118 STAT. 2714 PUBLIC LAW 108–446—DEC. 3, 2004 ‘‘(BB) measurable annual goals for determining progress toward meeting the goals described in subitem (AA); and ‘‘(dd) a description of the process for the review and revision of each multi year IEP, including— ‘‘(AA) a review by the IEP Team of the child’s multi year IEP at each of the child’s natural transition points; ‘‘(BB) in years other than a child’s natural transition points, an annual review of the child’s IEP to determine the child’s current levels of progress and whether the annual goals for the child are being achieved, and a requirement to amend the IEP, as appropriate, to enable the child to continue to meet the measur able goals set out in the IEP; ‘‘(CC) if the IEP Team determines on the basis of a review that the child is not making sufficient progress toward the goals described in the multi year IEP, a requirement that the local educational agency shall ensure that the IEP Team carries out a more thorough review of the IEP in accordance with paragraph (4) within 30 calendar days; and ‘‘(DD) at the request of the parent, a requirement that the IEP Team shall conduct a review of the child’s multi year IEP rather than or subsequent to an annual review. ‘‘(B) REPORT.—Beginning 2 years after the date of enactment of the Individuals with Disabilities Education Improvement Act of 2004, the Secretary shall submit an annual report to the Committee on Education and the Workforce of the House of Representatives and the Com mittee on Health, Education, Labor, and Pensions of the Senate regarding the effectiveness of the program under this paragraph and any specific recommendations for broader implementation of such program, including— ‘‘(i) reducing— ‘‘(I) the paperwork burden on teachers, prin cipals, administrators, and related service pro viders; and ‘‘(II) noninstructional time spent by teachers in complying with this part; ‘‘(ii) enhancing longer term educational planning; ‘‘(iii) improving positive outcomes for children with disabilities; ‘‘(iv) promoting collaboration between IEP Team members; and ‘‘(v) ensuring satisfaction of family members. ‘‘(C) DEFINITION.—In this paragraph, the term ‘natural transition points’ means those periods that are close in time to the transition of a child with a disability from preschool to elementary grades, from elementary grades
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