Article

Types of IEPs

Published: Mar. 24, 2022Updated: Mar. 13, 2025

The 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)

You can read more about each component in our article, Key Parts of an IEP.

Annual IEP Meeting

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.

Interim or 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. Find out more about transitioning an IEP here.

Reassessment

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 the 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.

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. It provides a template for mapping out short- to long-term adult outcomes from which annual goals and objectives are defined. Legally, the school district is required to initiate formal transition planning no later than a student’s sixteenth birthday, but it’s a good idea to start the ITP process as early as eighth grade to ensure that all the necessary steps have been taken to make a child’s academic and career goals a reality. You can read more about how to prepare for your ITP in our article, Individual Transition Plan 101.

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.

IEP summary of performance (SOP)

Every child who exits from special education must have a summary of performance (SOP) completed by the school, which is there to provide a personalized summary of information to support the student’s transition into adulthood.

A summary of performance is a document that schools must provide before a student exits the school system, whether at age 18 or 22.
This document is completed when the student leaves the district, either by earning a diploma through the standard pathway or aging out of an adult transition program.
This summary acts as a streamlined version of the IEP, designed to support students in post-secondary settings. It serves as a quick reference guide, making key information accessible and easy to understand.
This can be especially valuable for students who may not be able to advocate for themselves or independently share this information with others

Contents

The initial IEP

Annual IEP Meeting

Triennial IEP

Interim or 30-Day IEP

Reassessment

IEP Amendment

Individualized Transition Plan (ITP)

Suspension IEP

IEP summary of performance (SOP)

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Background and History of IDEA in Special Education

What Is an IEP? IEP 101

Who Qualifies for an IEP? - IEP Eligibility Categories

Related Parent Questions

Parent Question

Does my child need a 504 plan or an IEP?

An IEP is the method by which a child receives a free, appropriate public education and individualized special education services as described in IDEA. Accommodations provided under a 504 plan are designed to give children with disabilities access to the learning environment

Parent Question

Is a triennial assessment mandatory? Can I skip the process?

No, a triennial assessment is not strictly mandatory. The parent(s) and district can decide in a written agreement that triennial assessments are not needed, or to limit the scope of the review.

Parent Question

How long before the IEP meeting should I be notified?

The parent and all members of the IEP team have to be notified of the school’s proposed meeting date early enough to be able to realistically attend the meeting. There is no strict limit, however.

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