Myth - "IEPs Can Only Be Changed at Annual Meetings"
The Myth
Many educators believe—or at least operate as if—IEPs can only be modified during annual review meetings. When students' needs change, when services aren't working, or when new concerns emerge, the default response is often "We'll address that at the next IEP meeting" even if that meeting is months away.
Why This Myth Persists
Logistical convenience: Scheduling IEP meetings is time-consuming and complicated. We're already busy coordinating annual meetings; the thought of adding more meetings throughout the year feels overwhelming.
Misunderstanding of requirements: Some educators genuinely believe IDEA requires waiting for annual meetings to make changes, or they're unclear about when amendments versus full meetings are needed.
Administrative pressure: Some administrators discourage mid-year IEP changes due to concerns about staff time, budget implications, or simply wanting to maintain predictable schedules.
Paperwork burden: Revising IEPs means more paperwork, and with everything else on our plates, it's tempting to postpone changes until the scheduled annual meeting.
Concern about opening the door: There's worry that if we're too willing to convene meetings or make changes, parents will request meetings constantly.
The Reality
Under IDEA, IEPs can—and should—be changed whenever a student's needs change, whenever current services aren't working, or whenever the team determines adjustments are necessary. Waiting for annual meetings when a student needs different supports isn't just inconvenient—it's potentially denying that student FAPE (Free Appropriate Public Education).
Here's what the law actually says:
IEP meetings can be convened at any time: Either parents or school staff can request an IEP meeting whenever there's a need to discuss changes to the student's program.
IEPs can be amended without a full meeting: With parent agreement, many changes can be made through written amendments without convening the entire team.
We should be responsive to student needs: If a student isn't making progress, if behavior is escalating, if medical or family circumstances change, or if services aren't working, we shouldn't wait months to address it.
Why This Myth Hurts Students
When we rigidly stick to annual meeting schedules, students suffer:
Lost time: A student struggling with an inappropriate service level loses weeks or months of potential progress while we wait for the scheduled meeting.
Escalating problems: Behavior issues, academic gaps, or social-emotional concerns that could be addressed early often snowball while we wait for the annual meeting.
Missed opportunities: When a student makes unexpected progress and could handle more challenging goals or less restrictive placement, waiting months means missing the window when they're ready.
Damaged trust: When parents raise concerns and we say "We'll talk about it at the next IEP meeting" six months away, they feel dismissed and unheard.
Potential legal violations: If a student's needs have changed and we're not adjusting the IEP, we may be failing to provide FAPE.
When to Consider IEP Changes
The student isn't making progress: If progress monitoring shows a student isn't making adequate progress toward goals despite faithful implementation of the IEP, it's time to adjust.
Behavior has significantly changed: New or escalating behaviors may indicate the student needs additional support, different strategies, or a functional behavior assessment.
Medical or family circumstances change: Hospitalization, new diagnosis, medication changes, family trauma, or other significant life events may require IEP adjustments.
Services aren't being implemented as written: If the IEP calls for services that aren't happening or aren't practical, revise the IEP rather than continuing with a plan that can't be implemented.
The student is making more progress than expected: Sometimes students exceed our expectations and need more challenging goals or could succeed in less restrictive settings.
A parent requests a meeting: When parents request an IEP meeting, there's usually a good reason. Honor that request rather than trying to postpone.
New assessment data emerges: If you conduct additional assessments or evaluations mid-year that reveal new information, convene the team to discuss implications.
Transitions are approaching: Before transitions to new grades, schools, or programs, meet to ensure the IEP is appropriate for the new setting.
How to Make Mid-Year Changes Manageable
Use amendments when possible: For minor changes (adjusting a goal, modifying an accommodation, increasing service time), you can often amend the IEP through written agreement with parents without a full meeting. This saves time while being responsive.
Schedule shorter meetings: Not every IEP change requires a full multi-hour meeting. If you're addressing one specific concern, schedule 30-45 minutes to discuss that issue.
Be proactive: Don't wait for problems to become crises. If you notice something isn't working, bring it up early. Small adjustments now can prevent major issues later.
Communicate regularly with parents: Frequent communication about how things are going reduces the need for formal meetings because small concerns can be addressed before they become big problems.
Use progress monitoring strategically: Regular progress monitoring helps you identify when changes are needed before you've lost months of instructional time.
Build in check-ins: For students with complex needs or those trying new services, schedule check-in meetings from the start (e.g., "Let's meet in six weeks to see how this is working").
The Bottom Line
Annual IEP meetings are required, but they're not the only time IEPs can or should be changed. When we wait for scheduled meetings while students struggle with inappropriate services, we're failing to provide FAPE and we're missing opportunities to support student growth.
Being responsive to students' changing needs throughout the year is not only legally required—it's good practice. It demonstrates that we're paying attention, that we're flexible, and that we prioritize student success over administrative convenience.
Yes, it requires effort to schedule additional meetings or create amendments. But that effort is a core part of our responsibility to students with disabilities. The IEP is a living document meant to guide a student's education, not a static plan we revisit once a year whether it's working or not.
When we're willing to adjust IEPs as needed throughout the year, we serve students better, we build trust with families, and we fulfill our legal and ethical obligations.
