Louisiana IEP Meeting Checklist: How to Prepare and What to Watch For

Most parents walk into their child's IEP meeting underprepared — not because they do not care, but because nobody told them what to bring, what to ask, or that they had the right to see the document before walking through the door. Louisiana's 2024 legislative reforms changed some of that. You now have specific statutory rights before the meeting begins.

Here is how to prepare for a Louisiana IEP meeting, from the week before to the moment you leave.

Two Weeks Before: Gather Your Baseline Information

Request the draft IEP in advance. Under Act 198 (2024), if you request a copy of the proposed IEP, the LEA must provide it at least three business days before the scheduled meeting. Do not wait — request the draft as soon as the meeting is scheduled. Send your request in writing (email is fine).

Gather your own documentation:

• Your child's most recent progress reports on IEP goals (with actual data, not just "making progress")
• Any private evaluations, therapy notes, or medical records that support your perspective on your child's current functioning
• Records of any service gaps — missed therapy sessions, absences from resource room, etc.
• Your notes from previous IEP meetings

Review the current IEP critically. Before the meeting, read every section of the existing IEP with specific questions in mind:

• Are the Present Levels of Academic and Functional Performance (PLAAFP) based on current data? How old is the assessment data?
• Are the annual goals measurable with clear criteria?
• Has your child actually made progress toward each goal?
• Are the services on the Program/Services page being delivered as written?

Identify your priorities. You will not solve every problem at one meeting. Know the two or three things that matter most to you and lead with those. A focused parent is harder to sidestep than one with fifteen concerns raised all at once.

One Week Before: Confirm Logistics

Confirm the meeting composition. An IEP meeting must include at minimum: one general education teacher (if the child spends any time in general education), at least one special education teacher, an LEA representative with authority to commit resources, someone who can interpret evaluation results, and you. If a related service provider (speech therapist, OT) is delivering services, they should attend or provide a written update.

Decide whether to bring a support person. You have the right to bring anyone you choose: a trusted friend, a private therapist, an advocate, or an attorney. You do not need to ask permission. Notify the school in advance that you will have someone with you — this is a courtesy, not a requirement.

Request any records you do not have. Service delivery logs, communication logs, disciplinary records, and evaluation reports are all part of your child's educational record and accessible to you under FERPA.

At the Meeting: The Louisiana IEP Checklist

Use this as a working checklist during the meeting:

Before the IEP Content Review Begins

• [ ] Confirm who is at the table and in what capacity
• [ ] Ask if anyone is participating remotely and confirm all members can hear
• [ ] Note the time — if the meeting is rushed, you can always say "I'd like to take more time on this section"
• [ ] Confirm that your written request for the draft was honored — if not, note that fact in writing

Present Levels of Academic and Functional Performance (PLAAFP)

• [ ] Are the data points current (from this school year)?
• [ ] Does the PLAAFP accurately describe how the disability affects classroom access — not just test scores?
• [ ] Do you agree with the description of your child's strengths and challenges?
• [ ] Ask: "What data source is this based on, and when was it collected?"

Annual Goals

• [ ] Is each goal specific and measurable with clear criteria (percentage, rate, frequency)?
• [ ] Does each goal directly connect to a PLAAFP need?
• [ ] Are the goals ambitious enough to represent meaningful growth?
• [ ] Ask: "How will progress on this goal be measured, and how often?"

Program/Services Page

• [ ] Is every service listed with specific frequency (e.g., 3x per week), duration (e.g., 30 minutes), and location (e.g., resource room)?
• [ ] Have there been any services listed in the previous IEP that are being reduced or removed? (If so, do you have the Act 512 10-day notice?)
• [ ] Ask about each related service: "Who provides this service, and is that person currently in place?"

Accommodations

• [ ] Are all needed accommodations listed (including LEAP 2025 testing accommodations)?
• [ ] Are accommodations specific (e.g., "extended time until end of school day" not just "extended time")?

Placement Decision

• [ ] Is the placement in the least restrictive environment appropriate for your child's needs?
• [ ] If a more restrictive setting is proposed, ask: "What supplementary aids and services were tried in the general education setting, and why were they insufficient?"

Transition Planning (age 14+ best practice, required by 16)

• [ ] Does the IEP include Transition Services if your child is approaching transition age?
• [ ] Is the April Dunn Act pathway being discussed for high schoolers who may struggle with LEAP 2025?

If You Disagree With Something

You do not have to sign the IEP. You can:

• Request revisions before signing — the meeting can be reconvened
• Provide partial consent — agreeing to some services while formally objecting to others
• Attach a written statement of disagreement to the IEP document — this preserves your objection in the record

If the school implements an IEP over your written objection, your dissent is part of the legal record for any future dispute resolution.

Never sign under pressure. If the team is rushing you, say: "I need more time to review this before I sign. Can we schedule a follow-up?" The school cannot legally implement a new IEP without your consent for initial services.

After the Meeting: Follow Through

Within 24-48 hours of the meeting, send a written summary email to the Special Education Coordinator confirming what was agreed. This creates a paper trail if there are later disputes about what was decided.

If services were changed or reduced, track whether the new plan is implemented as scheduled. Set a calendar reminder for the 9-week progress report — that report should include actual data on goal progress, not narrative alone.

The Louisiana IEP & 504 Blueprint includes the complete preparation framework, specific questions to ask at each stage of the Louisiana IEP meeting, and scripts for the most common conflict scenarios at the IEP table.

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