Massachusetts IEP Preparation Checklist (2025 Update)

Pre-Meeting Preparation (2–4 Weeks Before)

a) Preparation You Can Do at Home

• [ ] Meet interpreters, teachers, counselors, and other team members before the IEP meeting (especially helpful for English Language Learners).
• [ ] Build trusting relationships with your district through early family engagement.
• [ ] Talk to your child about what they want from the meeting.
• [ ] Make a “strength map” of your student’s strengths, interests, and hobbies.

b) Document Collection and Review – Data is Key

Educational Records

• [ ] Request complete educational records from district (submit written request).
• [ ] Obtain all previous IEPs and 504 plans.
• [ ] Collect progress reports/report cards (last 3 years).
• [ ] Gather standardized/state test results.
• [ ] Compile attendance records.
• [ ] Review disciplinary/behavior incident records.
• [ ] Obtain FBAs (Functional Behavioral Assessments) and BIPs (Behavior Intervention Plans).

Evaluations and Assessments

• [ ] Review district evaluations (psych, educational, speech/language, OT/PT).
• [ ] Obtain Independent Educational Evaluations (if completed).
• [ ] Gather relevant medical records.
• [ ] Compile private therapy/tutoring reports.
• [ ] Review assistive technology assessments.

Communication Records

• [ ] Organize emails with school personnel.
• [ ] Compile written correspondence/meeting notes.
• [ ] Document phone call logs with summaries.
• [ ] Gather prior written concerns submitted to district.

c) Learn About Your Child’s Rights

• [ ] Review Parent's Notice of Procedural Safeguards (PNPS).
• [ ] Understand your state’s special education regulations.
• [ ] Review IDEA requirements.
• [ ] Confirm meeting notice complies with timelines.
• [ ] Verify all required team members will attend.
• [ ] Confirm ELL families have interpreter rights.
• [ ] Ensure translation/cultural differences are accommodated.

d) Analysis of Goals and Objectives

• [ ] Review progress on current IEP goals.
• [ ] Identify unmet goals & reasons.
• [ ] Note effective/ineffective services.
• [ ] Review accommodation/modification implementation.

e) Prepare a List of Your Own Concerns

• [ ] What do you hope for your child?
• [ ] What do you fear for your child?
• [ ] What do you/your child want out of this process?

f) Prepare a “Strength Map” of Your Student’s Skills

• [ ] List interests/strengths.
• [ ] List areas of struggle.
• [ ] Document examples of challenges.
• [ ] Prepare questions about current services.
• [ ] Identify service/support gaps.

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One Week Before the Meeting

a) Final Preparations

Documentation Organization

• [ ] Create a chronological binder of important documents.
• [ ] Prepare copies of key documents for team members.
• [ ] Highlight critical information in evaluations.
• [ ] Organize medical documentation if relevant.

Draft Proposals

• [ ] Write proposed goals and objectives.
• [ ] List requested services (frequency and duration).
• [ ] Document accommodation/modification requests.
• [ ] Prepare assistive technology requests if applicable.

Support Team Coordination

• [ ] Confirm attendance of advocate or attorney.
• [ ] Brief any experts who will attend.
• [ ] Coordinate priorities with spouse/co-parent.
• [ ] Arrange for recording device if legally permitted.

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Day of Meeting Checklist

a) What to Bring

Essential Documents

• [ ] Current IEP
• [ ] Evaluation reports
• [ ] Medical records (if applicable)
• [ ] Work samples showing concerns
• [ ] Written parent concerns letter
• [ ] List of questions
• [ ] Contact info for private providers

Meeting Supplies

• [ ] Notebook and pens
• [ ] Recording device (if permitted – see note on Massachusetts wiretapping law)
• [ ] Calendar for scheduling
• [ ] Copies of your prepared proposals
• [ ] Procedural Safeguards document (PNPS)
• [ ] Relevant state/federal law citations

b) During the Meeting

Active Participation Strategies

• [ ] Request introductions of all participants and their roles
• [ ] Ask for clarification of educational jargon
• [ ] Take detailed notes or assign a note-taker
• [ ] Request breaks if needed
• [ ] Ask prepared questions
• [ ] Voice disagreements respectfully but firmly
• [ ] Request data to support district proposals

c) Key Topics to Address

Present Levels of Performance

• [ ] Ensure accurate reflection of child’s abilities
• [ ] Include strengths and challenges
• [ ] Verify inclusion of parent input
• [ ] Confirm all areas of need are addressed

Goals and Objectives

• [ ] Confirm goals are measurable and specific
• [ ] Ensure goals address all areas of need
• [ ] Verify goals are ambitious but achievable
• [ ] Discuss progress monitoring methods
• [ ] Include student “Reflections” (student voice as data point)

Services and Placement

• [ ] Review service minutes and frequency
• [ ] Confirm service delivery location
• [ ] Discuss least restrictive environment (LRE)
• [ ] Address transportation needs
• [ ] Review extended school year (ESY) eligibility

Accommodations and Modifications

• [ ] Ensure all necessary supports are listed
• [ ] Confirm accommodations for state testing
• [ ] Address assistive technology needs
• [ ] Review behavior support plans

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Post-Meeting Actions

a) Immediate Steps (Within 48 Hours)

• [ ] Review and organize notes from the meeting
• [ ] Document any verbal agreements made
• [ ] Send follow-up email summarizing your understanding
• [ ] Request corrections to meeting minutes if needed
• [ ] Calendar important dates and deadlines

b) IEP Document Review (Within 5 Days)

• [ ] Carefully review proposed/final IEP
• [ ] Compare to notes from meeting
• [ ] Identify discrepancies
• [ ] Check for missing components
• [ ] Verify all agreed-upon services are included

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How to Respond to IEP Decisions & Red Flags

a) Pay Attention to Deadlines

Step	Description	Timeline
Receipt of IEP & placement proposal	School sends proposed IEP/placement to parents	Day 0
Parent response	Choose one of the allowed actions (accept / reject / request meeting)	Within 30 school working days
Implementation	District must immediately implement accepted parts of the IEP	After parent response

b) Within 30 Working Days (Massachusetts Regulations — 603 CMR 28.05(7)(a))

If in Agreement:

• [ ] Sign consent for IEP implementation
• [ ] Request copy of signed IEP
• [ ] Calendar progress review dates
• [ ] Establish communication plan with team

If in Partial Agreement:

• [ ] Consider signing with exceptions noted
• [ ] Document specific areas of disagreement
• [ ] Request follow-up meeting if needed
• [ ] Consider requesting mediation for disputed items (must be within 30 days – 603 CMR 28.08(6)(c))

If in Disagreement:

• [ ] Document reasons for disagreement in writing
• [ ] Request Prior Written Notice (PWN)
• [ ] Consider filing for due process
• [ ] Consult with an education law attorney
• [ ] Consider requesting mediation (must be within 30 days – 603 CMR 28.08(6)(c))
• [ ] Request Independent Educational Evaluation (IEE) if appropriate

Red Flags That May Require Legal Consultation

• [ ] District refuses to evaluate or provide services
• [ ] Predetermined placement or services
• [ ] Exclusion from general education without justification
• [ ] Reduction in services without supporting data
• [ ] Failure to implement current IEP
• [ ] Retaliation for advocacy efforts
• [ ] Repeated suspension or disciplinary actions
• [ ] Denial of assistive technology or related services
• [ ] District proposes graduation/exit from special education for cost-based reasons
• [ ] Evidence district is not acting in good faith
• [ ] Child subjected to bullying, harassment, exclusion, or denial of agreed services

Important Reminders

• Parents/guardians are equal members of the IEP team.
• Right to meaningful participation, to request meetings, and to bring support persons.
• Students (14+) should be allowed to attend.
• Document everything (records, emails, logs, service tracking).

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FAQ: Massachusetts IEPs (2025 Update)

What is the new Massachusetts IEP form?
It’s a redesigned document rolling out in 2025, emphasizing student voice and progress monitoring.

How long do parents have to respond to an IEP?
30 school working days (603 CMR 28.05). You may accept, partially accept, or reject.

What red flags mean I should consult an attorney?
Examples include refusal to evaluate, predetermined placement, exclusion from general education, or retaliation for advocacy.

Can students attend their IEP meetings?
Yes — Massachusetts encourages student participation beginning at age 14.

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