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Federal and state laws require that a classified studentís IEP (Individualized Education Program) be reviewed at least one time per year. As the term "annual review" indicates, the primary purpose of this meeting is to review the studentís current IEP, which includes his/her current educational program, modifications, accommodations, and current educational goals and objectives. This formal yearly review allows the IEP Team to revisit the terms of the IEP, to determine whether it is adequately meeting the individual needs of the student, and to assess whether the student is making adequate progress toward annual goals.

In many school districts, the "annual review" is strategically scheduled toward the end of the school year allowing the IEP Team to review progress at a time when it makes the most sense to do so. Annual reviews held during this time of year also allow for more appropriate educational goals/objectives to be written and for placement recommendations to be made prior to the natural transition to the next grade. Based on a review of the studentís progress during the previous year and input from IEP Team members, new IEPís are developed during the annual review meeting that typically go into effect the following school year.

The IEP Team:

Members of the IEP Team may sometimes vary according to the purpose of the meeting (i.e., evaluation planning meeting, eligibility meeting, annual review). During the annual review process, state law indicates that the IEP Team must include the studentís case manager, a special education teacher, a general education teacher, the parent, and students at least 14 years of age (or younger whenever appropriate). Other professionals such as related service providers, other child study team members and additional teachers may also participate in the annual review. Each IEP Team member serves a specific purpose and is expected to provide information about the student from a particular perspective.

  • Case Manager:
  • Schedules, facilitates, documents meeting
  • Provides information about special education law, least restrictive environment, parentís rights, etc.
  • Provides information about the childís disability and how it impacts educational performance
  • Provides other relevant information about studentís history, functioning and progress
  • Compiles and distributes IEP document to appropriate teachers / staff
  • Special Education Teacher:
  • Provides information about the studentís progress toward special education goals and objectives
  • Provides information about the studentís social, emotional and behavioral functioning
  • Shares relevant student work samples (portfolio)
  • Provides recommendations to the IEP Team regarding new special education goals and objectives, modifications and accommodations, and placement
  • Prepares a written summary about the studentís progress to be given to the parent and to be placed in the studentís permanent file
  • General Education Teacher:

According to the Individuals with Disabilities Act Amendments of 1997,

"The regular education teacher of the child, as a member of the IEP Team, shall, to the extent appropriate, participate in the development of the IEP of the child, including the determination of appropriate positive behavioral interventions and strategies and the determination of supplementary aids and services, program modifications, and support for school personnel consistent with paragraph (1)(A)(iii)." (Section 614(d)(3))

In that capacity, the general education teacher:

  • Serves as a "general education representative" by providing information to the IEP Team about the studentís level of functioning in general education (any or all content areas)
  • Shares work samples (or portfolio) to demonstrate progress in general education
  • Provides information about accommodations made in general education and their impact on the student
  • Helps the IEP Team determine the "least restrictive environment" by providing knowledge about general education curriculum and structure
  • Parent:
  • Provides the IEP Team with general information about the student including medical history, developmental history and any other pertinent information
  • Provides the IEP Team with information about the studentís work/study habits in the home
  • Assists IEP Team in developing goals/objectives, modifications and accommodations, and strategies to assist the student in the educational setting
  • May occasionally bring in other professionals to participate in meeting
  • Student:
  • Attends meeting after age 14 (or younger whenever appropriate) and participates to extent of ability
  • Provides information about own learning style, strengths and weaknesses, and any other information he/she is capable of sharing
  • Other Professionals:
  • Depending on the situation and the particular studentís needs, other child study team members or related service providers may attend the meeting. These people, such as the school psychologist, social worker, learning consultant, speech/language specialist, counselor or other professional, may share information about the studentís learning style, functioning or progress made in therapy/counseling. Occasionally, parents bring other professionals to participate in the IEP Meeting.

Form Created by:

MaryEllen Messemer
School Psychologist
To download a copy of this document, press this link