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| Disability Identifying |
 Step 6. IEP meeting is held and the IEP is written.
The IEP team gathers to discuss the child's needs and write the student's IEP. The team includes also parents and the student (when appropriate). The parents must be part of that group as well, if the child's placement is decided by a different group.
The parents must give consent before the school system may provide special education and related services to the child for the first time. The child starts to receive services as soon as possible after the meeting.
If the parents do not agree with the IEP and placement, they may speak about it with other members of the IEP team and try to come to an agreement. If they did not manage to do it, parents can ask for mediation, or the school may propose mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.
Step 7. Services are provided.
The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
Step 8. Progress is measured and reported to parents.
As stated in the IEP, the child's progress toward the annual goals is measured. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to get the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their non-disabled children's progress.
Step 9. IEP is reviewed.
The IEP team reviews the child's IEP at least once a year, or more often if the parents or school ask for a review. The IEP can be revised if necessary. These meetings include parents, as team members. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.
If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.
Step 10. Child is reevaluated.
At least every three years the child must be reevaluated. This evaluation is often called a "triennial." Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation.
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