and Revising
the IEP

The PPT team must review the child’s IEP at least once a year. One purpose of this review is to see whether or not the child is achieving his or her annual goals. The PPT team must revise the child’s IEP, if necessary, to address:

  • the child’s progress or lack of expected progress toward the annual goals and in the general curriculum;
  • the results of any reevaluation of the child, or the need for future evaluations;
  • information provided by the parents;
  • information about the child that the school shares, for example, insights from teachers based on observations of the child or the child’s classwork;
  • any anticipated needs;
  • the appropriateness of the child’s program;

  • the need to contract with another agency to provide an appropriate program; or

  • the need to utilize some other mechanism or arrangement that is consistent with IDEA for providing or paying for an appropriate program for the child.

The IEP may be revised without convening a PPT meeting, if the parent and school agree in writing. The PPT team must write a document describing any changes or modifications to the IEP and note that, by agreement of the parties, a PPT meeting was not held. If changes are made to the IEP without a PPT meeting, the child’s complete PPT team must be informed of the changes.

IDEA indicates that school meetings do not have to be face-to-face. PPT and placement meetings, mediation meetings and due process resolution sessions may be convened by conference calls or video-conferences.


The student must be reevaluated at least once every three years. This evaluation is often called a “triennial.” Its purpose is to find out if the student continues to be a “child with a disability,” as defined by IDEA, and what the student’s educational needs are. However, the student must be reevaluated more often if conditions warrant or if the student’s parents or teachers request a reevaluation.


How to Be an Effective Advocate for Your Child

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