IEP Annual Review
IEP Annual Review: How to Prepare and What to Push For
The annual review isn't just a formality. It's one of the few times you're at the table with the full IEP team. Here's how to use it.
What actually happens at an annual review
The annual review is a required IEP meeting that must happen every year before the anniversary of the previous IEP. It covers four main areas: how your child did on the goals from the past year, where they are now, what the goals will be for the next year, and whether services and placement still make sense.
In theory, it's a genuine review. In practice, many schools arrive with a draft IEP already written. You're being asked to review and sign a document that was prepared without your input. That's not how it's supposed to work, and you don't have to accept it that way. You can slow down, ask questions, propose changes, and refuse to sign anything you're not comfortable with.
Before the meeting: what to gather
Request progress reports on all current goals before the meeting. Schools are required to report on IEP goal progress as often as they report on grades for non-disabled students. If you haven't been getting these throughout the year, ask for them now. Review the data, not the narrative. "Making progress" tells you nothing. "Reading at 85 wpm, target was 100 wpm" tells you something.
Review the current IEP with fresh eyes. Look at every goal: is it still relevant? Are the services still right for where your child is? Has anything changed this year (a new diagnosis, a hospitalization, a move, a significant behavioral change) that should shift the plan?
Write your questions and concerns down before you go. Bring them to the meeting. The meeting moves faster than you expect, and it's easy to leave realizing you forgot to raise something important.
During the meeting: what to watch for
Vague goal language. If proposed goals don't have specific measurement criteria, ask how you'll know if the goal is met. "Will improve reading skills" is not a goal. "Will read grade-level passages at X wpm with Y% accuracy, as measured by weekly fluency probes" is a goal.
Goals that don't connect to present levels. Everything in the IEP should flow from the PLAAFP. If the present levels describe a significant deficit in writing but no writing goal is proposed, ask why.
Service reductions without explanation. If the school is proposing to reduce services (less speech time, less resource room time), ask what data supports that decision. Is the child meeting goals? Is there evidence they need less support? Reductions should be data-driven, not budget-driven.
Placement changes. If the school is proposing to move your child to a more or less restrictive setting, ask for the specific reasoning. What data supports this change? What supports were tried in the current setting?
After the meeting: your follow-up
If you didn't sign the IEP at the meeting, follow up with the school within a day or two with your response in writing. If you signed with objections, put those objections in a letter with specific requests.
If you agreed to changes verbally during the meeting, make sure those changes appear in the written IEP before you sign. Verbal agreements at IEP meetings are not enforceable. What's in the document is what counts.
If you left the meeting feeling like something important wasn't addressed, request another meeting in writing. You can request an IEP meeting at any time. State your concern specifically and ask for a date within two weeks.
Annual review questions parents ask
What if I can't attend the annual review in person?
You can attend by phone or video. The school should accommodate this. If you need to reschedule, request it in writing as far in advance as possible. The annual review must happen before the current IEP expires, so timing matters. If you can't make any proposed date work, communicate that and ask for alternatives before the deadline.
Can I propose my own goals at the annual review?
Yes. You are a full member of the IEP team. You can propose goals, suggest modifications to the school's proposed goals, and ask that goals addressing specific areas of need be added. The team is supposed to develop goals collaboratively, not present them as a done deal.
What if my child met all their goals? Does that mean they're doing great?
Not necessarily. Goals that are met easily may have been set too low. If your child consistently meets goals without much effort, ask whether the goals were appropriately ambitious. The standard is meaningful progress, not easy wins. New goals should be calibrated to where the child actually is and what they're capable of with proper support.
What if none of the goals were met?
Ask why. Was the instruction happening as planned? Were services being delivered? Were the goals reasonable given the starting point and the services provided? No progress after a full year is a signal that either the goals, the services, or both need to change. Document your concerns in writing and follow up after the meeting.
Can I request changes to the IEP between annual reviews?
Yes. You can request an IEP meeting at any time. For minor changes, you and the school can also agree to amend the IEP in writing without a full meeting. For significant changes (new goals, service changes, placement changes), a full meeting is usually appropriate.