When IEP goals are not met, compare the progress data with the goal’s baseline and criteria, check whether agreed services were delivered, and ask the team what will change. In the US, you can request an IEP review before the annual meeting if concerns arise. [1]
Seeing the same goal carried forward year after year can be discouraging. This guide explains how to assess progress, prepare for an annual IEP review, and request specific changes. US legal guidance is identified separately from Canadian information because the rules differ.
Same Goals, Another Year: Why This Feels So Frustrating
Few things are more discouraging than reading a new IEP draft and recognizing last year's goals word for word. Maybe the target percentage has changed slightly, or a date has been updated, but the skill itself is the same one the child has been working on for two, three, or even four years.
Parents in this situation often feel caught between two worries. On one side is concern that their child is not learning what they need to keep up. On the other is uncertainty about whether to push back, since the school team includes trained professionals who seem confident in the plan. Many parents leave these meetings feeling they agreed to something they did not fully understand, or that their concerns were heard but not acted on.
Teachers can also bring useful context about instruction, service delivery, and what has or has not helped. Ask the team to explain why a goal is being carried forward and what will be different this year.
Repeated goals are not automatically a problem. Some skills take longer to build. The key questions are whether the goal remains appropriate, whether the student is making expected progress, and whether the team is adjusting support when needed.
What Happens at an Annual IEP Review
In the US, the Individuals with Disabilities Education Act (IDEA) requires the IEP team to review the plan at least annually and revise it as appropriate when expected progress is not being made. You can request a meeting sooner rather than waiting for the next annual review. [1]
In Canada, requirements and terminology vary by province and territory. For example, Ontario says schools should review an IEP at least once every reporting period. Check your local education authority’s rules rather than assuming US procedures apply. [2]
In a US annual IEP review, the discussion commonly includes the following. Families in Canada should check their local process.
- The team reviews the student's present levels of academic achievement and functional performance, often called present levels.
- The team looks at progress on each goal from the past year.
- New or revised goals are proposed based on current needs.
- Services, such as specialized instruction, speech therapy, or occupational therapy, are reviewed and adjusted.
- Accommodations and modifications for classroom work and testing are discussed.
- Placement and the amount of time spent in general education are confirmed or changed.
- Parents are asked to review the plan and, depending on local rules, sign or provide consent.
In the US, parents are members of the IEP team and can contribute observations, concerns, and priorities. Ask for a draft ahead of the meeting if one is available, and make clear that you want to discuss proposed changes before the plan is finalized. A draft is a starting point for discussion, not a substitute for parent participation.
In the US, the Supreme Court’s 2017 Endrew F. decision clarified that an IEP must be designed to enable progress appropriate to the child’s circumstances. Goals should be appropriately ambitious and give the child a chance to meet challenging objectives. This is an individualized standard, not a guarantee of a particular score or rate of growth. [3]
The Data Schools Present (and What It Can Leave Out)
At an annual IEP review, the school team usually shares a mix of information to show how the student is doing. Common examples include:
- Progress monitoring results for each IEP goal
- Scores from classroom assessments, benchmark tests, or curriculum-based measures
- Statewide or provincial test results, when available
- Report card grades and teacher comments
- Work samples from class
- Observations from special education staff, therapists, or aides
- Attendance and behavior information
- Results from any evaluations completed during the year
This information can be valuable, but ask what each measure actually shows. A few data points may not reveal a clear trend. Grades, standardized scores, and goal-monitoring results measure different things. Accommodations can make an assessment accessible without invalidating it; ask whether supports match those specified in the goal and whether they change the skill being assessed. Request typical work samples as well as examples of the student’s best work.
It is also common for data to be summarized in general terms, such as "emerging" or "progressing," without the numbers underneath. When that happens, parents can ask to see the actual scores, charts, or work samples behind each rating. It is reasonable to request that information before the meeting, so there is time to review it calmly instead of trying to process it on the spot.
For ways to organize observations between meetings, see our guide to tracking IEP progress before report cards.
How to Judge Whether IEP Goals Were Really Met
A progress report might say a goal was "met" or "nearly met," but those words can hide important details. To understand IEP goals progress clearly, parents can ask a few focused questions about each goal.
- What was the baseline at the start of the year, and where is the student now?
- How was the goal measured, and how often?
- Was the goal met consistently, or only once or twice?
- Was it met independently, or with prompts and adult support?
- Was it met in real classroom settings, or only during one-on-one sessions?
- Does this goal support access to the curriculum or a meaningful functional skill, such as communication or independence?
Judge performance against the conditions written into the goal. If a reading goal measures independent decoding, an adult reading the words aloud would measure something different. If the goal measures listening comprehension, reading aloud may be appropriate. A goal can also be met in one setting while the student still needs support using the skill elsewhere. Ask whether generalization is part of the goal and how it will be assessed.
Look at the rate of progress as well as the final score. Ask the team to explain whether growth is on track for the goal and how the selected measure accounts for the student’s starting point and needs. If the team uses a benchmark or comparison group, ask which assessment and grade-level norms support that comparison.
Finally, look at the pattern over time. Illness, transitions, attendance, instructional changes, or unmet needs can affect progress. You do not need to wait two or three years to raise a concern. Ask what the team has already adjusted and what the data suggest should happen next.
When IEP Goals Are Not Met: Common Reasons Progress Stalls
When IEP goals are not met, review both the goal and the support behind it. An unmet goal alone does not explain why progress stalled or establish that the school violated the law. Questions worth exploring include:
- Does assessment show an unaddressed skill need, such as decoding difficulties that affect reading comprehension?
- Is the goal specific enough to measure consistently?
- Does the student need a different amount, frequency, or type of specialized instruction?
- Is the instructional approach evidence-based and responsive to the student’s progress?
- Were the services and supports written into the IEP actually provided?
- Was progress monitored often enough to inform instructional changes?
- Do new concerns suggest a need for further evaluation?
Avoid assuming there is one root cause. Review assessments, instruction, access needs, and service delivery together. If services were missed, ask which sessions were affected and how the school will determine whether additional services are needed to address the impact.
How to Prepare for the IEP Renewal Process
Preparation makes a big difference in how an annual IEP review unfolds. A few focused steps in the weeks before the meeting can help parents walk in confident and ready to advocate.
- Request records early. Ask for existing progress reports, assessment results, and work samples a week or two before the meeting when possible. Separately, ask whether a proposed IEP draft is available. That suggested lead time is a preparation tip, not a universal legal deadline. Under IDEA, access to covered education records must be provided without unnecessary delay, before an IEP meeting, and no later than 45 days after a request. [4]
- Compare old and new goals. Place last year's IEP next to the draft and note which goals are new, which are repeated, and which were dropped.
- Write down observations from home. Note what the child can do now that they could not do a year ago, where they still struggle, and how they feel about school.
- List top priorities. Choose two or three areas that matter most, such as reading, math, behavior, or independence.
- Prepare questions. Write down specific questions about data, goals, services, and next steps.
- Ask the child for input when appropriate. Older students can share what helps them, what does not, and what they want to work on.
- Consider bringing support. In the US, parents can invite someone with knowledge or special expertise about their child, such as an advocate or tutor. Let the school know whom you plan to bring. Elsewhere, check local participation rules.
These steps turn the IEP renewal process from something that happens to a family into something the family actively shapes.
Our IEP meeting preparation guide offers additional ideas for organizing records and deciding which questions to bring.
How to Push for Real Changes When Progress Has Stalled
When data shows that a child is not making meaningful progress, parents can and should ask for changes. It helps to approach the conversation calmly and with specific requests rather than general frustration. A statement like "This goal has been carried over for three years with only small gains, so the team should look at a different approach" is clear, factual, and hard to dismiss.
Ask for goals with a clear baseline, measurable criteria, and appropriately ambitious targets. Depending on the data, the team might consider different instruction, service frequency, group size, or supports. If needs are unclear, request an evaluation or reevaluation. In the US, a parent who disagrees with a public agency’s evaluation may request an independent educational evaluation at public expense. The agency must, without unnecessary delay, either provide it or initiate a due process hearing to defend its evaluation, subject to IDEA’s rules. [5]
It is also reasonable to ask how progress will be monitored going forward. More frequent data collection and regular updates help everyone see quickly whether a new approach is working, rather than waiting another full year.
If you disagree, put your concerns and requested changes in writing and ask what happens next. Before signing, ask whether the signature records attendance, receipt, or consent. Consent and implementation rules vary; declining to sign does not automatically prevent an IEP from taking effect. Request your procedural safeguards notice and local guidance if you are unsure. [6]
In the US, when a school proposes or refuses a change to identification, evaluation, placement, or the provision of a free appropriate public education, IDEA requires prior written notice explaining the decision. Ask for that notice when a request is refused. [7]
Many families find this process overwhelming. An advocate may help them understand data, prepare questions, and participate in meetings; services and qualifications vary. Special Ed Resource’s IEP consulting service offers a phone conversation about your questions and next steps. Check the current service details before booking, including what is and is not included.
Support Beyond the IEP
Some families choose tutoring alongside school services for targeted practice and instruction. In the US, private tutoring does not replace a public school’s responsibility to provide a free appropriate public education. Families should not have to purchase tutoring to make up for an inadequate IEP.
A special needs tutor can use educational assessments and work samples to identify skills to practice and track progress. Tutoring does not replace a formal school evaluation or a clinical assessment. Ask how the tutor will measure growth and, with your permission, share useful information with the school team. Outcomes vary by student and support provided.
Special Ed Resource offers individualized online tutoring for students with learning differences. If you are considering support, ask about the tutor’s experience, the proposed learning goals, session costs, and availability in your location. A clear plan makes it easier to judge whether the service fits your child’s needs.
At home, families can reinforce progress by celebrating effort, keeping routines steady, and reminding their child that slow progress is not a reflection of their worth or ability. Students who feel supported and capable are more likely to keep trying, even when the work is hard.
A New IEP Year Can Be a Fresh Start
Seeing the same goals carried over year after year is discouraging, but it does not have to continue. The annual IEP review is a chance to step back, look honestly at the data, and build a plan that truly fits the student. By asking clear questions, comparing goals over time, pushing for changes when progress has stalled, and seeking support when needed, parents can help turn a stalled IEP into a plan that moves their child forward.
Before the meeting ends, ask the team to summarize what will change, who will implement each change, how progress will be measured, and when you will review the results together. Leave with a clear next step rather than another year of waiting.
This article provides general educational information, not legal advice. Rules and procedures vary by location and individual circumstances.
