IEP parent input formPut what you know about your child in writing, before the meeting.

A free form. Pick the meeting you are going to and it changes its questions to fit. Tap a sentence starter, finish it in your own words, and the page turns what you write into a dated parent input statement you can copy into an email or print. Teachers can print the blank version to send home.

Part 300 read from eCFR, 28 October 2026
A concern with no example gets a nudge, never a block
No account, nothing saved, nothing you type leaves the tab

Parent input statementIEP meeting: Annual review

Datedthe day you write it
Strengths

My child is good at

Interests and motivators
ConcernsAdd one example
Questions for the team

Only the sections you fill in reach the sheet, in the order the team will read them.

Fill in what you know, and read it back as the team will

Choose the meeting first: an initial IEP, an annual review, a reevaluation and a transition IEP each ask you different questions. Skip any section you like. Only the ones you fill in reach the statement.

Parent input form

Say which meeting this is, then write what you know

Which meeting is this for

The team reviews the IEP at least once a year to decide whether the annual goals are being achieved, then revises it. 34 CFR 300.324(b)(1)(i)

See your statement as it builds

What does your child do well, at home, at school or anywhere else?

34 CFR 300.324(a)(1)(i): In developing the IEP the team must consider the strengths of the child.

What does your child love, and what gets them to keep trying when something is hard?

Routines, prompts or supports that help at home and might help at school too.

34 CFR 300.324(b)(1)(ii)(C): At a review the team revises the IEP to address information about the child provided to, or by, the parents.

Concerns

What worries you now? Name the area, say what you see, then give one example.

Concern 1
Pick the area this is about

34 CFR 300.324(a)(1)(ii): The team must consider the concerns of the parents for enhancing the education of their child.

What is different since the last IEP: progress you have seen, something new at home, or a goal that is or is not working?

34 CFR 300.324(b)(1)(i): The team reviews the IEP at least annually to determine whether the annual goals are being achieved.

What would a good year look like, and where do you hope your child is in a few years?

What do you want answered at this meeting?

34 CFR 300.322(e): The agency must take whatever action is necessary to ensure that you understand the proceedings of the meeting.

How the statement opens and closes

0 of 7 sections written

Parent input statementIEP meeting: Annual review

DatedOctober 28, 2026
Your statement builds here as you write.Start with one thing your child does well. Only the sections you fill in will appear, in the order the team will read them.

Write in any section and the copy and print buttons open.

Midday, at school

The team has to consider what you write. The regulation says so in one line.

Why a written parent input statement carries weight at the IEP meeting

You are not a guest at the meeting. You are a member of the team, and the regulation tells the team what it has to weigh.

34 CFR 300.321(a)(1) puts the parents first on the list of who the IEP Team includes, 34 CFR 300.501(b)(1) gives them the opportunity to participate in meetings, and 34 CFR 300.324(a)(1) names four things the team must consider:

In developing each child's IEP, the IEP Team must consider (i) The strengths of the child; (ii) The concerns of the parents for enhancing the education of their child; (iii) The results of the initial or most recent evaluation of the child; and (iv) The academic, developmental, and functional needs of the child.34 CFR 300.324(a)(1), read from eCFR on 28 October 2026

A parent usually knows the first two better than anyone in the room. Said out loud, they survive only as somebody else's note. A written statement is read before the decisions and says the same thing whoever summarizes it.

Part 300 has no rule that a parent letter must be attached to the IEP, and no day count for sending one: the word attach does not appear in the part. Both are requests you make in writing, and the form adds the attachment request to your statement.

What to put in an IEP parent input form, section by section

Seven headings cover almost everything a team can use, and each one lands in a different part of the plan.

Strengths come first because the regulation lists them first, and they belong in the present levels statement 34 CFR 300.320(a)(1) requires. Interests tell a teacher what to build on. A routine that works at home is a strategy the school does not have to discover by trial and error, and only you can give it.

Changes since the last IEP are the news the team's data will not show. The vision becomes the postsecondary goals in 34 CFR 300.320(b)(1) once transition planning starts. Questions are what you want answered before you agree to anything, and 34 CFR 300.322(e) requires the agency to ensure that you understand the proceedings.

Strengths

What does your child do well, at home, at school or anywhere else?

Interests and motivators

What does your child love, and what gets them to keep trying when something is hard?

What works at home

Routines, prompts or supports that help at home and might help at school too.

Concerns

What worries you now? Name the area, say what you see, then give one example.

Changes since the last IEP

What is different since the last IEP: progress you have seen, something new at home, or a goal that is or is not working?

Vision for this year and later

What would a good year look like, and where do you hope your child is in a few years?

In my child's own words

What your child has told you they want, so it reaches the team whether or not they are in the room.

Transition planning only

Questions for the team

What do you want answered at this meeting?

Afternoon, at the kitchen table

A worry turns into a request the moment it has an example.

Parent concerns for an IEP: one area, one sentence, one example

A concern with an example is something a team can act on. Without one, it is a feeling the team has to take on trust.

Write each concern in three parts: the area, what you see in a sentence, and one example of what happened, where and how often. The form keeps the three apart and flags any concern with no example yet, the version most often answered with we do not see that at school.

Hard to act on

Reading is a struggle.

Easy to act on

Reading: homework reading takes most of the evening. Example: most nights my child stops after a page and asks me to read the rest aloud.

Hard to act on

Mornings are terrible.

Easy to act on

Feelings and behavior: getting out the door for school is hard. Example: on most school days this month we left late after tears at the door.

Hard to act on

Math is behind.

Easy to act on

Math: word problems stall. Example: on last week's homework my child finished the sums and left every word problem blank.

Describe what you saw rather than a label for it, and let the evaluation do the naming. If it happens only at home, say so, so nobody reads the difference as a disagreement.

A printable parent input form for IEP meetings, for teachers to send home

Teachers and case managers ask for parent input too. The blank version prints the same questions with lines to write on.

Switch the tool to the blank form, pick the meeting type and print. It prints without the site around it: that meeting's questions, three concern boxes with room for an example, and a return date line. Send it home with the meeting notice, which 34 CFR 300.322(a)(1) already requires to reach parents early enough to ensure that they will have an opportunity to attend.

Read what comes back before drafting the present levels. A parent who sees their own words in the draft knows they were heard. Families who prefer to type can use the form above and email the statement.

Evening, looking further ahead

Every meeting asks you something different, and one of them looks years ahead.

How the parent input form changes for an initial IEP, an annual review, a reevaluation and transition

The same knowledge feeds a different paragraph of the regulation at each meeting, so the form asks different questions.

At an initial evaluation your input helps decide eligibility. 34 CFR 300.306(c)(1)(i) requires the agency to draw upon information from a variety of sources, including parent input, and 34 CFR 300.306(c)(1)(ii) to ensure it is documented and carefully considered. 34 CFR 300.306(a)(2) gives you a copy of the evaluation report at no cost.

At an annual review, 34 CFR 300.324(b)(1)(i) has the team review the IEP at least annually, and 34 CFR 300.324(b)(1)(ii)(C) has it revise the plan to address information about the child provided to, or by, the parents. Your changes since the last IEP are that information.

A reevaluation starts from existing data that includes evaluations and information provided by the parents, under 34 CFR 300.305(a)(1)(i), and 34 CFR 300.305(a)(2) uses that review and parent input to decide what additional data are needed. If an area should be tested again, say so here.

34 CFR 300.320(b) adds measurable postsecondary goals and transition services beginning not later than the first IEP to be in effect when the child turns 16, or younger if the IEP Team decides. 34 CFR 300.321(b)(1) has the agency invite your child, and if your child does not attend, 34 CFR 300.321(b)(2) requires other steps to ensure their preferences and interests are considered. The form adds a section for your child's own words.

Annual review

The team reviews the IEP at least once a year to decide whether the annual goals are being achieved, then revises it.

34 CFR 300.324(b)(1)(i)

Initial IEP

The first one. A group that includes you decides whether your child is eligible, and the first IEP is written from there.

34 CFR 300.306(a)(1)

Reevaluation

The team reviews existing data, including what you provide, and decides what new testing is needed.

34 CFR 300.305(a)

Transition planning

From the first IEP in effect when your child turns 16, or younger if the team decides, the IEP adds goals for life after high school.

34 CFR 300.320(b)

Sending your parent input statement, and what happens after the meeting

Federal law sets no deadline for a parent statement, so the timing is yours, and earlier is better.

Send it before the meeting, in writing, to the person who sent the notice, and ask that it be shared with every member of the team. A statement read in advance changes the conversation; one handed over at the door often does not. If your State or district sets a timeline for parent input, follow it. Keep it to a page or two and bring printed copies.

Ask in writing that the statement be attached to the IEP or kept with the meeting record, and that your concerns be carried into the IEP's parent concerns field if it has one.

After the meeting, 34 CFR 300.322(f) requires the agency to give you a copy of the IEP at no cost. If it proposes or refuses a change you asked for, 34 CFR 300.503(a) requires written notice a reasonable time before it acts, and 34 CFR 300.503(b)(6) requires that notice to describe other options the IEP Team considered and why they were rejected. Three free tools cover what comes next.

Night, checking the sources

Every rule on this page links to its source. Read them before you rely on a paraphrase, ours included.

Sources, read from the official text

Every regulation on this page was read from the eCFR text of 34 CFR part 300 on 28 October 2026, section by section.

Two claims here are about an absence: part 300 has no rule requiring a parent statement to be attached to the IEP, and no deadline for sending one. Both were checked against the full text of part 300 on 28 October 2026. This page explains the federal regulation and is not legal advice; your State's rules can add to it.

If you run IEPs for a district, parent input is a records problem

It arrives as emails, printouts and photos of handwritten pages, then has to be found again at the next annual review. If you are building or replacing the system a district writes IEPs in, a fifteen minute call will tell you whether we can help. A parent getting ready for one meeting does not need us: the form above is yours.

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A short written statement from a parent to the IEP Team, usually organized under headings like strengths, interests, what works at home, concerns, changes since the last IEP, your vision for your child and your questions. It is not a federal form: 34 CFR part 300 has no official parent input form. What part 300 does require is that the team consider the concerns of the parents for enhancing the education of their child, under 34 CFR 300.324(a)(1)(ii), and a written statement is the most reliable way to make sure those concerns are in front of the team. The form on this page builds one and dates it.

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