Initial IEP

After a student is assessed and found eligible to receive special education services, the IEP team has 30 days to write an initial IEP that includes the following components:

  • Present levels of performance (PLOP)
  • Annual IEP goals
  • Progress monitoring measures
  • Related services
  • Supplementary aids & services
  • Extent of non-participation in the general education setting
  • Statewide testing and accommodations
  • Service delivery (offer of FAPE)

Annual IEP

IEP teams are required to meet annually to discuss student progress and establish new IEP goals and objectives based on student progress and individual needs.

Triennial IEP

Every three years, students who receive services through the special education program are required to be reassessed to determine whether or not they remain eligible for services. The IEP team will collaborate to determine the specific assessments that will be administered to students during their triennial review. Parents must consent to the triennial assessment plan before it can begin. Students can be reassessed more often if their needs change and/or parents request a reassessment prior to the three-year mark.

Individualized Transition Plan (ITP)

The ITP is a section of the IEP that outlines transition goals and services to prepare students for life after high school. The IDEA requires that all students have an ITP in place by the age of 16. The ITP is the template for mapping out short- to long-term adult outcomes from which annual goals and objectives are defined.

Interim/30-Day IEP

When an incoming student enrolls or transfers from another school or district with an IEP in place, the new team is required to meet and complete a 30-day IEP (also known as a Transfer or Interim IEP) to ensure that the school provides comparable services and supports based on the student’s needs.


If a parent or IEP team determines that a student should be reassessed (either a full reassessment or a reassessment of one or two areas) earlier than the three-year anniversary of their initial IEP, they can request a reassessment at any time. Some districts require parents to wait a minimum of 12 months from the time the student was last assessed before they can be reassessed.

IEP Amendment

According to IDEA, a written change to the IEP that is agreed upon by the team is known as an IEP amendment. The most common IEP amendments are:

  • Adding testing accommodations
  • If students have met a goal written into the current IEP before the annual IEP meeting, the team can amend the IEP goals or objectives to accurately reflect student progress.
  • Change in services (model, delivery, etc.)

All IEP amendments must be in writing, and cannot replace the annual IEP meeting.

Suspension IEP

If a student who receives special education services is suspended for more than 10 days, the team is required to hold an IEP meeting to determine if the behavior exhibited by the student is a “manifestation of disability.” If the team determines that the student’s behavior is indeed a “manifestation of disability,” then the team will update the IEP to make adjustments to the supports and services that are provided to ensure that the student’s needs are adequately addressed.


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