An Individual Education Plan (IEP) meeting should help turn what you and the school know about your child into a plan for their learning and participation. You should come away knowing what support will be provided, who will arrange it, and how you will know whether it is helping.
This guide is for families in BC public schools.
Before the meeting: choose what matters most
Jot down a few notes:
- Your child’s perspective: What do they enjoy, find difficult or want to change? They could contribute through a conversation, writing, pictures, a trusted person or attending part of the meeting.
- What is working: Interests, strengths, relationships and supports that help.
- What is getting in the way: A few specific examples of difficulties with learning, communication, participation or feeling safe.
- Your priorities: Two or three things you most want the meeting to address.
Ask for the current IEP, any proposed changes and relevant progress information in advance. Let the school know if you need an interpreter, accessible documents, breaks or another way to participate. If you want a support person or outside professional to join, discuss arrangements beforehand.
During the meeting: connect the plan to the school day
These five questions can help keep the discussion practical:
| Ask | Listen for |
|---|---|
| What meaningful learning and participation are we working towards? | Goals that matter for your child, including access to classroom learning and school life. |
| What is getting in the way? | Specific barriers, including how tasks, environments or routines affect your child. |
| What will adults provide or change? | Clear supports and responsibilities, alongside any skills your child is developing. |
| What will this look like in practice? | Who will do what, when and where, including what happens if the usual arrangement is unavailable. |
| How will we know whether it is helping? | A review date and useful information about learning, participation and your child’s experience. |
Check whether a learning goal is being used in place of support your child needs now. For example, a child may be learning to recognise when they need a break while still needing adults to notice distress and offer one. Ask what support will be available while that skill develops.
If learning expectations are changing, ask what is changing and why, including any implications for course credit or graduation where relevant.
If the conversation gets stuck
You can ask for clarification, take time to consider a proposal or return to an unanswered question.
| If you hear… | You could ask… |
|---|---|
| “We need to wait and see.” | “What support will be provided while we wait, what are we looking for, and when will we review it?” |
| “We don’t have the staff.” | “What alternatives will address this need now, and who can help arrange them?” |
| “They need to ask for help.” | “Can they reliably do that when they need support? What will adults do when they cannot?” |
| “We’re out of time.” | “Which issues remain unresolved, and when will we continue the discussion?” |
Before you leave: confirm the next steps
Ask the team to record:
- What will happen, who is responsible and when it will begin.
- When you will receive the updated IEP and how relevant staff will know about the supports.
- How progress will be shared and when the plan will be reviewed.
- What remains unresolved and who will follow up.
If staff or schools are changing, ask who will organise the handover and ensure essential supports are ready from the start.
After the meeting: check what happens
A short follow-up email can record your understanding:
Following our meeting on [date], my understanding is that [support or action] will begin on [date], with [person or role] responsible. We will review [what we are checking] on [date]. [Issue] remains unresolved. Please let me know if I have misunderstood anything and confirm when I will receive the updated IEP.
Then check two things separately: Was the support provided? Did it help? Include your child’s perspective and any continuing impact when you follow up.
You can request a review when needs change or support is not working. BC’s requirements include reviewing the IEP at least once each school year; that does not prevent earlier review. See the provincial inclusive education policy.
If agreed actions are missing or meetings keep ending without progress, use School advocacy has stalled: what can I do next?.
More help
Inclusion BC’s A parent’s handbook on inclusive education includes:
- Chapter 5, starting on page 48: understanding IEPs.
- Pages 148–149: tips for before, during and after meetings.
- Page 150: questions for evaluating your child’s IEP.
For help keeping manageable records, see Documentation basics for families.
