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Navigating the special education system can feel complex, but understanding how to review and update your child’s Individualized Education Program (IEP) is essential for their educational success. An IEP isn’t a static document—it’s a dynamic plan designed to evolve as your child grows and their needs change. Regular reviews and timely revisions are legally required to provide your child with a Free Appropriate Public Education (FAPE).
FAPE means that educational services outlined in the IEP must enable your child to make meaningful progress appropriate to their individual circumstances. The review process ensures the IEP remains effective, allowing the team to adjust supports based on your child’s changing needs rather than waiting for problems to emerge.
This guide provides an overview of the IEP review and revision process under the Individuals with Disabilities Education Act (IDEA), helping you understand your rights and how to partner effectively with your child’s school.
Your Child’s IEP: Foundation for Success
An Individualized Education Program is a legally mandated written document developed for every eligible child receiving special education services in public schools. Required under IDEA, the IEP serves as the cornerstone of quality education for children with disabilities.
Purpose of the IEP
The IEP has two main purposes:
- To establish reasonable, measurable learning goals for the coming year
- To specify the special education, related services, and supplementary aids the school will provide to help your child reach those goals
It acts as a guide for delivering necessary supports tailored to your student’s unique needs.
Required Components
While states and local districts might add extra information, federal law mandates these core components:
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
A detailed description of how your child is currently performing in school, including strengths, needs, and how their disability affects their involvement in the general education curriculum.
Measurable Annual Goals
Specific, measurable academic and functional goals your child can reasonably achieve within a year, designed to address disability-related needs and enable progress.
Progress Monitoring
How your child’s progress toward annual goals will be measured and when you’ll receive progress reports (at least as often as parents of non-disabled children).
Special Education and Related Services
A listing of specific special education services, related services (like speech therapy or occupational therapy), supplementary aids and services (like assistive technology or a classroom aide), and program modifications or supports for school personnel.
Participation with Nondisabled Children
An explanation of the extent to which your child will not participate with nondisabled peers in the regular classroom and other school activities, reflecting the Least Restrictive Environment (LRE) principle.
Participation in Assessments
Any individual accommodations needed for your child to participate in state and district-wide tests, or if a test is not appropriate, why not and how your child will be assessed instead.
Service Details
When services will begin, how often they’ll be provided, where they’ll be provided, and for how long.
Transition Services
Beginning no later than the first IEP to be in effect when your child turns 16, measurable postsecondary goals and transition services needed to help them reach those goals after high school.
Each IEP must be designed for one student and reflect that child’s specific strengths, challenges, and needs. For more detailed information, the U.S. Department of Education offers “A Guide to the Individualized Education Program.”
Keeping the IEP Relevant: The Review and Revision Cycle
An IEP requires regular attention to ensure it continues to meet your child’s needs effectively. IDEA establishes a clear cycle for reviewing and revising the IEP.
The Annual Review Requirement
Federal law mandates that each child’s IEP team must review the IEP at least once every 365 days. This means the team must meet to review and potentially revise the IEP at least annually. The specific regulation is found in 34 CFR § 300.324(b)(1)(i).
The primary purpose of this annual review meeting is to determine whether your child is achieving the measurable annual goals laid out in the current IEP. It’s a critical checkpoint to assess if the educational plan is working as intended and to make necessary adjustments for the upcoming year.
When Else is an IEP Review Needed?
Beyond the required annual review, IDEA recognizes that circumstances may require the IEP team to reconvene and revise the IEP more frequently. The law outlines specific triggers that necessitate an IEP revision:
Lack of Expected Progress
If your child is not making anticipated progress toward achieving their annual goals, or isn’t progressing adequately in the general education curriculum, the IEP must be reviewed and revised. This is a vital indicator that the current plan may need adjustments. Parents should closely monitor progress reports and communicate concerns about lack of progress.
Reevaluation Results
Whenever your child undergoes a reevaluation, the IEP team must meet to review the results and revise the IEP accordingly. Reevaluations are required at least every three years (often called a “triennial”) or sooner if conditions warrant or if requested by parents or the school.
Parental Input/Concerns
Information provided by you to the school, or information provided to you (like progress reports or teacher observations), can trigger an IEP revision. This provision underscores the critical role of parents as active participants. Don’t hesitate to share observations, concerns, or new information with the school.
Anticipated Needs
If the IEP team foresees upcoming changes that might impact your child’s educational needs—such as a transition to a new school level, changes in health status, or emerging behavioral challenges—the IEP should be revised proactively.
Other Matters
This broad category allows the team to revise the IEP to address any other relevant issues that arise and affect your child’s educational program. This could include significant changes in behavior, family circumstances, or new diagnostic information.
Parent or School Request
Either you or the school can request an IEP meeting to review and potentially revise the IEP at any time during the school year. You don’t need to wait for the annual review date if you have concerns or believe changes are needed.
The legal framework empowers you to be proactive. You can initiate a review by sharing relevant information or by formally requesting a meeting. This right reinforces the collaborative nature intended by IDEA and ensures that the responsibility for keeping the IEP relevant doesn’t fall solely on the school.
Meet the Team: Who Participates in IEP Reviews?
Developing, reviewing, and revising an effective IEP is fundamentally a collaborative effort. IDEA specifies the individuals who must be part of the IEP team to ensure a range of perspectives and expertise work together to make informed decisions about your child’s education.
Required IEP Team Members and Their Roles
Parents/Guardians
Provide unique expertise on your child’s strengths, needs, interests, history, and challenges; share concerns and goals; participate in decision-making regarding goals, services, and placement; advocate for your child’s needs. Your concerns must be considered.
Regular Education Teacher
Required if your child is (or may be) participating in the regular education environment. Shares knowledge of the general education curriculum, classroom expectations, and your child’s performance within that setting; helps determine appropriate behavioral interventions, supplementary aids/services, and program modifications.
Special Education Teacher/Provider
Brings expertise in educating children with disabilities; interprets the impact of the disability on learning; suggests adaptations, accommodations, and modifications; often coordinates IEP implementation and serves as case manager.
Representative of the Public Agency (LEA Rep)
Must be qualified to provide or supervise special education; knowledgeable about the general education curriculum; knowledgeable about the availability of agency resources; AND authorized to commit agency resources (e.g., approve services).
Individual Who Can Interpret Evaluation Results
Explains the instructional implications of evaluation results (e.g., tests, assessments); helps the team understand the data to make programming decisions. This role may be filled by another required member (e.g., school psychologist, special ed teacher).
The Child with a Disability
Invited “whenever appropriate.” Must be invited if a purpose of the meeting is to consider postsecondary goals and needed transition services (typically starting by age 16, sometimes 14 or younger). Their preferences and interests must be considered even if they don’t attend.
Other Individuals with Knowledge/Expertise
Invited at the discretion of the parent or the agency. Can include related service providers (e.g., SLP, OT, PT), advocates, family members, doctors, behavior specialists, Part C coordinators for transition from early intervention, etc. The party inviting them determines their expertise.
The requirement that the Local Educational Agency (LEA) representative has the authority to commit resources is particularly significant. This ensures that decisions made about services during the IEP meeting are not merely suggestions but can actually be implemented by the school system.
Regarding student participation, while IDEA mandates inviting students when transition services are discussed, the decision for younger students to attend is more flexible (“whenever appropriate”). Including your child can foster self-advocacy skills and ensure their preferences are heard directly. Consider your child’s maturity, understanding, and emotional readiness when deciding if they should attend.
Excusing Team Members: What Parents Need to Know
While IDEA requires specific members to be part of the team, there are circumstances under which a required member might be excused from attending part or all of an IEP meeting. The rules for excusal depend on whether the member’s area of expertise is being discussed:
Member’s Area is NOT Being Modified or Discussed
If the meeting agenda doesn’t involve modifying or discussing the member’s area of curriculum or related services, that member is not required to attend if you and the public agency agree in writing that their attendance is not necessary.
Member’s Area IS Being Modified or Discussed
If the meeting does involve modifying or discussing the member’s area of curriculum or related services, that member may be excused only if both of the following conditions are met:
- You (in writing) and the public agency consent to the excusal.
- The member submits written input regarding the development of the IEP to you and the IEP team prior to the meeting.
It’s crucial to understand that your written agreement or consent is required for these excusals. The distinction between “agreement” (when the area isn’t discussed) and “consent” (when the area is discussed) is noteworthy. “Consent” under IDEA generally implies a higher level of informed agreement to waive a right—in this case, the right to have that specific expertise present during relevant discussions.
Consider carefully any request to excuse a team member, especially if that member’s knowledge is pertinent to the topics being addressed.
The IEP Review Meeting: A Step-by-Step Guide
The IEP review meeting is a cornerstone of the special education process. Preparation and understanding the typical flow can help you participate more effectively and ensure the meeting is productive.
Preparing for a Productive Meeting
Active preparation is essential for meaningful participation in the IEP review process. When you come prepared, you shift from being a passive recipient of information to an informed collaborator, aligning with IDEA’s emphasis on partnership. This proactive approach helps balance the discussion and ensures your perspectives are fully considered.
Review Documents
Carefully read the current IEP, recent progress reports, evaluation results, report cards, and samples of your child’s work. Request copies of draft documents or reports the school plans to discuss before the meeting, allowing time for review.
Gather Input
Talk with your child about their experiences at school, what they find helpful or challenging, and their goals and interests. Collect reports or letters from doctors, therapists, tutors, or other professionals working with your child outside of school.
Organize Thoughts
Create a list of questions you want to ask, concerns you need to raise, strengths you want highlighted, and specific suggestions or requests you have. Consider drafting a “Parent Concerns” or “Vision Statement” to share at the meeting.
Know Your Rights
Review the Procedural Safeguards notice provided by the school. Understanding your rights regarding participation, consent, and disagreement is crucial.
Logistics
Confirm the meeting date, time, location, and attendees listed on the meeting notice. Request an interpreter if needed. Decide if you want to invite anyone else (e.g., an advocate, relative, outside therapist) and inform the school beforehand.
The school team also prepares by gathering data, assessing progress, drafting proposed goals or revisions (which should be clearly labeled as drafts), and ensuring the required team members can attend.
What to Expect During the Meeting
While specifics can vary, IEP review meetings generally follow a structured agenda, often aligned with the sections of the IEP document itself. You have the right to suggest items for the agenda. Here’s a typical flow and key discussion points:
1. Introductions & Purpose
Team members state names and roles. The purpose of meeting (e.g., annual review, revision due to lack of progress) is stated.
Parent Tip: Ensure all required members are present or properly excused. Clarify the meeting’s specific purpose.
2. Procedural Safeguards Review
You’ll be offered or reminded about your rights under IDEA.
Parent Tip: Accept a copy if offered, even if you have one. Ask questions if anything is unclear.
3. Review of Present Levels (PLAAFP)
Discussion of your child’s current academic/functional performance, strengths, needs, progress on previous goals, impact of disability, based on data (evaluations, assessments, observations).
Parent Tip: Does this description match your understanding of your child? Is the progress data clear? Are strengths highlighted? Ask for clarification on any jargon or test scores.
4. Parent Concerns/Input
Dedicated time for you to share your prepared statement, observations, concerns, and vision for your child.
Parent Tip: Share your prepared thoughts clearly and concisely. Ensure your concerns are documented.
5. Goal Development/Revision
Reviewing progress on existing goals. Developing new measurable annual goals (academic and functional) based on PLAAFP and identified needs. Goals should be SMART (Specific, Measurable, Achievable, Relevant, Time-bound).
Parent Tip: Are the goals addressing the key areas of need? Are they truly measurable? Are they ambitious yet realistic? Do they align with your vision? Ask “How will we know if this goal is met?”
6. Services & Supports Discussion
Determining necessary special education, related services, supplementary aids/services, accommodations/modifications, and supports for staff. Discussion of frequency, duration, location of services. Consideration of special factors (behavior, communication, AT, etc.).
Parent Tip: Are the proposed services sufficient to support the goals? Are the accommodations practical and likely to be used? Clarify frequency/duration/location. Ask “What does this accommodation look like in the classroom?”
7. Placement Discussion
Determining the Least Restrictive Environment (LRE) where the IEP can be implemented. Discussing the extent of participation with non-disabled peers. Placement decisions are made after goals and services are determined.
Parent Tip: Does the proposed placement allow sufficient interaction with non-disabled peers while still meeting IEP goals? Ask for the rationale if removal from the general education setting is proposed.
8. Progress Monitoring
Discussing how progress toward goals will be measured (data collection methods) and how/when progress will be reported to you.
Parent Tip: How often will you receive progress reports? What specific data will be used?
9. Summarization & Next Steps
Reviewing decisions and agreements made during the meeting. Clarifying any follow-up actions. Discussion of Prior Written Notice (PWN) documenting the proposals/refusals.
Parent Tip: Summarize your understanding of key decisions. Ask when you will receive the finalized IEP and PWN. You do not have to sign the IEP at the meeting; you can take it home to review.
The IEP team strives to reach consensus on your child’s program. However, if agreement cannot be reached, the school district ultimately has the responsibility to offer an IEP it believes provides FAPE. If you disagree with the proposed IEP, you have recourse through IDEA’s dispute resolution procedures.
It is common practice for schools to bring a draft IEP to the meeting. Understand that this draft is intended as a starting point for discussion, not a final decision presented for simple approval. IDEA guarantees your right to meaningful participation in the development and revision of the IEP.
This means the team, including you, must discuss the draft, consider your input, and be open to making changes based on that discussion. Presenting a finalized IEP on a “take it or leave it” basis would violate the spirit and likely the letter of the law. Feel empowered to question, discuss, and propose changes to any draft presented.
Updating the Plan: How IEPs are Revised and Amended
Once an IEP is in place, it can be updated through two main processes: formal revisions during an IEP meeting or amendments made between meetings with your agreement.
Formal Revisions During IEP Meetings
Most significant changes to an IEP occur during scheduled IEP review meetings (annual or otherwise). When the team meets—whether for the annual review, because of a trigger like lack of progress, or due to a parent/school request—they discuss the necessary changes and update the IEP document accordingly.
This process involves:
Team Discussion
The full IEP team convenes to discuss the proposed changes, review data, consider input, and reach agreement on revisions to goals, services, placement, or other components.
Documentation
The agreed-upon changes are documented in a revised IEP. This becomes the new official plan guiding your child’s special education.
Prior Written Notice (PWN)
Following the meeting, the school must provide you with Prior Written Notice detailing the changes the school proposed or refused to make, along with the reasons and data supporting those decisions.
Copy to Parents
You must be given a copy of the newly revised IEP.
Amending the IEP Between Meetings
IDEA recognizes that sometimes minor adjustments are needed between the required annual reviews, and convening the entire IEP team might be cumbersome or unnecessary. Therefore, the law allows parents and the school district to agree to amend the child’s current IEP without holding a formal meeting.
The key requirements for amending an IEP without a meeting are:
Mutual Agreement
You and the school must both agree that a meeting is not necessary for the specific changes being considered. This agreement should be documented.
Written Document
A written document must be created that outlines the specific amendments or modifications being made to the current IEP. This might be an addendum attached to the existing IEP or a fully revised IEP incorporating the changes.
Inform IEP Team
The school must ensure that all members of your child’s IEP team are informed about the changes made through the amendment process.
Provide Revised Copy
Upon your request, the school must provide a copy of the revised IEP with the amendments included.
This amendment process is generally intended for minor adjustments, such as clarifying an accommodation, slightly modifying a goal based on recent progress, or making small changes to service frequency that don’t alter the fundamental program.
However, amending without a meeting is not appropriate for significant changes. Issues like determining eligibility, making a change in educational placement (which affects the Least Restrictive Environment), conducting a manifestation determination review related to discipline, or making substantial reductions in services generally require the full IEP team to meet and discuss the implications.
Your agreement is mandatory for amending the IEP without a meeting. The school cannot make unilateral changes using this process. If the school proposes an amendment without a meeting and you’re uncomfortable or believe a full discussion is needed, you have the right to refuse the amendment process and request a formal IEP meeting.
While the amendment process offers convenience and speed for minor adjustments, it carries the potential risk of bypassing valuable collaborative discussion among all team members whose expertise might be relevant. If a proposed change, even if seemingly minor, could impact multiple areas of your child’s program or involves expertise beyond the initiating staff member and parent, requesting a full team meeting ensures a more comprehensive discussion.
Understanding Your Rights: Procedural Safeguards in the Review Process
IDEA provides parents and children with a set of legal rights known as procedural safeguards. These safeguards ensure that you are an informed partner in the special education process and have avenues for recourse if disagreements arise.
Schools are required to provide you with a written explanation of these rights, called the Procedural Safeguards Notice, at least once per year and also upon specific events like an initial referral, the first filing of a state or due process complaint in a year, certain disciplinary actions, or upon your request.
Your Right to Participate Meaningfully
Perhaps the most fundamental safeguard is your right to participate in meetings concerning your child’s identification, evaluation, educational placement, and the provision of FAPE. This absolutely includes all IEP meetings where the program is developed, reviewed, or revised.
Schools have a duty to ensure you have a genuine opportunity to participate. This involves providing notice of meetings early enough for you to attend, scheduling meetings at a mutually agreeable time and place, and informing you of the meeting’s purpose and attendees. If you require accommodations like an interpreter (sign language or foreign language), the school must provide one to ensure meaningful participation.
Prior Written Notice (PWN) Explained
Prior Written Notice is a critical safeguard that ensures transparency in school decisions. The school district must provide you with written notice before it proposes or refuses to initiate or change the identification, evaluation, educational placement of your child, or the provision of FAPE.
This written notice must contain specific information:
- A description of the action the school proposes or refuses to take
- An explanation of why the school is proposing or refusing the action
- A description of each evaluation procedure, assessment, record, or report the school used as a basis for its decision
- A statement that you have protection under the procedural safeguards and how you can obtain a copy
- Sources for you to contact to obtain assistance in understanding IDEA’s provisions
- A description of other options the IEP team considered and the reasons why those options were rejected
- A description of other factors relevant to the school’s proposal or refusal
PWN serves to fully inform you about the school’s intended actions (or inactions) and the reasoning behind them, allowing you time to consider the decision and respond appropriately before the action is taken. You typically receive PWN after an IEP meeting where changes were agreed upon, but before those changes are implemented. It is also required when an IEP is amended without a meeting.
The requirement for PWN acts as an important accountability mechanism. It compels the school system to articulate and document the justification for its decisions, including the data used. If you disagree with a decision, particularly a refusal of your request, the PWN provides a formal record of the school’s position and rationale, which is crucial if you decide to pursue dispute resolution. Requesting PWN is a powerful tool when your requests are denied.
Parental Consent Requirements
IDEA distinguishes between participation/agreement and formal “consent.” Under IDEA, informed consent means you have been fully informed (in your native language or other mode of communication), understand the activity for which consent is sought, and agree in writing. Consent is voluntary and can be revoked at any time, although revocation is not retroactive.
Written parental consent is required before the school can:
- Conduct an initial evaluation to determine if your child has a disability
- Provide special education and related services for the first time
- Conduct a reevaluation (though schools can proceed without consent if they can document reasonable attempts to obtain it)
- Excuse certain required IEP team members from a meeting when their area of expertise is being discussed or modified
Written parental consent is generally not required for:
- Reviewing existing data as part of an evaluation or reevaluation
- Administering a test given to all students (unless consent is required for all parents)
- Holding most routine IEP review meetings (parent participation and opportunity to agree/disagree are the key rights here)
- Implementing an IEP (after the initial IEP for which consent was obtained)
However, as discussed previously, your agreement (which should be documented, often through signature) is required to amend an IEP without a meeting.
You have the right to revoke your consent for the continued provision of all special education and related services at any time. This revocation must be in writing. Upon receiving written revocation, the school must provide you with PWN confirming the revocation and stating the date on which services will cease. Once consent is revoked, the school is no longer required to provide FAPE or hold IEP meetings.
Accessing Your Child’s Records
You have a fundamental right to access your child’s educational records. This right is protected by both IDEA and the Family Educational Rights and Privacy Act (FERPA).
Right to Inspect and Review
You have the right to inspect and review all education records relating to your child that are collected, maintained, or used by the school district regarding your child’s identification, evaluation, educational placement, and the provision of FAPE.
Definition of Education Records
This is a broad term covering records directly related to a student and maintained by the educational agency or institution. Examples include IEPs, evaluation reports, test protocols and answer sheets, progress notes, grades, discipline records, health records maintained by the school, emails between staff concerning the student, and placement information. Notes kept in the sole possession of the maker and not shared are generally excluded.
Access Procedures
Schools must comply with your request for access to records without unnecessary delay, before any IEP meeting or due process hearing, and in no case more than 45 calendar days after the request is made. You also have the right to receive explanations and interpretations of the records and may have a representative (like an advocate or attorney) inspect and review the records on your behalf.
Obtaining Copies
While the primary right is to inspect and review, schools must provide copies if failure to do so would effectively prevent you from exercising this right (e.g., if you live far away or cannot visit the school). Schools may charge a reasonable fee for copies (not exceeding actual cost of reproduction), but not for the time spent searching for or retrieving the records. The fee cannot be charged if it would prevent you from accessing the records.
Amending Records
If you believe information in your child’s education record is inaccurate, misleading, or violates your child’s privacy, you have the right to ask the school to amend the record. The school must decide whether to amend it as requested. If the school refuses, it must inform you of the refusal and your right to a hearing on the matter.
If the hearing also results in a refusal to amend, you have the right to place a statement with the record commenting on the contested information. It’s important to note that this amendment process is generally for correcting factual errors, not for disagreements about professional opinions, evaluations, or placement decisions, which should be addressed through IDEA’s dispute resolution procedures.
Confidentiality and Disclosure
Generally, schools must have your written consent before disclosing personally identifiable information (PII) from your child’s education records. PII includes your child’s name, address, social security number, or other information that could identify them.
There are exceptions to the consent requirement, such as disclosures to school officials with legitimate educational interests, disclosures to another school where your child seeks to enroll, disclosures for audit/evaluation purposes, disclosures required by law or court order, and disclosures of “directory information” (like name, address, phone number, activities) if the school has notified you of the types of information designated as directory information and provided an opportunity to opt-out.
Schools must keep a record of disclosures made to third parties (except parents and authorized school officials).
For more detailed information on privacy rights, visit the U.S. Department of Education’s Student Privacy Policy Office website, which covers FERPA. An IDEA-FERPA comparison document is also available.
Resolving Disagreements: Your Options
Disagreements between parents and schools about special education are not uncommon. IDEA provides several mechanisms for resolving these disputes, ensuring you have avenues to challenge decisions you believe are inappropriate or violate your child’s rights.
You have the right to disagree with school system decisions regarding the identification (eligibility), evaluation, educational placement of your child, or the provision of FAPE.
Before resorting to formal processes, it’s often beneficial to attempt informal resolution. This might involve discussing concerns directly with your child’s teacher or principal, requesting another IEP meeting to revisit the issue, or seeking clarification from school staff.
If informal attempts fail, IDEA offers several formal dispute resolution options:
State Complaint
Who Initiates: Any individual or organization (including parents)
Process Overview: Written complaint filed with the State Education Agency (SEA) alleging IDEA violation(s). SEA conducts an independent investigation.
Key Timelines: Must file within 1 year of violation. SEA issues written decision within 60 calendar days of receiving complaint (extensions possible).
Cost to Parent: No cost for investigation/decision.
Outcome: Written decision from SEA finding compliance or noncompliance. If noncompliance, SEA orders corrective action.
Mediation
Who Initiates: Parent or School (Voluntary for both)
Process Overview: Impartial mediator facilitates discussion between parent and school to reach a mutually agreeable solution.
Key Timelines: No specific filing deadline; can be requested anytime. Meeting scheduled timely at convenient location.
Cost to Parent: No cost; state bears expense.
Outcome: If successful, a legally binding written agreement signed by both parties.
Due Process Complaint / Hearing
Who Initiates: Parent or School District
Process Overview: Formal, quasi-legal process regarding identification, evaluation, placement, or FAPE. Triggers Resolution Period. If unresolved, proceeds to hearing before impartial hearing officer. Often involves attorneys. Includes “Stay Put” right.
Key Timelines: Must file within 2 years of when knew/should have known of issue (state law may vary but not less than 2 yrs). Resolution meeting within 15 days of filing. Hearing decision due 45 days after resolution period ends (unless extended). Expedited timelines for discipline cases.
Cost to Parent: Hearing itself is at public expense, but parties pay own attorney fees/witness costs. Parents may recover attorney fees if they prevail.
Outcome: Legally binding written decision by hearing officer. Decision can be appealed to state or federal court.
Resolution Session
Who Initiates: Triggered automatically when parent files Due Process Complaint
Process Overview: Meeting between parents, relevant IEP team members, and LEA rep with decision-making authority to discuss complaint and attempt resolution before hearing.
Key Timelines: Must be convened within 15 days of LEA receiving due process complaint. Resolution period lasts 30 days unless waived or mediation chosen.
Cost to Parent: No cost; part of due process procedure.
Outcome: If successful, a legally binding written agreement. Agreement is voidable by either party within 3 business days. If unresolved, due process hearing proceeds.
These options represent a spectrum, from the collaborative approach of mediation to the more adversarial nature of state complaints and due process hearings. Understanding this range helps you select the most appropriate method based on the nature of the disagreement and your desired approach to resolution.
Frequently Asked Questions About IEP Reviews
Parents often have questions about the IEP review and revision process. Here are answers to some common inquiries:
How often must the IEP be reviewed?
IDEA requires the IEP team to review your child’s IEP at least once every year (annually).
Can I request an IEP review meeting anytime?
Yes. Both parents and the school have the right to request an IEP meeting to review or revise the IEP at any time if there are concerns about your child’s progress or needs. You don’t have to wait for the annual review date. It’s best to put your request in writing.
How do I prepare for an annual review meeting?
Gather and review your child’s current IEP, progress reports, evaluations, and work samples. Talk to your child about their experiences. Make notes of your observations, concerns, questions, and suggestions. Consider drafting a parent input statement. Request draft documents from the school in advance if possible.
What should I expect during the meeting?
Expect introductions, a review of procedural safeguards, discussion of your child’s current performance (PLAAFP) and progress on goals, sharing of parent concerns, development/revision of annual goals, determination of services and supports, discussion of placement (LRE), and how progress will be monitored.
Who has to be at the meeting?
The required members are: parents, at least one regular education teacher (if applicable), at least one special education teacher/provider, a representative of the school district (LEA Rep) with authority to commit resources, and someone who can interpret evaluation results. Your child must be invited for transition planning.
Can a team member be excused?
Yes, but only under specific conditions requiring your written agreement or consent, depending on whether the member’s area of expertise is being discussed.
What if I disagree with the school during the meeting?
Voice your concerns respectfully but clearly. Ask questions to understand the school’s perspective and data. Propose alternatives. If agreement can’t be reached, state your disagreement for the record. Remember your procedural safeguards, including the right to pursue mediation, file a state complaint, or request a due process hearing. You can also ask for the meeting to be paused and reconvened later if more information or discussion is needed.
Do I have to sign the IEP at the meeting?
No. You have the right to take the proposed IEP home to review it carefully before signing. You are signing attendance at the meeting, but agreement with the IEP content can often be indicated separately or confirmed after review. Check your state’s specific procedures.
What’s the difference between an IEP revision and an amendment?
A revision typically refers to changes made during a formal IEP team meeting (like the annual review or a specially requested review meeting). An amendment refers to changes made to an existing IEP between formal meetings, which can be done without a meeting if you and the school agree in writing. Amendments are usually for minor changes.
How will progress on goals be measured and reported?
The IEP must state how progress toward each annual goal will be measured (e.g., teacher data, work samples, specific assessments) and when periodic progress reports will be provided to you (e.g., quarterly, with report cards). Ask for specifics if the plan is unclear.
What are accommodations vs. modifications?
Accommodations change how a student learns or demonstrates learning (e.g., extended time, preferential seating, text-to-speech software) but do not change the learning standard. Modifications change what the student is expected to learn or the curriculum content itself (e.g., fewer assignments, different grading criteria, simplified reading material).
How can I ensure the IEP is being implemented?
Maintain regular communication with your child’s teachers and service providers. Ask questions about how supports are being provided. Monitor your child’s progress reports and work samples. If you have concerns that the IEP is not being followed, document them and request an IEP meeting to discuss implementation.
Resources for More Information and Support
Navigating the IEP process can be easier with the right information and support. Here are some key resources:
Government Resources
- U.S. Department of Education – IDEA Website: The official source for the Individuals with Disabilities Education Act, including the law, regulations, and policy guidance.
- U.S. Department of Education – A Guide to the Individualized Education Program: A detailed guide explaining the IEP process and components.
- U.S. Department of Education – Student Privacy Policy Office (FERPA): Information on the Family Educational Rights and Privacy Act.
- Your State Department of Education Website: Each state’s education agency website provides state-specific special education regulations, forms, and resources (e.g., California Department of Education, Virginia Department of Education). Search for “[Your State] Department of Education Special Education.”
Parent Centers
- Center for Parent Information and Resources (CPIR): A national technical assistance center funded by the U.S. Department of Education, offering information for families and professionals, and linking to state-specific Parent Centers.
- Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs): Nearly 100 centers across the U.S. provide direct support, training, and information to families of children with disabilities in their state or region. They offer help understanding IDEA, preparing for IEP meetings, and resolving disputes.
Advocacy & Informational Websites
- Wrightslaw: Provides accurate, reliable information about special education law, education law, and advocacy for children with disabilities, including articles, case law, and training resources.
- Understood.org: Offers resources, tools, and expert advice for people with learning and thinking differences, including extensive information on IEPs and school supports.
- Council of Parent Attorneys and Advocates (COPAA): A national organization of attorneys, advocates, and parents focused on protecting the legal and civil rights of students with disabilities. Offers resources and a directory to find help.
- CADRE (Center for Appropriate Dispute Resolution in Special Education): Funded by the U.S. Department of Education, CADRE provides resources and information specifically on resolving special education disputes.
The IEP review and revision process is a vital, ongoing cycle designed to ensure your child’s educational plan remains effective and responsive to their unique needs. Understanding that the IEP must be reviewed at least yearly, but can and should be revised whenever necessary, is crucial.
By actively preparing for meetings, understanding the roles of team members, asking clarifying questions, and knowing your rights, you can navigate the review and revision process confidently. Your informed involvement is key to ensuring the IEP truly serves its purpose: providing your child with a Free Appropriate Public Education tailored to help them make meaningful progress and thrive.
Our articles make government information more accessible. Please consult a qualified professional for financial, legal, or health advice specific to your circumstances.
