the dynamic and improves the accuracy of the record.

Documents to bring:

• Current IEP (annotated with your questions)
• Progress reports for the current IEP year
• Any outside evaluations or private therapy reports
• Prior written notices from the last 12 months
• Your written list of concerns and questions
• Blank paper for notes

During the Meeting

State your concerns on the record. At the beginning of the meeting, say clearly: "I'd like to have my concerns noted. I'm going to read them now." Then read from your written list and ask that the concerns be included in the meeting notes. A verbal statement alone does not guarantee that it will appear in the record.

Ask about each present level of performance. The PLAAFP (Present Levels of Academic Achievement and Functional Performance) drives the entire IEP. If a present level describes your child as more capable than you observe at home, push back with specific examples. The IEP is supposed to reflect your child's actual functioning, not aspirational functioning.

Ask why each goal was chosen. Goals should be measurable, tied to the present levels, and address each area of identified need. "Our child regressed in reading during the last year, but this IEP has the same reading goal — can you explain the rationale?" is a legitimate question.

Ask about service hours. For each service listed (speech, OT, PT, specialized instruction), ask: how many minutes per week, delivered how (pull-out, push-in, small group, 1:1), and by whom (credentialed provider vs. paraprofessional). Services delivered by an uncredentialed aide are not the same as services by a licensed specialist.

Ask about Extended School Year (ESY). Colorado considers regression/recoupment data and predictive factors for ESY eligibility; ESY is not automatic. Ask the team to document its determination and, if ESY is denied, ask for the specific data showing why eligibility was not established.

Colorado-specific: ask about transition planning. Colorado targets transition planning at age 15 or the end of 9th grade, whichever comes first, earlier than the federal requirement of age 16. If your child has reached the applicable Colorado trigger and there is no transition section in the IEP, ask the AU to address it.

Do not sign the IEP at the meeting. You may ask to take the document home and review it carefully. Signing at the meeting is common practice but not required; if you have concerns, write "parent review pending" and document them. Do not assume services continue under the previous IEP solely because you are reviewing it; stay-put protection applies when a due-process dispute is pending.

Red flags to catch in the meeting:

• "We already decided" — IEP decisions must be made by the team, not predetermined
• "We can't provide that" without any prior written notice explaining why
• A draft IEP that arrived completed before anyone asked for your input
• Goals that are not measurable (e.g., "will improve reading skills")
• Services described in vague terms without specific minutes or delivery model
• ESY dismissed without any data cited
• Transition planning absent for a student aged 15 or older

After the Meeting

Send a follow-up email within 24 hours. Summarize the key decisions, agreements, and any items left unresolved. This email creates a timestamped record of what was agreed to. Example: "Following today's IEP meeting, I understand the team agreed to increase speech services to 60 minutes per week beginning [date], and that [specialist] will provide a written behavior plan by [date]. Please confirm this is correct."

Review the written IEP when you receive it. Compare the written document against your meeting notes. Errors and omissions happen — services discussed but not included, dates wrong, goals modified from what was agreed. You must dispute discrepancies in writing, promptly.

If you disagree with the IEP. Document the portions you disagree with according to the AU's process and request that your concerns be included in the record. You can also request an Independent Educational Evaluation (IEE) at public expense if you disagree with a district evaluation. Without unnecessary delay, the AU must fund the IEE, provide information about where an IEE may be obtained, or file for due process to defend its own assessment.

Know your dispute options. If the district fails to implement the agreed IEP, you can file a state complaint with CDE. If a disagreement goes unresolved, Colorado provides three pathways: state complaint, mediation, and due process hearing. State complaints are free and receive a written decision within 60 calendar days, subject to permitted pauses or extensions.

The Colorado IEP & 504 Advocacy Playbook includes dispute resolution request letters, ECEA citation references, a CDE state complaint template, and a compensatory education tracker for services that were missed. If IEP meetings in your district have consistently produced inadequate outcomes, having those tools ready before the next meeting changes what you can do in the room.

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