IIP Meeting Checklist: How to Prepare for a Saskatchewan PPP or eIIP Meeting
Walking into an IIP meeting unprepared is like walking into a job performance review without knowing what your job is. The school team has spent years in this system. They know the jargon, the budget constraints, and exactly what language to use to manage expectations downward. You only have your lived experience with your child.
Preparation changes that. Here's a practical checklist for Saskatchewan parents preparing for a PPP or eIIP meeting.
Before the Meeting: What to Gather
Request the draft IIP in advance. Ask the school to send you a draft before the meeting — not at the meeting. You should have time to read through the proposed goals, review the Current Level of Ability section, and come with questions. If the school says "we'll go through it together at the meeting," push back. Walking into a complex document cold is not how you give informed consent.
Collect your own documentation.
- Your child's last report cards and progress reports
- Any prior IIP or PPP documents
- Private assessment reports if you have them
- A log of incidents, exclusions, or school calls you've received
- Notes from previous school meetings
Write your input on the "Who is the student?" section. This foundational section of the IIP should reflect your knowledge of your child, not just what the school observes in class. Come with your own notes on your child's strengths, interests, what motivates them, what triggers their difficulties, and what strategies you've found helpful at home.
Prepare your accommodation requests. Know specifically what you want to ask for. Vague requests get vague responses. "More support" produces nothing. "Named EA support during all transitions and unstructured periods" is a specific, documentable commitment.
Review the difference between adaptations and modifications. If there's any indication the school may propose modified programming, understand what that means for your child's graduation pathway before you walk in. Modified courses (coded 11, 21, 31 in high school) affect post-secondary options. This decision should not be made during a meeting where you're hearing it for the first time.
At the Meeting: Questions to Ask
These questions are designed to produce specific, accountable answers rather than general assurances:
About the Current Level of Ability:
- "How was this baseline measured? What specific data is it based on?"
- "When was this last updated?"
About the goals:
- "How will we know this goal is met? What does success look like specifically?"
- "How often will progress be measured, and who is responsible for collecting data?"
- "Is this an adapted goal (regular curriculum) or a modified goal?"
About supports:
- "How many EA hours per day is my child allocated?"
- "If the assigned EA is absent, who provides the support?"
- "When does the itinerant specialist next visit this school, and how frequently?"
About technology:
- "Has assistive technology been assessed for my child?"
- "If technology is approved, who ensures it's available in every class?"
About the plan itself:
- "When will the first formal progress review be?"
- "What is the process if I believe goals aren't being met?"
During the Meeting: What to Watch For
Vague goals. If a goal doesn't have a number, a condition, and a timeframe, it will not be accountable. "Will improve reading" is not a goal. Insist on specifics.
Passive language in strategy sections. "EA support will be provided" is weaker than "Ms. [name], Educational Assistant, will provide 45 minutes of one-on-one reading support daily in the resource room." Names and hours matter.
Pressure to agree on the spot. You are not obligated to sign the IIP at the meeting. If you feel rushed or uncertain, say clearly: "I'd like to review this in full before signing. Can we schedule a follow-up call for any remaining questions?"
Modification proposals presented as minor. In elementary school, modifications might sound like a practical accommodation. In high school, they affect every post-secondary option your child has. Ask explicitly, every time: "Is this an adaptation or a modification? What does this mean for graduation and post-secondary?"
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After the Meeting: What to Document
Send a follow-up email the same day or next day summarizing what was agreed in the meeting. Something like: "Following our IIP meeting today, I'm confirming the following points we agreed to: [list specific supports, goals, EA hours, review date]." This creates a documented record of verbal commitments.
Keep copies of everything — the signed IIP, the meeting notes, all correspondence. School personnel change. Principals move. Teachers go on leave. The paper trail is the continuity.
If you signed the IIP but have reservations, document those reservations in writing to the school immediately after the meeting.
If You Disagree: What to Do
You can refuse to sign an IIP. The school division must document your refusal and the reasons you provided, and must make ongoing efforts to resolve the dispute.
If you sign but later discover the school isn't implementing what the IIP says — EA support isn't happening, accommodations are being skipped, goals aren't being monitored — you have escalation options:
- Raise it in writing with the principal
- Escalate to the division's Student Support Services
- File a LA FOIP access request to see internal records about how your child's support is being managed
- Escalate to the Saskatchewan Human Rights Commission if the non-delivery constitutes failure to accommodate a disability
Saskatchewan-Specific Notes
The IIP meeting in Saskatchewan is not a US-style IEP meeting with specific procedural protections under federal law. The rights here come from The Education Act, 1995, Ministry policy frameworks, and the Saskatchewan Human Rights Code — different laws, different levers.
Generic "IEP meeting preparation" guides from American websites will reference things like "prior written notice," "procedural safeguards notices," and "due process rights" — none of which exist in Saskatchewan in the same form. Use this checklist instead.
The Saskatchewan IEP & Support Plan Blueprint includes a printable IIP meeting preparation worksheet, a goal review template, and specific scripts for common difficult conversations — including how to push back on modification proposals and how to refuse to sign while keeping the relationship with the school intact.
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