Parents must receive a copy of the IEP at no cost to themselves. The IDEA also stresses that everyone who will be involved in implementing the IEP must have access to the document. Each individual involved needs to know what his or her specific responsibilities are for carrying out the child's IEP. This includes the specific accommodations, modifications, and supports that the child must receive, according to the IEP. Before the school can provide a child with special education and related services for the first time, the child’s parents must give their written permission.

Implementing the IEP

Once the IEP is written, it is time to carry it out-in other words, to provide the student with the special education and related services as listed in the IEP. Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP.

Teamwork is key, sharing expertise and insights can help make everyone's job a lot easier and can certainly improve results for students with disabilities. It is helpful to have someone in charge of coordinating and monitoring the services the student receives. In addition to special education, the student may be receiving any number of related services.

The regular progress reports that the law requires will help parents and schools monitor the child's progress toward his or her annual goals. It is important to know if the child is not making the progress expected or if he or she has progressed much faster than expected. Together, parents and school personnel can then address the child's needs as those needs become evident.

Reviewing and Revising the IEP

The IEP team must review the child's IEP at least once a year although the team can review it more often if needed to revise the IEP. 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 class work );
• the child's anticipated needs; or
• other matters.

What If Parents Don't Agree With the IEP?

There are times when parents may not agree with the school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions or refusal to take action in these matters, they have the right to pursue a number of options. These are: Try to reach an agreement, Ask for mediation, Ask for a due process hearing, File a complaint with the state education agency.

To file a complaint, generally parents write directly to the SEA and say what part of IDEA they believe the school has violated. The agency must resolve the complaint within 60 calendar days. An extension of that time limit is permitted only if exceptional circumstances exist with respect to the complaint.

OSEP Monitoring

The U.S. Department of Education’s Office of Special Education Programs (OSEP) regularly monitors states to see that they are complying with IDEA. Every two years OSEP requires that states report progress toward meeting established performance goals that, at a minimum, address the performance of children on assessments, drop-out rates, and graduation rates. As part of its monitoring, the Department reviews IEPs and interviews parents, students, and school staff.