Quick Answer
Every IEP must be reviewed at least once a year at an annual IEP meeting. The team must assess progress on all current goals, update or revise the plan, and confirm your child still needs and qualifies for special education. You are a required member of this team, and the school cannot make changes without your participation.
Every IEP must be reviewed at least once a year — this is the annual IEP meeting. The team must review your child's progress on every goal, update the services and accommodations, and confirm continued eligibility. You are a required member of the IEP team, and nothing in the plan can be changed without your participation.
This is the annual IEP review. And for most parents, it is the single most important IEP meeting of the year.
The problem? Too many annual reviews turn into rubber-stamp sessions. The school presents a pre-written draft, moves through the sections quickly, and asks you to sign. If you are not prepared, you can walk out of a meeting that changed nothing — even when things desperately need to change.
This guide is about making sure that does not happen.
What Is the Annual IEP Review?
Under the Individuals with Disabilities Education Act (IDEA) (34 CFR 300.324(b)(1)), the IEP team must review your child's IEP at least once every 12 months. This is not optional. The school cannot skip it, delay it indefinitely, or hold the meeting without you.
The purpose of the annual review is to:
- Evaluate your child's progress toward current IEP goals
- Update present levels of performance (PLAAFP)
- Write new or revised IEP goals for the coming year
- Review and adjust services and accommodations
- Determine whether placement is still appropriate
- Address any new concerns from parents, teachers, or evaluations
The annual review produces a new IEP document. The old IEP expires. Every decision made at this meeting — new goals, changed services, adjusted minutes — goes into the next 12-month plan. That is why what happens here matters so much.
What Gets Reviewed (and What Should)
In theory, the annual review covers the entire IEP. In practice, schools often focus on goals and rush through everything else. Here is what the team is supposed to review — and what you should insist they actually discuss:
| IEP Section | What to Look For |
|---|---|
| Present Levels (PLAAFP) | Are they updated with current data? Do they reflect your child today — not who they were 12 months ago? |
| Annual Goals | Was each goal met, partially met, or not met? What data supports that conclusion? |
| Services | Are the type, frequency, duration, and location of services still appropriate? Were all services actually delivered? |
| Accommodations | Are accommodations being used in the classroom? Are any missing that your child needs? |
| Placement | Is the current placement the least restrictive environment (LRE) that meets your child's needs? |
| Transition Plan | If your child is 16+ (or 14+ in some states), is the transition plan updated with postsecondary goals? |
| Behavior Plan (BIP) | If there is a BIP, is it working? Does the data support the current strategies? |
| Extended School Year (ESY) | Does your child qualify for ESY services? The team must consider this annually. |
How to Prepare Before the Review
Preparation is the difference between a parent who shapes the IEP and a parent who signs whatever is put in front of them. Here is how to walk in ready:
1. Re-read the current IEP — the whole thing
Pull out the current IEP and read every page. Not just the goals section. Read the present levels. Read the service grid. Read the accommodations list. Read the fine print about placement and LRE. If you need help understanding the document, our IEP meeting preparation guide walks you through what to look for.
2. Review every progress report you received this year
Under IDEA, the school must provide periodic progress reports on IEP goals — usually at the same frequency as general education report cards. Pull out every progress report from the year. For each goal, ask yourself: Is my child actually making progress? Does the data match what I see at home?
3. Write down your concerns and requests
Before the meeting, write a list of everything you want to discuss. Be specific. Not "I'm concerned about reading" but "My child's reading goal baseline was Level J in September. The last progress report still shows Level J. I want to discuss why there has been no measurable progress and whether the current reading intervention is appropriate."
4. Gather outside information
If you have private evaluations, therapy reports, medical documentation, or teacher observations that are relevant, bring copies to share with the team. Outside data is part of the record — the school must consider it.
5. Know what you want changed
Do not go in hoping the school will figure out what your child needs. Go in knowing what you think should change — more service minutes, different goals, additional accommodations, a new evaluation — and be prepared to explain why.
Demanding Progress Data
This is where most annual reviews go sideways. The school describes progress in vague, qualitative terms — "She's doing great," "He's making good progress," "We're really pleased with how things are going" — without showing you the actual data.
That is not good enough.
Under 34 CFR 300.320(a)(3), every IEP goal must include a description of how progress will be measured and when periodic reports will be provided. At the annual review, the school should be able to show you:
- Baseline data — Where your child started at the beginning of the IEP period
- Current performance data — Where your child is now, measured the same way
- The trajectory — Is progress on track to meet the goal by the end of the IEP year?
- Data collection methods — How was the data collected? How often? By whom?
Questions to ask when reviewing progress data:
- "Can you show me the data sheets or charts for this goal?"
- "How often was data collected — weekly, monthly, quarterly?"
- "What does 'making progress' mean in measurable terms?"
- "If the goal was not met, what changed in the intervention?"
- "Were all service sessions actually delivered this year? Were any missed?"
If you want to go deeper into what good progress monitoring looks like, see our guide on IEP goal progress monitoring.
What to Push For
The annual review is not just a look-back — it is your chance to shape the next 12 months. Here is what to push for:
Goals that are actually measurable
If last year's goals were vague — "improve reading comprehension," "make progress in math" — push for goals with specific, measurable criteria. A good IEP goal answers: What skill? Measured how? To what level? By when? See our guide to evaluating IEP goals for the full framework.
Services that match the need
If your child did not meet goals this year, the answer is not just to write the same goal again. Ask whether the services were sufficient. Does your child need more minutes? A different methodology? A different provider? More frequency? The IEP team must address why progress was not made — and "keep trying the same thing" is not an acceptable answer when data shows it is not working.
Updated present levels based on current data
The present levels section should reflect your child right now — not a copy-paste from last year. If the present levels have not changed significantly from the prior IEP, ask why. Either your child has not made progress (which is a problem) or the school did not bother to update this section (which is also a problem).
Accountability for service delivery
Ask whether all IEP services were delivered as written. If your child was supposed to receive 120 minutes per week of specialized instruction and the school had staffing gaps, sub shortages, or scheduling conflicts, that is a compliance issue. You have the right to know — and to request compensatory services for what was missed.
Common Mistakes Parents Make
Even prepared parents can fall into traps at the annual review. Here are the most common mistakes:
1. Treating it as a formality
"We're just reviewing the IEP." No. You are deciding what your child's education will look like for the next 12 months. If you treat it like a box-checking exercise, the school will too — and the IEP will not improve.
2. Accepting "making progress" without data
Progress is a number, a level, a percentage — not a feeling. If the school tells you your child is "making progress" and cannot show you data to back it up, that is an opinion, not a fact. Do not accept it.
3. Signing the IEP at the meeting
You are never required to sign the IEP on the spot. Take it home. Read every word. Compare it to what was discussed. If something is missing or different from what was agreed upon, send a follow-up email before signing. Once you sign, that document governs the next 12 months.
4. Focusing only on goals
Goals matter, but services, accommodations, placement, and present levels matter just as much. A beautifully written goal means nothing if the services to support it are inadequate or the accommodations are not being implemented.
5. Not bringing documentation
If you have concerns, bring evidence. Work samples, report cards, private evaluations, emails from teachers, your own observations — anything that supports what you are asking for. The team is more likely to take your requests seriously when they are backed by documentation.
When to Request a Review Before the Annual Date
You do not have to wait 12 months. Under IDEA, parents can request an IEP team meeting at any time. Here are situations where you should not wait for the annual review:
- Your child is not making progress — If progress reports show stagnation or regression, request a meeting now. Waiting until the annual review means months of lost time.
- Services are not being delivered — If the school is not providing the services written in the IEP, that is a compliance issue that needs to be addressed immediately.
- Your child's needs have changed — A new diagnosis, a medical event, a behavioral crisis, a family change — anything that significantly affects your child's needs warrants a meeting.
- The school wants to change placement — If the school is talking about moving your child to a different classroom or setting, that requires an IEP meeting and your participation — not a unilateral decision.
- You have new evaluation data — If you obtained a private evaluation that reveals new information, request a meeting to have the team review it and consider whether the IEP needs to be revised.
- Your child is being disciplined repeatedly — Frequent suspensions, removals from class, or behavioral incidents may indicate the IEP is not addressing your child's needs. Request a meeting and ask about a Functional Behavioral Assessment (FBA).
Your Annual Review Checklist
Use this checklist to prepare for and evaluate your child's annual IEP review:
Before the Meeting
- Re-read the entire current IEP — goals, services, accommodations, present levels, placement, and any addenda
- Collect all progress reports — compare reported progress to what you observe at home
- Request a draft IEP — ask the school to send you their proposed draft 3-5 days before the meeting
- Write your concerns list — specific, measurable, tied to data wherever possible
- Gather outside documentation — private evaluations, medical reports, therapy notes, work samples
- Identify what you want changed — specific goals, services, accommodations, or evaluations you want to request
At the Meeting
- Ask for progress data on every goal — not summaries, actual data
- Verify services were delivered — ask for a service log showing sessions delivered vs. sessions written in the IEP
- Compare new present levels to last year's — has the language actually been updated?
- Review every proposed new goal — is it measurable? Is the baseline accurate? Is the target ambitious enough?
- Check accommodations — are current accommodations being used? Do any need to be added or revised?
- Ask about ESY — has the team considered Extended School Year eligibility?
- Take notes — write down decisions, commitments, and action items
After the Meeting
- Do not sign immediately — take the IEP home to review
- Send a follow-up email — summarize what was discussed and agreed upon
- Request PWN — for any proposals or refusals made at the meeting
- Compare the final IEP to meeting notes — make sure what was discussed actually made it into the document
- Mark your calendar — note the next annual review date (no more than 12 months away) and set reminders to check progress throughout the year
Sources
- Individuals with Disabilities Education Act (IDEA) — U.S. Department of Education
- 34 CFR 300.324 — Development, Review, and Revision of IEP — Code of Federal Regulations
- 34 CFR 300.320 — Definition of Individualized Education Program — Code of Federal Regulations
- 34 CFR 300.321 — IEP Team — Code of Federal Regulations
- 34 CFR 300.114 — LRE Requirements — Code of Federal Regulations
New Jersey — State-Specific Guidance
✓ New Jersey follows the federal IDEA framework
The guidance in this article is accurate for New Jersey parents. Below is how New Jersey implements the relevant federal requirements.
Verified Mar 2026
Timelines & Deadlines in New Jersey
New Jersey has a comprehensive set of timelines governing every stage of the special education process. The critical timelines are codified primarily in N.J.A.C. 6A:14 and include: Identification Meeting within 20 calendar days of referral, excluding school holidays but not summer vacation (N.J.A.C. 6A:14-3.3); initial evaluation, eligibility determination, and IEP development/implementation within 90 calendar days of parental consent (N.J.A.C. 6A:14-3.4(e)); evaluation reports to parents at least 10 calendar days before the eligibility meeting (N.J.A.C. 6A:14-3.5(a)); IEP meeting within 30 calendar days of eligibility determination (N.J.A.C. 6A:14-3.7(a)); prior written notice at least 15 calendar days before implementation (N.J.A.C. 6A:14-2.3(h)); annual IEP review (N.J.A.C. 6A:14-3.7(i)); triennial reevaluation within 3 years (N.J.A.C. 6A:14-3.8); reevaluation completion within 60 calendar days of consent (N.J.A.C. 6A:14-3.8); IEE challenge by district within 20 calendar days (N.J.A.C. 6A:14-2.5(c)(1)); mediation conference within 15 calendar days of request, completed within 30 days (N.J.A.C. 6A:14-2.6(d)); due process resolution meeting within 15 days of filing (N.J.A.C. 6A:14-2.7(h)); hearing decision within 45 calendar days after resolution period (N.J.A.C. 6A:14-2.7(j)); state complaint decision within 60 calendar days (N.J.A.C. 6A:14-9.2(c)); and transfer student IEP within 30 days (N.J.A.C. 6A:14-4.1(g)).
Key Requirements
- •NJ uses a 90-calendar-day comprehensive timeline from consent through IEP implementation — more expansive than the federal 60-day evaluation timeline (N.J.A.C. 6A:14-3.4(e)).
- •All timelines are in calendar days unless specifically noted as school days (e.g., disciplinary timelines).
- •The 90-day timeline does not apply if the parent repeatedly fails or refuses to produce the child for evaluation (N.J.A.C. 6A:14-3.4(e)(1)).
- •Dispute resolution timelines are specific: 15 days for mediation scheduling, 30 days for mediation completion, 15 days for resolution meetings, 45 days for hearing decisions (N.J.A.C. 6A:14-2.6, 2.7).
- •Transfer students must receive comparable services immediately and a new IEP within 30 days (N.J.A.C. 6A:14-4.1(g)).
Timelines
- ◴20 calendar days (excluding school holidays, but not summer vacation): Identification Meeting after referral (N.J.A.C. 6A:14-3.3).
- ◴90 calendar days: evaluation through IEP implementation from parental consent (N.J.A.C. 6A:14-3.4(e)).
- ◴10 calendar days: evaluation reports to parents before eligibility meeting (N.J.A.C. 6A:14-3.5(a)).
- ◴30 calendar days: IEP meeting after eligibility determination (N.J.A.C. 6A:14-3.7(a)).
- ◴15 calendar days: prior written notice before implementation (N.J.A.C. 6A:14-2.3(h)).
- ◴3 years: triennial reevaluation (N.J.A.C. 6A:14-3.8).
- ◴60 calendar days: reevaluation completion from consent (N.J.A.C. 6A:14-3.8).
- ◴20 calendar days: district must file due process to challenge IEE request (N.J.A.C. 6A:14-2.5(c)(1)).
- ◴15/30 calendar days: mediation scheduling/completion (N.J.A.C. 6A:14-2.6(d)).
- ◴15 calendar days: resolution meeting after due process filing (N.J.A.C. 6A:14-2.7(h)).
- ◴45 calendar days: hearing decision after resolution period (N.J.A.C. 6A:14-2.7(j)).
- ◴60 calendar days: state complaint decision (N.J.A.C. 6A:14-9.2(c)).
- ◴30 days: new IEP for transfer students (N.J.A.C. 6A:14-4.1(g)).
- ◴2 business days: written statement of discussion items before annual IEP meeting (P.L. 2025, c.107).
Required IEP Sections in New Jersey
New Jersey IEPs must contain all components required by federal law (34 CFR 300.320) plus additional elements mandated by N.J.A.C. 6A:14-3.7. Under N.J.A.C. 6A:14-3.7(e), every IEP must include: (1) present levels of academic achievement and functional performance; (2) measurable annual academic and functional goals aligned with state learning standards; (3) benchmarks or short-term objectives addressing disability-related needs; (4) special education, related services, and supplementary aids and services; (5) integrated therapy services when appropriate; (6) a statement of the extent to which the student will not participate with nondisabled peers; (7) assessment modifications or participation in alternate assessments; (8) projected start dates, frequency, location, and duration of services; (9) how progress toward annual goals will be measured; and (10) how parents will be regularly informed of progress. For secondary students, additional requirements include a statement of graduation requirements ((e)(9)), elementary-to-secondary transition ((e)(10)), strengths/interests/preferences and course of study beginning at age 14 ((e)(11)), postsecondary goals and transition services beginning at age 16 ((e)(12)), a liaison to postsecondary resources ((e)(13)), and notification of rights transfer at age 18 ((e)(14)). New Jersey uniquely requires benchmarks or short-term objectives for all students with disabilities, not just those taking alternate assessments, which exceeds the federal requirement.
Key Requirements
- •The IEP must include present levels of academic achievement and functional performance, describing how the disability affects involvement in the general education curriculum (N.J.A.C. 6A:14-3.7(e)(1)).
- •Measurable annual goals aligned with NJ Student Learning Standards must be included, along with benchmarks or short-term objectives for all classified students (N.J.A.C. 6A:14-3.7(e)(2)-(3)).
- •The IEP must specify all special education, related services, supplementary aids and services, and program modifications, including frequency, location, duration, and projected start date (N.J.A.C. 6A:14-3.7(e)(4), (e)(8)).
- •A statement of assessment modifications or, if the student will take an alternate assessment, an explanation of why and which alternate assessment is selected (N.J.A.C. 6A:14-3.7(e)(7)).
- •For students age 14 and older, the IEP must include a statement of the student's strengths, interests, and preferences, a course of study, and transition planning components (N.J.A.C. 6A:14-3.7(e)(11)).
- •Beginning at age 16, the IEP must include measurable postsecondary goals based on age-appropriate transition assessments related to training, education, employment, and independent living (N.J.A.C. 6A:14-3.7(e)(12)).
- •A written copy of the IEP must be provided to parents at the conclusion of the meeting (N.J.A.C. 6A:14-3.7(l)).
Timelines
- ◴An IEP must be developed within 30 calendar days of a determination that a student is eligible for special education (N.J.A.C. 6A:14-3.7(a)).
- ◴The IEP must be reviewed and revised at least annually, or more often if necessary (N.J.A.C. 6A:14-3.7(i); 34 CFR 300.324(b)).
- ◴The IEP must be in effect at the beginning of each school year (34 CFR 300.323(a)).
- ◴For transfer students, the receiving district must provide comparable services and develop a new IEP within 30 days (N.J.A.C. 6A:14-4.1(g)).
- ◴IEP amendments without a full meeting require parent consent within 15 days of the district's proposal (N.J.A.C. 6A:14-3.7(d)(2)).