NC IEP Meeting Checklist: How to Prepare for Your Child's IEP in North Carolina

IEP meetings go better when parents come in with organized documentation, specific questions, and a clear sense of what they want. Schools do this every day — parents usually don't. Closing that preparation gap is one of the highest-leverage things you can do for your child's outcomes in North Carolina's special education system.

Before the Meeting: What to Gather

From the school (request in advance):

• [ ] Current IEP or draft IEP to be discussed
• [ ] Most recent evaluation reports (including any re-evaluations)
• [ ] Progress reports on current IEP goals
• [ ] Attendance records
• [ ] Discipline records if relevant
• [ ] Service logs (documentation of services actually delivered)
• [ ] Any assessments, observation reports, or teacher notes completed since the last IEP

From home:

• [ ] Notes on your observations since the last IEP — what's working, what isn't, specific examples
• [ ] Records from any private evaluations or therapy reports
• [ ] Medical documentation relevant to the disability
• [ ] A list of your specific concerns and priorities for this IEP
• [ ] A list of questions you want answered (write these down before the meeting)

Logistics:

• [ ] Confirm meeting date, time, location, and who will be present
• [ ] Notify the school in advance if you're bringing an advocate, attorney, or support person
• [ ] Confirm the meeting will be recorded if you plan to record it (NC is a two-party consent state for audio recordings — you need the school's agreement)
• [ ] Request any accommodation you need to participate effectively (language interpreter, etc.)

During the Meeting: The Checklist

At the start:

• [ ] Ask who is present and their role (for the written record)
• [ ] Ask whether required team members are present (you, at least one general ed teacher, special ed teacher, admin designee, someone to interpret evaluation results)
• [ ] Ask if anyone has been excused from the meeting and whether you received and signed an excusal form (IDEA requires written parent consent if a required team member is excused)

Review of present levels (PLAAFP):

• [ ] Do the present levels accurately describe your child's current performance?
• [ ] Are both academic AND functional (behavioral, social-emotional, communication, adaptive) areas covered?
• [ ] Does the PLAAFP reflect input from you as the parent?
• [ ] Are there areas of concern from your home observations that aren't reflected?

Annual goals:

• [ ] Are goals measurable? (Who, does what, under what conditions, to what level, measured how?)
• [ ] Does each area of need in the PLAAFP have at least one corresponding goal?
• [ ] Do the goals represent meaningful growth from the current level — not trivially easy and not impossibly ambitious?
• [ ] How will progress be measured and how often will you receive progress reports? (NC requires at least quarterly progress reporting)

Services:

• [ ] Is each service listed with: type, frequency (minutes/week or sessions/week), duration, and location (general ed vs. pull-out)?
• [ ] Are related services (speech, OT, PT, counseling, transportation) included if your child needs them?
• [ ] Do the services adequately support the goals?
• [ ] Will services be provided in the least restrictive environment?

Supplementary aids and accommodations:

• [ ] Are accommodations specific and observable (not vague)?
• [ ] Who is responsible for implementing each accommodation?
• [ ] Are classroom accommodations consistent with state testing accommodations? (NC rules require classroom use before EOG/EOC use)
• [ ] Is extended time specified as a ratio (1.5x, 2x) rather than just "extended time"?

Placement:

• [ ] Is placement in the least restrictive environment?
• [ ] If the child is removed from general education for any services, is there documentation justifying why the general education setting with supports is insufficient?

Extended School Year (ESY):

• [ ] Was ESY considered (it must be reviewed annually)?
• [ ] If your child is at risk of significant regression over breaks, is ESY being offered?

State testing:

• [ ] Is participation in EOG/EOC tests addressed?
• [ ] Are testing accommodations specifically listed and consistent with classroom accommodations?

Transition (age 14+):

• [ ] Are transition goals included?
• [ ] Has the student been asked about their postsecondary interests (required)?
• [ ] Does the transition plan address education/training, employment, and independent living?
• [ ] Which diploma pathway is being planned for (FRC, OCS, ECS)?

Questions to Ask at Any NC IEP Meeting

• "What specific data are you using to determine these present levels?"
• "How will you measure progress on this goal — can you show me what the data collection looks like?"
• "Who specifically will provide each service, and what happens when that person is absent?"
• "How will we know if this IEP is working? What would trigger a review before the annual meeting?"
• "Are there any services my child qualifies for that aren't currently on the IEP?"
• "What does my child's participation in general education look like — what percentage of the day?"
• "Are there any assistive technology tools that should be considered?"

If You Disagree During the Meeting

Don't sign under pressure. You can take the IEP document home to review. Signing can be done later — a reasonable review period of a few days is entirely appropriate.

Ask for changes in writing. If the school agrees to modify language or add services, ask them to revise the document before you sign. Don't rely on verbal promises.

Note your disagreement. If you sign but have reservations, you can write "I agree to the IEP with the following concerns: [list them]" on the signature page. This preserves your objection in the record.

Request a facilitator. If the meeting is contentious, you can request a free facilitated IEP meeting from NCDPI. Contact OEC at least 10 school days in advance of when you want the facilitated meeting.

File a state complaint or request due process. If the school refuses to include services you believe your child needs, the dispute resolution process — state complaint (60-day investigation) or OAH due process — is your formal recourse. See NC Parent Rights in Special Education.

After the Meeting

• [ ] Get a signed copy of the final IEP before the meeting ends or request one be sent within a specific timeframe
• [ ] Note the date services are supposed to begin and follow up if they don't start on time
• [ ] Set a calendar reminder to check in on service delivery in 4-6 weeks
• [ ] Begin collecting data at home on whether the accommodations and services are being implemented

The North Carolina IEP & 504 Blueprint contains printable checklists for every IEP meeting stage, a question script, and templates for following up in writing when the school doesn't deliver on what was agreed.

Related: NC IEP Process: From Referral to Implementation | NC Parent Rights in Special Education | NC IEP Goal Bank

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