Nova Scotia IPP Review Process: How and When to Request One

An Individual Program Plan in Nova Scotia is a living document — not a contract that gets signed in September and filed away until June. Parents have the right to request a review at any point during the school year if the current plan isn't working, if goals have been met ahead of schedule, or if something significant has changed. Knowing how to trigger that process, and what to expect when you do, is one of the most practical skills a Nova Scotia parent advocate can develop.

What the IPP Review Is (and Isn't)

An IPP review is a formal meeting of the Program Planning Team (PPT) convened to evaluate the current Individual Program Plan and determine whether changes are needed. It's distinct from:

• Quarterly progress reports — written updates from the resource teacher on how the student is progressing toward existing goals. You receive these without requesting them (or should).
• Annual reviews — a comprehensive review conducted at least once per school year, typically in the spring, to evaluate the full year and set goals for the coming year.
• Mid-year reviews — what you request when something specific needs to change before the annual review cycle.

A mid-year review can result in:

• Revised goals (goals that are too easy, too hard, or no longer relevant)
• Added goals (new areas of need have emerged)
• Removed goals (goals that are no longer applicable)
• Changes to services or supports described in the IPP
• Changes to placement or setting

The review doesn't automatically change the IPP. The PPT meeting produces recommendations, and the team — including parents — needs to reach agreement on what changes will be made.

When to Request a Mid-Year Review

You have the right to request an IPP review at any time. Common situations where a mid-year review is warranted:

Goals aren't being monitored. If your quarterly progress report says "making progress" repeatedly without any specific data, ask for a review. Progress reports should include actual measurements — numbers, percentages, specific skills demonstrated — not subjective statements.

Goals aren't being implemented. If the IPP specifies EA support, specific accommodations, or particular instructional strategies, and those aren't happening in the classroom, the issue needs to be addressed through a PPT review.

Significant new information is available. A new private assessment, a medical diagnosis, or a significant change in your child's mental health all constitute grounds for reviewing whether the current IPP remains appropriate.

Your child has met their goals. An IPP that's been mastered needs new goals. Don't wait for the annual review to set the next target — request a review and update the plan.

Something has changed in the school environment. A new teacher, a change in classroom, an EA reassignment — any of these can affect how the IPP is being implemented and whether it's still working.

You disagree with what's in the plan. You don't need a specific triggering event. If you signed an IPP under time pressure and now believe the goals are insufficient, or if you were presented with a document that wasn't properly explained, request a review.

How to Request the Review

Submit a written request to the school principal. You can do this by email. Your request should:

1. State clearly that you are requesting an IPP Review meeting for your child
2. Provide a brief explanation of why you're requesting the review (one or two sentences)
3. Ask for the meeting to be scheduled within a specific timeframe — two to three weeks is reasonable for non-urgent concerns

The request doesn't need to be formal or elaborate. A simple, direct email to the principal and resource teacher is sufficient.

If you're requesting a review because the IPP isn't being implemented, or because you're concerned about progress, be specific about what you've observed. "I am requesting a review because [child's name]'s quarterly progress report dated [date] does not include specific progress data for any of the three math goals, and I'd like to understand what data is being collected" is clearer and harder to deflect than a general expression of concern.

What Happens at the Review Meeting

The PPT convenes, which typically includes the parents, the classroom teacher, the resource teacher, and potentially the school principal. Additional specialists (psychologist, SLP, behavioral specialist) may attend if relevant.

The meeting should cover:

• Current progress on each IPP goal (with data)
• Whether each goal remains appropriate, needs revision, or has been met
• Whether any new goals should be added
• Whether the services or supports described in the IPP are being implemented as written
• Any changes to the plan going forward

You have the right to:

• Bring a support person, advocate, or representative
• Request that specific information be presented at the meeting before you attend
• Disagree with proposed changes and have that disagreement noted in the record
• Ask questions about any part of the current or proposed IPP

Take notes during the meeting, or ask for meeting minutes to be provided to you in writing afterward. If goals are revised, confirm the new goals are entered in TIENET and that you receive a copy.

When the School Resists a Review

Schools sometimes push back on review requests — citing workload, timing in the school year, or arguing that the annual review is "coming up anyway." These are not valid reasons to deny a parent's right to request a mid-year review.

If your request is denied or ignored, follow up in writing. Escalate to the RCE Coordinator of Student Services if the school doesn't respond appropriately within two weeks.

Persistent delays in scheduling a requested IPP review are themselves a procedural issue worth documenting. Each delay, each unanswered email, and each unresponsive conversation strengthens the case if you eventually need to escalate to the RCE or file a formal complaint.

Using the Review to Reset a Failing Plan

Sometimes an IPP has drifted so far from what's working that it needs substantive rebuilding rather than minor adjustments. If you're going into a review meeting in this situation, prepare thoroughly:

• Bring data of your own — what you're observing at home, what the previous quarterly reports show (or don't show)
• Identify specifically which goals need to change and what you think they should say instead
• Know which policy provisions support your position (e.g., the SMART goal requirement, the requirement for measurable outcomes)
• Consider whether you need an updated private assessment to support your case for changes

A well-prepared parent goes into an IPP review meeting as an equal participant, not a passive recipient. The PPT is a collaborative process, and the school can't finalize changes to an IPP without your involvement.

The Nova Scotia IEP & Support Plan Blueprint includes a guide to evaluating IPP goals against SMART criteria and specific language for requesting and conducting mid-year reviews.

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