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Individualized Education Program Guidance

Introduction

Research and experience has shown that to improve results for students with disabilities, schools must:

have loftier expectations for students with disabilities;
see the student's needs to enable the educatee to access, participate and progress in the general education curriculum to the maximum extent possible;
ensure that parents accept meaningful opportunities to participate in the evolution, review and revision of the individualized didactics programme (IEP);
ensure that families take meaningful opportunities to participate in the education of their children at school and at habitation;
ensure that special education is a service, rather than a identify where students are sent;
provide appropriate special teaching services and supplementary supports and services in the full general education classroom, whenever appropriate;
provide effective systems of school-broad, classroom, small group and individualized systems of beliefs supports;
ensure that all those who piece of work with students with disabilities take the skills and knowledge necessary to assistance such students to meet bookish and functional goals;
prepare students for their transition to adult living, working and learning to lead productive independent adult lives to the maximum extent possible;
provide loftier quality research-based instruction and supports; and
focus resources on teaching and learning.

The IEP is the cornerstone of the special didactics process for each individual student. It is the tool to document how one student's special needs related to his/her disability will exist met within the context of an educational environment. This guidance document provides important information for Committees on Preschool Special Education (CPSE) and Committees on Special Educational activity (CSE)1 in developing IEPs that are reasonably calculated to upshot in educational benefit to a educatee.

Developing IEPs Linked to the Standards

"The New York State Standards apply to all students, regardless of their experiential groundwork, capabilities, developmental learning differences, interests or ambitions. In that location are multiple pathways to larn effectively, participate meaningfully and work towards attaining the curricular standards. Students with a wide range of abilities may pursue multiple pathways to acquire effectively, participate meaningfully and work toward attaining the curricular standards." (Learning Standards for English language-Language Arts, New York State Educational activity Department, March 1996).

The New York State Learning Standards include learning standards, operation indicators and sample tasks a student is expected to know or demonstrate at unlike levels (alternating, elementary, intermediate and commencement). Standards serve as the basis for developing instructional curriculum.

In developing a student's IEP, it is the responsibility of the Committee to recommend goals and services that will help the student to be involved and progress in the general educational activity curriculum (or for preschool students, in appropriate activities). This means that members of a Committee will need to consider both the State'due south learning standards as well as the school-based instructional curriculum, which should be aligned to the State'south learning standards. They volition need to know the expectations of the general pedagogy classroom for the corresponding age of the student both in terms of what learning is expected (general curriculum) besides as how the students are expected to access/demonstrate that learning. This information volition assist the Committee in determining if the pupil needs adaptations, accommodations, or modifications to the general curriculum for all or part of his/her learning. This is one reason it is essential that the student'southward general education teacher(s) participate in the Committee meetings and for the schoolhouse district representative to be knowledgeable about the general education curriculum.

To develop IEPs that are linked to the standards, the Committee should:

Review the content as well every bit the expectations for how the educatee will learn or demonstrate knowledge and skill in the content areas.
Identify the strengths and challenges for the student in relation to those expectations in the nowadays levels of performance section of the IEP.
Identify how a student'due south needs are linked to the full general curriculum (eastward.g., a student'southward difficulty with visual processing may affect graphing skills required to achieve the math standards).
Identify the goals that the pupil will be expected to reach in one year and, when appropriate, short-term instructional objectives or benchmarks that are the intermediate steps to reach those almanac goals). Standard-based goals exercise not mean that a educatee's goals and objectives in an IEP are a re-statement of a standard or a curriculum goal in a specific content area, just rather are a statement that reflects the necessary learning that will lead to attainment of the standard. For instance, a student may take goals to acquire essential learning strategies (e.thousand., mnemonics, self-questioning, paraphrasing and summarizing) that volition aid him or her amend meet the expectations around how to learn the content.
Identify the special education services, including the adaptations, accommodations, or modifications to the general curriculum, and/or instructional surround and materials, as needed by the student to achieve those standards.

The IEP as the Cornerstone of the Special Pedagogy Process

The IEP is a strategic planning document that should be far reaching in its impact. An IEP identifies a student's unique needs and how the school will strategically address those needs. IEPs identify how especially designed instruction volition exist provided in the context of supporting students in general education curriculum and in reaching the same learning standards every bit nondisabled students. IEPs guide how the special education resources of a school volition be configured to meet the needs of the students with disabilities in that school. IEPs identify how students will exist incrementally prepared for adult living. IEPs also provide an important accountability tool for school personnel, students and parents. By measuring students' progress toward goals and objectives, schools should use IEPs to determine if they have appropriately configured how they apply their resources to attain the desired outcomes for students with disabilities.

IEP at the center of six steps - support the student, prepare for adult living, identify resources, accountability, guide provision of services, and ensure coordinated approach

Overview

The Individualized Didactics Program (IEP)

An IEP is a written statement for a student with a disability that is developed, reviewed and revised past a Committee on Special Instruction (CSE), Subcommittee on Special Education or Committee on Preschool Special Education (CPSE). The IEP is the tool that ensures a student with a disability has access to the general instruction curriculum and is provided the appropriate learning opportunities, accommodations, adaptations, specialized services and supports needed for the educatee to progress towards achieving the learning standards and to meet his or her unique needs related to the disability. Each pupil with a disability must take an IEP in consequence by the beginning of each school year. Federal and Country laws and regulations specify the data that must be documented in each pupil's IEP. In New York Land (NYS), IEPs adult for the 2011-12 school year and thereafter, must be on a form prescribed by the Commissioner of Educational activity.

Who develops the IEP?

An IEP must be initially developed and annually reviewed and, if advisable, revised past the CSE, Subcommittee on Special Didactics or CPSE (hereinafter referred to as the Committee). The Committee is required to include certain individuals who know the student and his or her unique needs and who can commit the resource of the school to address the pupil's needs.

To develop an appropriate IEP for the student, a group of individuals with knowledge and expertise about the educatee, curriculum and resources of the schoolhouse must consider individual evaluation information and accomplish decisions in an constructive and efficient way. Information virtually the student's strengths, interests and unique needs gathered from parents, teachers, the student, related service providers, evaluations and observations are the foundation upon which to build a program that will result in constructive instruction and educatee achievement. Each fellow member of the multidisciplinary team that makes up the Committee brings information and a unique perspective to the give-and-take of the student'southward needs and has an of import role and responsibleness to contribute to the discussion and the recommendations for the student.

Each Committee has a chairperson who has certain responsibilities under the law and regulations. The school commune representative must serve as the chairperson of the Committee. The required members of the Committee include the following:

Educatee

Whenever advisable, the student should be invited to participate in the Commission meetings. It is the student, later on all, who will exist most afflicted by the recommendations of the Committee. The concerns, interests and recommendations of the pupil demand to be considered. An IEP that builds on the strengths of the pupil and includes recommendations that the student can support is more likely to effect in successful outcomes for the educatee. The decision to invite the student should be discussed with the student's parent(s) to determine if the student'due south attendance at the meeting will be helpful in developing the IEP and/or directly beneficial to the student. If the purpose of the meeting is to consider the postsecondary goals for the student and transition services needed to aid the student in reaching those goals, the educatee must be invited. If the student does not attend, the district must accept steps to ensure that the pupil'due south preferences and interests are considered.

Parents of the Pupil

Equally Commission members, the educatee'south parents or guardian participate in the development, review and revision of their child's IEP. Parents are the constant individuals on the Committee from year to year for that educatee. They bring a history as well as current information on their kid's strengths and needs and their concerns and ideas for enhancing their kid'southward education. Parents bring information on what expectations and hopes and dreams they have for their kid, and frequently tin speak to those approaches that have been successful and/or unsuccessful for their child. They tin also provide information on their child's interests that can exist used to motivate the child'due south learning, the skills that the child shows at home and in other settings and whether skills learned in school are being demonstrated elsewhere. The concerns of the parent for the education of their child must be considered in the IEP evolution process.

Regular Education Teacher of the Educatee

Whenever the child is or may be participating in the general education environs, at least one regular education instructor of the child must participate as a member of the Commission. The regular didactics teacher of the student has cognition of the schoolhouse's general education curriculum requirements and helps the Committee make up one's mind appropriate positive behavioral interventions, instructional strategies, supplementary aids and services, program modifications and supports for schoolhouse personnel for and on behalf of the student that are necessary for the student to participate to the fullest extent possible in general education curriculum and classes. While just one regular educational activity teacher of the student is required to nourish the meeting, the Commission is encouraged to seek the input of the educatee'southward other regular educational activity teachers who will not exist attention the Committee coming together.

Individual who can interpret the instructional implications of the evaluation

At least one individual must participate in the Committee meeting who can interpret evaluation information so that the instructional implications of those evaluations are understood and considered in the IEP development process. This individual may, equally appropriate to the evaluations to be discussed, be a fellow member of the Commission who is also serving as the regular pedagogy instructor, special education instructor or special didactics provider, (e.k., related service provider), school psychologist, representative of the school district or a person having noesis or special expertise regarding the educatee when such fellow member is adamant by the schoolhouse district to take the knowledge and expertise to fulfill this office on the Committee.

School District Representative

The schoolhouse commune representative must be someone who is qualified to provide or supervise special education and who is knowledgeable most the general education curriculum and the availability of resources of the district. This individual brings knowledge of the continuum of special educational activity supports and services and should have the potency to commit the resources of the schoolhouse and to ensure that whatever services are fix out in the IEP will be provided.

The individual who meets these qualifications may as well be the same individual appointed every bit the regular educational activity instructor, special education teacher or special education provider of the student or the schoolhouse psychologist on the Committee. The schoolhouse commune representative on the Committee must serve as the chairperson of the Committee.

Individuals with noesis or special expertise almost the student

In improver to the other required members, parents and schoolhouse personnel have discretion to invite other individuals who accept knowledge or special expertise regarding the student. This is important to ensure that the Committee includes the input of those persons that can add to the give-and-take of the pupil's needs and recommendations for supports and services. The determination of the knowledge or special expertise of whatsoever such individual is made by the party (parents or school) who invited the individual to the meeting. When these individuals attend the coming together, they participate as Committee members for the student.

Special teaching teacher, or related service provider, of the pupil

Non less than one special education teacher of the student, or if advisable, not less than one special teaching provider of the student must participate in the Committee meetings. If the student is being considered for initial provision of special education, this individual must exist a teacher qualified to provide special education in the blazon of program in which the student may be placed and exist the instructor probable to implement the student'southward IEP. The educatee'due south special didactics instructor provides information on the specially designed instruction needed to accost the student'southward unique needs.

School psychologist

A school psychologist is a member of the CSE, and under certain circumstances, the Subcommittee. (The schoolhouse psychologist is not a required member of the CPSE.) This private contributes to an understanding of the individual evaluations conducted on the pupil, assists to identify the positive behavioral intervention supports and strategies needed by the student, assists to program school programs to see the pupil's needs and to identify, plan and manage any psychological services the student might need.

Additional parent member

In addition to the parent of the student, another parent of a student with a disability must participate in meetings of the CSE and CPSE, except when the parents of the pupil request, in writing, that the additional parent fellow member not participate or when the parents and school district hold, in writing, that the participation of the additional parent member is not necessary. For the CSE, the additional parent member must be a parent of a student with a disability residing in the school district or a neighboring school district, provided that the additional parent fellow member may be the parent of a student who has been declassified within a period non to exceed 5 years or the parent of a student who has graduated within a menstruation non to exceed v years., For the CPSE, the additional parent member must be a parent of a child with a disability residing in the school district or a neighboring school district and whose child is enrolled in a preschool or elementary level teaching programme. The additional parent member may not exist employed by or under contract with the school districts. The additional parent member is not a required member of a Subcommittee.

The boosted parent member can provide important support and data to the parents of the student during the meeting and, in addition to the student's parents, participates in the discussions and decision making from the perspective of a parent of a student with a disability.

School md

A school dr., if specifically requested in writing by the parent or school district at to the lowest degree 72 hours before the meeting, is a required fellow member of the CSE.

Other bureau representatives

When the purpose of the coming together is to discuss transition services, a representative of whatsoever participating agency likely to be responsible for providing or paying for transition services must be invited to the meeting to the extent advisable and with the consent of the student's parent (or the student who is eighteen years of age or older). Written consent is needed because personally confidential information about a student will be shared at the Committee meeting. If an agency invited to ship a representative to a coming together does not nourish, the district must have steps to involve the other agency in the planning of whatsoever transition services.

When a student is or may be attending an approved private school or facility, a representative of that school or facility must be invited to participate in the student's Committee meetings. This is also the example when a student is attending an educational activity program operated by another State department or agency (e.g., Office of Mental Wellness, Part of Children and Family Services). If the private school or facility representative cannot attend, the school district must use other methods to ensure participation past the individual schoolhouse or facility, including individual or conference telephone calls.

For CPSE meetings, a representative of the municipality must be invited, merely if that representative does non nourish, the meeting can legally continue. For students transitioning from early intervention (EI) programs and services to the CPSE, an EI service coordinator or other advisable representative of the EI system must exist invited at the request of the parent.

Attendance Non Necessary

The parent and the schoolhouse district may agree in writing that the attendance of one or more of the Committee members is non necessary for all or a portion of a item Committee meeting because that individual's area of service will not be discussed or modified at the coming together. The regulations for these procedures are provided in Attachment 1.

Excusal of Committee Members

If a particular Committee member'southward area of service will be discussed or modified at a meeting, simply the individual is not able to participate in the meeting, the parent and the district may consent in writing to excuse the individual from all or a portion of the meeting. In this case, the Committee member must have provided the Committee members with a written study. The regulations for these procedures are provided in Attachment 1.

Attachment i provides further information on the required members of these Committees.

Steps to Developing and Implementing an IEP

The IEP needs to be adult in a particular sequence. The information considered and discussed in each step provides the footing for the next stride in the procedure.

Footstep 1: Obtain and consider evaluation information

Evaluation information must exist obtained in all areas of the student's disability or suspected inability. Evaluations need to identify and provide instructionally relevant information every bit to the unique needs of the educatee, current functioning, cognitive, physical, developmental and behavioral factors that affect learning and how the disability affects the student'due south participation and progress in the general teaching curriculum and in general educational activity classes (or, for preschool students with disabilities, participation in age appropriate activities).

Stride 2:Make up one's mind eligibility for special educational activity services

The Commission must review the evaluation data to decide if the student has a inability that requires special education services. A Committee may not make up one's mind that a educatee needs special education services if the determinant factor is:

lack of appropriate pedagogy in reading, including explicit and systematic pedagogy in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies;
lack of appropriate pedagogy in math; or
limited English proficiency.

If the Committee determines that the pupil is eligible for special education services, it must identify the educatee's inability classification. For school-age students, one of the following disabilities must exist identified: autism, deafness, deaf-blindness, emotional disturbance, hearing damage, intellectual disability, learning disability, multiple disabilities, orthopedic impairment, other wellness impairment, oral communication or language impairment, traumatic brain injury or visual impairment including blindness.

Each three - four year old in need of special pedagogy is identified as a "preschool student with a disability." In making this determination, the CPSE must determine if the preschool student exhibits a significant delay or disorder in 1 or more functional areas or meets the criteria for a inability classification of autism, deafness, deafened/blindness, hearing damage, orthopedic harm, other health-dumb, traumatic encephalon injury or visual impairment including blindness.

Step three: Identify the student's present levels of performance and indicate the private needs of the student according to each of four demand areas:

academic achievement, functional performance and learning characteristics;
social development;
physical evolution; and
direction needs.

At the Commission meeting, the educatee's present skills, strengths and individual needs must be discussed and documented. This includes how the student'south disability affects his or her participation and progress in the full general education curriculum (or for preschool students, participation in appropriate activities), consideration of specific educatee strengths and needs and concerns of the parents for enhancing the education of their child.

Consideration of special factors

The Commission must include a argument in the IEP if, in considering the special factors of behavior, limited English proficiency, bullheaded or visual damage, communication needs and/or assistive technology requirements, the Committee has determined a educatee needs a item device or service (including an intervention, adaptation or other plan modification) in gild for the student to receive a gratuitous advisable public educational activity.

Attachment 2 provides examples of guiding questions that may be used by a Committee to determine whether a pupil needs such an intervention, accommodation or plan modification to address 1 of these special considerations.

Step 4: Identify the measurable postsecondary goals and transition needs, including courses of study, of the student

Showtime non afterward than the start IEP to be in issue when the pupil is age 15 (and at a younger historic period, if determined appropriate) and updated annually, the IEP must include:

advisable measurable postsecondary goals based upon age appropriate transition assessments relating to training, education, employment and, where advisable, independent living skills; and
a statement of transition service needs that focuses on the student's courses of study, taking into account the student'south strengths, preferences and interests, as they relate to transition from schoolhouse to post-school activities.

Step 5: Set realistic and measurable annual goals for the pupil

After determining and discussing the student'southward present levels of performance and, as appropriate, the student's measurable post-secondary goals, the Commission must make a recommendation as to the measurable almanac goals that the student can realistically accomplish in the twelvemonth in which the IEP will exist in effect. For each almanac goal, the IEP must betoken the evaluative criteria (the measure used to determine if the goal has been accomplished), evaluation procedures (how progress will be measured) and schedules (when progress will be measured) to be used to mensurate progress toward meeting the annual goal.

These goals should relate to the student'south unique needs and promote the educatee's participation and progress in the general education curriculum in the least restrictive environment. For students beginning with the first IEP to exist in effect when the student is historic period xv and updated annually, the Commission must identify advisable annual goals to address the student's transition needs.

For students eligible to take the New York State Alternate Assessment (NYSAA) and for preschool students with disabilities, each annual goal must also include brusk-term instructional objectives and/or benchmarks (measurable intermediate steps betwixt the student's nowadays levels of performance and the almanac goal). In accord with district policy, brusk-term instructional objectives and benchmarks may be established for other students equally well.

Footstep 6: Reporting progress to parents

The Commission must place and document in the IEP when periodic reports on the progress the student is making toward the annual goals will exist provided to the student's parents.

Step 7: Make up one's mind the special educational activity plan and services the educatee volition demand

Based on the student's needs and goals, the Committee must decide what special educational activity program and services, including every bit advisable related services, accommodations, plan modifications and supports the pupil needs to run across the annual goals, participate and progress in the full general education curriculum and participate in extracurricular and other nonacademic activities with other students including students without disabilities. The Committee must also decide the extent (frequency and elapsing) too as the location where each program, service, accommodation, etc. will be provided.

Step viii: Determine eligibility for twelve-month (July/August) services

The Committee must decide the educatee'due south eligibility for 12-month services. If a educatee is recommended for July/August services, the IEP must place the provider of services during the months of July and Baronial, and, for preschool students determined by the CPSE to crave a structured learning environs of 12 months duration to preclude substantial regression, a statement of the reasons for such recommendation.

Step 9:Determine private testing accommodations the student will need

The Committee must place any individual testing accommodations, needed by the student because of his/her disability, to be used consistently past the student in the recommended educational program and on State and district-wide assessments. Documentation of testing accommodations is required for preschool students only if there is an cess program for nondisabled preschool children.

Step 10: Determine the coordinated ready of transition activities

For students commencement non after than the first IEP to exist in effect when the student is age fifteen (and at a younger age, if determined advisable) and updated annually, the Committee must place needed activities to facilitate the student's motility from school to postal service-school activities, including instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

Step 11: Determine which Land and district-broad assessments the student volition participate in

The Commission must recommend whether the student will participate in the same or alternate State and district-wide assessments of student achievement, or for preschool students, the student's participation in the same assessments of pupil achievement, that are administered to nondisabled students.

Step 12: Determine participation in regular class, or, for preschool students, in settings/activities with nondisabled peers

Based on the Commission's recommendation, the IEP must identify the extent, if any, to which the pupil volition non participate in regular classes and extracurricular activities with nondisabled peers. For preschool students, the CPSE must document the extent the preschool pupil would not be participating in appropriate activities with age appropriate peers.

Footstep 13: Determine special transportation needs

The Committee must identify special transportation needs of the student, and, as appropriate, if the pupil will need transportation to and from special teaching programs and services that may be provided in settings outside the school plan. For preschool students, the Committee must bespeak if the parent has agreed to transport the student to and from his/her special teaching plan at public expense.

Footstep 14:Determine placement

The Committee must decide the type of setting where the student's IEP will be implemented (e.g., public school commune, lath of cooperative educational services (BOCES) classroom, approved private 24-hour interval or residential school, individual preschool or daycare setting). Placement is determined based on the least restrictive environment where the student'due south IEP can exist implemented. Unless the educatee's IEP requires another arrangement, the student with a disability must be educated in the school he/she would have attended if the pupil did non have a disability.

Pace fifteen: Implementation

The IEP must document the projected date the IEP volition be implemented. Each educatee with a inability must have an IEP in effect at the get-go of each school year. In that location may be no delay in implementing a educatee's IEP, including any example in which the payment source for providing or paying for special education services for the student is being determined. The educatee's IEP needs to be implemented as shortly as possible following the Committee meeting.

The school must take steps to ensure a student'due south IEP is implemented as recommended past the Committee, including but not limited to:

providing copies of the student'due south IEP, as appropriate;
informing each individual of his or her IEP implementation responsibilities; and
providing a student with his or her instructional materials in an attainable culling format if recommended in the student's IEP.

Step sixteen: Review and, if advisable, revise the IEP

The Committee must reconvene to review the student's IEP when requested by the student's teacher or parent, but at to the lowest degree annually. At the IEP review meeting, the Committee must consider the student's progress toward coming together the annual goals, the concerns of the parents for the didactics of their child, whatever new evaluation data, the educatee's progress in the general education curriculum (or for preschool students, participation in appropriate activities), the student's need for testing accommodations and place the least restrictive environs for the student. For students ages 15 and older, the measurable post secondary goals and transition services must exist reviewed annually.

Upon consideration of these factors, the IEP should be revised, as appropriate, to address any lack of expected progress toward the annual goals and in the general instruction curriculum; the results of whatever reevaluation and whatever information nigh the student provided to, or by, the parents; the student's anticipated needs; or other matters, including a student'south demand for test accommodations.

In making changes to a student'due south IEP after the annual review has been conducted, the parent and the school district may agree, in writing, not to convene a meeting of the Committee for the purpose of making these changes, and instead may develop a written document to ameliorate or modify the student's electric current IEP.

Step 17: Conduct a meeting to review reevaluation information on the pupil

The needs of students change over time. Therefore, a reevaluation of each pupil'south individual needs, eligibility for special teaching and the continued appropriateness of the special teaching services that have been provided to the student must be conducted at least once every three years, except where the school district and the parent agree in writing that such reevaluation is unnecessary. A reevaluation may be conducted more oftentimes if conditions warrant or if the parent or the teacher requests a reevaluation of the pupil, only not more often than once a twelvemonth unless the parent and representatives of the schoolhouse district appointed to the Committee agree otherwise. The Commission must convene a meeting to discuss and, if advisable, revise the student's IEP in consideration of the results of the reevaluation.

Guiding Principles for IEP Evolution

The following guiding principles for IEP evolution are of import to ensure that each student's IEP is developed and implemented consequent with the intent of the law.

The IEP development process is a student-centered process. No other problems, agenda or purposes should interfere.
Information provided by parents regarding their child's strengths and needs is a vital part of the evaluation and is critical in developing an IEP that will lead to student success.
The input of each individual on the Committee should be encouraged and valued.
All members of the Committee share the responsibility to contribute meaningfully to the development of a pupil's IEP.
Meaningful efforts are made to ensure that parents and students participate in the IEP development process.
Information is shared in the language or communication way a parent and student tin sympathise.
Special education is a service, not a place. The IEP evolution process evolves to address concerns and considerations and then every bit to back up the student'due south progress toward the State's learning standards and to ensure the student receives services in the to the lowest degree restrictive surroundings appropriate for the student.
The IEP recommendations are based on the student's present levels of performance and in consideration of the pupil's strengths, needs, interests and preferences.
The IEP recommendations reflect consideration of the concerns of the parent for the educational activity of their child.
The IEP is developed in such a style that it is a useful document that guides instruction and provides a tool to mensurate progress.
The IEP appropriately addresses all the educatee's unique needs without regard to the electric current availability of needed services.
Positive behavioral supports and services needed past the educatee are identified.
A pupil's need for transition services is considered throughout the IEP development process, including during discussions of the educatee's present levels of operation, almanac goals, services, accommodations, program modifications and placement.
The pupil's parents participate in developing, reviewing and revising the IEP, having concerns and information considered and beingness regularly informed of their kid's progress.

1 References to the CSE throughout this document includes the Subcommittee, unless otherwise specified.

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Source: https://www.p12.nysed.gov/specialed/publications/iepguidance/intro.htm