Reviewing and Revising the IEP

Reviewing and Revising the IEP

The IEP team must review the child's IEP at least once a year. One purpose of this review is to see whether the child is achieving his or her annual goals. The team must revise the child's individualized education program, if necessary, to address:

*the child's progress or lack of expected progress toward the annual goals and in the general curriculum;

*information gathered through any reevaluation of the child;

*information about the child that the parents share;

*information about the child that the school shares (for example, insights from the teacher based on his or her observation of the child or the child's classwork);

*the child's anticipated needs; or

*other matters.

Although the IDEA requires this IEP review at least once a year, in fact the team may review and revise the IEP more often. Either the parents or the school can ask to hold an IEP meeting to revise the child's IEP. For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. In either case, the IEP team would meet to revise the IEP.

Look at Those Factors Again!

When the IEP team is meeting to conduct a review of the child’s IEP and, as necessary, to revise it, members must again consider all of the factors. This includes:

*the child’s strengths,

*the parents’ ideas for enhancing their child’s education,

*the results of recent evaluations or reevaluations, and

*how the child has done on state and district-wide tests.

The IEP team must also consider the "special factors," as listed earlier.

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