PEI IEP Meeting Checklist: What to Bring, Ask, and Do Before You Sign
IEP meetings in PEI tend to be short, the room is full of professionals who speak a shared language, and you're asked to sign a document that will govern your child's education for the next year. Most parents walk in underprepared and walk out wondering if they said the right things.
This checklist is designed so you walk in prepared.
Before the Meeting: Documents to Gather
Bring everything relevant to your child's educational history:
- The most recent IEP (if one exists) — review it before the meeting and note which goals were met, which weren't, and what you want changed
- Any psychoeducational, speech-language, or OT assessments completed in the past three years — public or private
- Any private assessments, with the Recommendations section highlighted in advance
- Recent report cards — look for any discrepancy between IEP accommodations being listed and actual classroom performance
- Your own notes or incident log — specific dates and descriptions of situations where accommodations weren't implemented
If there's no current IEP:
- Any teacher notes, emails, or school correspondence documenting your child's struggles
- Medical documentation (e.g., ADHD diagnosis letter from a pediatrician, ASD diagnostic report)
- Notes from any informal meetings you've had with the teacher or Resource Teacher
Before the Meeting: Questions to Prepare
Write these down and bring them with you. It's easy to forget in the moment.
About the IEP goals:
- For each proposed goal: "How will this be measured? What data will be collected?"
- "Who is specifically responsible for tracking this goal — the classroom teacher or the Resource Teacher?"
- "By June, how will we know whether this goal was met?"
- "Are there any goals from last year that weren't met? Why weren't they met, and how is this year's plan different?"
About accommodations:
- "Which accommodations apply in all settings — including with substitute teachers and during standardized testing?"
- "If my child isn't receiving an accommodation consistently, what's the process to address that?"
- "Are any of these modifications rather than accommodations? What are the implications for diploma eligibility?"
About services:
- "How often will the Resource Teacher work directly with my child? Is this frequency documented in the IEP?"
- "Is there EA support allocated? If so, how many hours per day and for which activities?"
- "Which related services specialists (SLP, OT, behavior consultant) are involved, and how often?"
About progress monitoring:
- "How will progress toward each goal be tracked?"
- "When will I receive progress reports on IEP goals — is it tied to the provincial report card cycle or more frequent?"
- "Can I request a mid-year data update?"
About the annual review:
- "When is the formal annual review scheduled for?"
- "Under what circumstances should I request a mid-year review?"
During the Meeting
Take notes or bring a note-taker. You have the right to bring a support person. This could be a partner, a trusted friend, a community advocate from organizations like PEIACL or LDAPEI, or anyone you choose. Having someone beside you whose only job is to write things down changes the dynamic.
Don't feel pressured to sign immediately. You can ask for the IEP in writing to review at home. This is completely appropriate. You might say: "I'd like to take a copy home and review it carefully before signing. Can I send any changes or questions by [specific date]?"
Record what's agreed verbally. After the meeting, send a follow-up email to the Resource Teacher summarizing what was agreed: "Following up on today's meeting — I wanted to confirm my understanding that [X accommodation] will be implemented [Y way] starting [date]." This creates a written record even when the IEP document itself is still being finalized.
If something doesn't sound right, ask directly. If a goal seems vague, say so: "I'm not sure how we'd know if this goal was met — can we add more specifics about the measurement?" If an accommodation that was promised last year isn't in the new IEP, ask why.
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Red Flags to Watch For
Vague goals. Any goal that says "will improve," "will try harder," or "will make progress" without specifying a measurable outcome is a red flag. Push for the specific criterion.
No one can explain the progress monitoring method. If the Resource Teacher can't describe exactly how goal progress is tracked and when you'll see data, the goals aren't being monitored.
Modifications presented as accommodations. Ask clearly: "Is this goal based on the regular provincial curriculum, or is it a modified expectation?" A modified program means your child is not working toward the standard diploma. This is a significant decision that deserves explicit discussion.
The draft IEP was finalized before you arrived. Parents have the right to be involved in developing the IEP, not just presented with it for signature. If you arrive to a meeting and are handed a complete document and asked to sign at the end of the hour, the process has been handled incorrectly. You can ask to schedule a follow-up collaborative session.
No mention of transition planning for high school students. If your child is 14 or older, the IEP should include or reference a Transition Action Plan (TAP). If it's not mentioned, ask.
Support listed that isn't actually happening. This is the most common complaint. Last year's IEP listed EA support for 30 minutes per day during math. It didn't happen. Ask explicitly: "Is this support that's currently in place and happening, or is it aspirational?"
After the Meeting
- Request a signed copy of the IEP for your records
- Send the follow-up email summarizing verbal agreements
- Calendar the annual review date and any agreed mid-year check-ins
- Set a reminder to ask for progress data at the 3-month mark
What to Do If the IEP Isn't Being Followed
If you're at an annual review and looking back at a year in which stated accommodations weren't implemented or goals weren't tracked, document the specific gaps in writing. Then:
- Raise the discrepancies in the meeting (have your notes ready)
- Send a follow-up email requesting a written response
- Escalate to the Principal if the Resource Teacher doesn't address it
- Escalate to the PSB Inclusive Education Consultant if the Principal doesn't resolve it
- File a formal Section 86 appeal if the gaps constitute a significant impact on your child's education, health, or safety
The Full Preparation Toolkit
The Prince Edward Island IEP & Support Plan Blueprint includes a complete meeting preparation guide, the questions above in template form, a goal-quality evaluation rubric, and the email templates for follow-up and escalation — all grounded in PEI's specific directive requirements and escalation pathways. If you have an IEP meeting in the next few weeks, the preparation section is designed to be read in one sitting the night before.
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Download the Prince Edward Island IEP Meeting Prep Checklist — a printable guide with checklists, scripts, and action plans you can start using today.