Tennessee IEP Meeting Checklist: What to Bring, Ask, and Do Before You Sign

Walking into an IEP meeting without preparation puts you at an immediate disadvantage. The school team has reviewed the documents in advance, has their positions prepared, and — whether intentionally or not — often runs the meeting in a way that moves quickly to signatures. Parents who don't know the documents or the questions often leave with an IEP they didn't fully understand.

This checklist is designed to change that dynamic. Work through it before and during your next Tennessee IEP meeting.

2 Weeks Before the Meeting

Request documents in advance. Under Tennessee regulations, if the school has prepared an IEP draft, you are entitled to a copy at least 48 hours before the meeting. Request it in writing now — don't wait for them to offer. Also request:

• Copies of any recent evaluation reports (psychoeducational, speech-language, OT, behavior)
• The most recent progress monitoring data on all current IEP goals
• Any discipline records from the current year

Review the previous IEP. Identify each service that was supposed to be delivered (frequency, duration, setting) and ask yourself honestly: did those services actually happen as written? If you suspect a service was missed or inconsistently delivered, request service delivery logs in writing before the meeting.

Review the PLAAFP (Present Levels). The PLAAFP is the baseline section — it should describe where your child actually performs right now, in specific measurable terms. Read it critically:

• Does it match what you observe at home?
• Does it cite specific data (assessment scores, grade-level comparisons)?
• Does it include an impact statement explaining how the disability affects educational performance?

Every area identified as a deficit in the PLAAFP must have a corresponding goal. Make a list of each area and check that a goal exists for it.

Evaluate each goal. For each Measurable Annual Goal, ask:

• Is the target behavior specific and observable?
• Is there a performance criterion (percentage, frequency, number of trials)?
• Is there a consistency standard (4 of 5 trials, 3 consecutive probes)?
• How will it be measured, and by whom?
• Is there baseline data from the PLAAFP that connects to this goal?

If you can't answer all of these questions, the goal may not be legally adequate.

Write your questions down. IEP meetings move fast. Write your questions on paper before you go in. Bring the list and check off each one during the meeting. Questions you might include:

• What data shows this goal was or wasn't met last year?
• What intervention program is being used to address this area, and what does the research support for that program?
• How will I receive progress updates, and how often?
• What accommodations are provided during TCAP/TNReady testing this year?
• Who is responsible for implementing each accommodation?
• What happens if services are missed?

What to Bring to the Meeting

• Previous IEP (with your written notes and questions)
• Any IEP draft the school sent in advance
• Most recent evaluation reports
• Progress monitoring data or report card data
• Your written list of questions
• Any documentation from home: therapist notes, doctor letters, behavioral logs you've kept
• A notepad and pen for notes
• If permitted in your state: a recording device (Tennessee law allows one-party consent for recordings — you are a party to the meeting, so you can record without notifying others, though professional courtesy typically warrants disclosure)

You may also bring any person of your choosing — a friend, a relative, a private therapist, or a professional advocate. Notify the school in advance that someone will accompany you.

During the Meeting: What to Watch For

Who is in the room. The required Tennessee IEP team members include you, at least one general education teacher (if your child participates in general education), at least one special education teacher or provider, an LEA representative who can commit district resources, and someone who can interpret evaluation results. If required members are absent without your prior written agreement and their written input, the meeting may be improperly constituted.

How the PLAAFP is presented. The school should present current data — not just read from the document. Ask: "What assessments generated these numbers? When were they administered?"

How goals are justified. Goals should flow directly from the PLAAFP data. If the PLAAFP identifies a reading gap and there's no reading goal, ask why. If the goal numbers don't seem to reflect meaningful growth expectations, ask: "What does typical growth look like for a student at this skill level, and how does this goal compare?"

Accommodations review. Go through each accommodation:

• Is it specific enough to be implemented consistently?
• Does it apply to all relevant classes?
• Does it apply to TCAP/TNReady testing?
• Who monitors whether teachers are following it?

Service delivery questions. For each service listed (speech, OT, counseling, small group reading):

• What is the frequency and duration?
• Will it be delivered by a credentialed specialist?
• What happens if sessions are missed?
• How will I be notified?

Placement statement. The IEP must include a statement of the Least Restrictive Environment — why the current placement was chosen and what less restrictive settings were considered. If the school is proposing a more restrictive placement, ask: "What supplementary aids and services have been tried in the less restrictive setting, and what data shows they were insufficient?"

Before You Sign

You do not have to sign the IEP at the end of the meeting. This is one of the most important things Tennessee parents don't know. You can:

Take the IEP home. Ask for a copy to review. Tell the team you will provide your response within a few days.

Request revisions before signing. If a goal is too vague, an accommodation is too broad, or a service is missing, ask in writing that the IEP be revised before you provide consent.

Provide partial consent. If you agree with most of the IEP but disagree with specific components, you can write your agreement and disagreement directly on the signature page. The school can begin implementing only the portions you agreed to.

Invoke the 14-day buffer. In Tennessee, if you disagree with the proposed IEP and cannot reach agreement at the meeting, the school cannot implement the IEP or change your child's placement for 14 calendar days. Use that time to consult with an advocate, request additional information, or consider whether to request mediation or due process.

Ask about the draft copy timing. If you received the draft less than 48 hours before the meeting (or received it at the table), note that — it's a procedural issue if the school prepared a draft and didn't provide advance notice.

After the Meeting

Send a follow-up email. Within 24 hours, email the special education coordinator or case manager summarizing the meeting, the decisions made, any open questions, and any commitments the school made. This creates a written record of what was agreed.

Track service delivery. Once the IEP is in effect, monitor whether services are actually being delivered. Keep a simple log. Check in with your child and their teachers regularly.

Set a reminder for progress reports. Under Tennessee law, you must receive IEP progress reports at least as frequently as report cards. If a progress report period passes without a report, follow up in writing.

The Tennessee IEP & 504 Blueprint includes printable checklists for IEP meeting preparation, goal evaluation, and accommodation review — aligned specifically to Tennessee's PLAAFP-to-goal requirements and the state's IEP document structure.

The Bottom Line

The IEP meeting is not a ceremony — it's a decision-making process that you're a legal part of. The preparation you do beforehand determines how effective your participation will be. Review the documents, write your questions, bring what you need, and remember that your signature is not required at the table.

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