Special Education

Questions and Answers on Individualized Education Program (IEP) Development, The State's Model IEP Form and Related Documents

Recommended Special Education Programs And Services - Updated April 2011

The following questions and answers address some of the important issues raised by requests for clarification of the federal and State requirements for IEPs.  This document will periodically be updated.  This guidance does not impose any requirements beyond those required under applicable law and regulations.  This document supersedes any previously issued guidance on this topic.

If you have questions regarding the IEP form and related requirements, you may submit them to the following mailbox: SEFORMS@nysed.gov.


  1. Page 13 in Attachment 3:  General Directions to Use the State’s Model IEP, Recommended Special Education Programs and Services section, provides examples of how integrated co-teaching, CT services and resource room program could be listed.  Does the example provided meet the State’s regulations for minimum level of service requirement for resource room and consultant teacher?
    The example included a typographical error and has since been corrected.
  2. Why is it that “teacher of the visually impaired” and “teacher of the deaf” are not included in the drop-down option list of related services?
    Teachers of the visually impaired and teachers of the deaf are individuals who provide specific services.  There is no regulatory requirement that an IEP identify the qualifications of the individual providing services to a student.
  3. Where can additional information be found about special education services and programs included within the continuum?

    The following is a link to the April 2008 Policy Memorandum entitled Continuum of Special Education Services for School-Age Students with Disabilities:
    http://www.p12.nysed.gov/specialed/publications/policy/schoolagecontinuum.html.

    For information on the preschool continuum of services, see
    http://www.p12.nysed.gov/specialed/publications/preschool/guide/.

  4. In the Recommended Special Education Programs and Services section of the State IEP form, could “Music Therapy” be an option to write in the text box that follows the list of drop-down related service options?
    Yes, if recommended by the Committee.
  5. Do speech and language services have to be a minimum of two 30-minute sessions per week during the Extended School Year Program?

    No.  The Regulations of the Commissioner of Education were amended, effective December 8, 2010, to repeal the requirement that such services be provided for a minimum of two 30-minute sessions each week. (Revised 3/11) 

  6. In the Recommended Special Education Programs and Services section of the IEP, the State form allows documentation of other clarifying information relating to a recommended program or service under the column Applicable Service Delivery Recommendations. If the CSE determines the need to indicate a specific maximum group size for a related service, for example, is that where it could be documented?
    Yes
  7. The examples under supplementary aids and services/program modifications and accommodations are quite explicit.  Where can additional information regarding these requirements be found?
    See question #8 in the guidance document entitled "Continuum of Special Education Services for School-Age Students with Disabilities," released in April 2008, http://www.p12.nysed.gov/specialed/publications/policy/schoolagecontinuum.html.
  8. Where are one-to-one teacher aides and/or teaching assistants documented in a student’s IEP?
    A one-to-one teacher aide/teaching assistant would be documented in a student’s IEP under the heading of Supplementary Aids and Services.
  9. Where do "consults" go in the IEP?
    It is unclear what is meant by the term “consults.”  Services such as “consultation with the school counselor on behavioral issues” would be documented in the Supports for School Personnel on Behalf of the Student section of the IEP.  Such consultations are not a related service.  Consultant teacher (CT) services would be documented in the programs and services section of the IEP.
  10. The chairperson in my district documents an “access aide” in the IEP to assist kids with specific parts of their day.  Is this a term that can be used?  Shouldn’t frequency and duration be identified in the IEP?
    The term “access aide” is not a term used in Part 200 of the Regulations of the Commissioner of Education.  To provide clarity on the Committee's recommendation, the IEP should indicate that a teacher aide is recommended, and the frequency, duration and location for such service must also be indicated.  This recommendation would be included in the IEP as a Supplementary Aid/Service.
  11. How are frequency and duration for some program modifications such as extra set of books, no penalty for spelling, visual schedule, etc., documented in an IEP?
    Use of a particular program modification on a regular basis may be documented in a student’s IEP as a daily frequency (e.g., daily or daily for a specified number of hours).  Duration can, for example, be documented as a specified amount of time (e.g., 20 minutes), for specific assignments (e.g., writing assignments, new lessons, or new units) or for specific subjects.
  12. What is meant by "location" of services which must be documented in the IEP?  Does it mean the same as "placement?"
    "Location" of services is not the same as "placement".  The student’s placement is the educational setting in which the student’s IEP will be implemented (e.g., public school, neighboring school, BOCES, approved private day school, approved private residential school).  "Location" in the context of a student’s IEP generally refers to the type of environment that is the appropriate place where a particular service, program modification or accommodation would be provided (e.g., Placement:  Public High School.  Location of Services:  CT services will be provided in the general education math class; individual speech and language therapy will be provided in a separate therapy room).
  13. What does the least restrictive environment (LRE) mean and how does it relate to the continuum of service options?
    LRE refers to the extent special education services are provided to a student in a setting with the student’s non-disabled peers and as close to the student’s home as possible.  The continuum of services identifies different service delivery models to provide specially designed instruction to a student with a disability.  Some of the services such as consultant teacher and integrated co-teaching services are directly designed to support the student in his/her general education class.  Others may or may not be provided in settings with non-disabled peers, depending on the needs of the student.  This is why the documentation of “location” in the IEP is important.  The continuum of placement options is also directly related to LRE placement decisions. 
  14. Where does a recommendation for transitional support services fall within the continuum?  Is it considered its own service pursuant to section 200.6(c) of the Regulations of the Commissioner of Education?  Procedurally, it does not appear as a drop down on the choices for special education program services in the new IEP form.  Some districts currently list it as such – are they mistaken?  Are there guidelines for what is meant by “temporary” or use of this service?
    Since transitional support services means temporary services provided to a general or special education teacher to aid in the provision of appropriate services to a student with a disability transferring to a regular program or to a program or service in a less restrictive environment, such services would be documented in a student’s IEP under the heading of Supports for School Personnel on Behalf of the Student.  The Committee’s recommendation for transitional support services would include the frequency, duration, location, beginning service date and, at the discretion of the Committee, end service date.
  15. What is meant by "supports for school personnel on behalf of the student?"

    The IEP must describe the supports for school personnel that will be provided on behalf of the student in order for the student to advance toward attaining the annual goals, to be involved in and progress in the general curriculum and to participate in extracurricular and other nonacademic activities.  Supports for school personnel are those that would help them to more effectively work with the student.  These could include, for example, special training for a student’s teacher to meet a unique and specific need of the student.  These supports for school personnel are those that are needed to meet the unique and specific needs of the student.

    Examples of supports that may be provided for school personnel include:

    • information on a specific disability and implications for instruction;
    • training in use of specific positive behavioral interventions;
    • training in the use of American Sign Language;
    • assistance with curriculum modifications;
    • behavioral consultation with school psychologist, social worker or other behavioral consultant; and/or
    • transitional support services.
  16. How must consultant teacher (CT) services be identified in a student's IEP? When a student is recommended to receive CT Services and the same individual is providing the service for multiple subjects, how should that be displayed in the IEP? Do you have to put "indirect" and "direct" in the IEP for CT services?

    CT services would be identified in the IEP as a special education program/service.  If the student’s IEP indicates CT services, the IEP must specify the general education class(es) (including career and technical education classes, as appropriate) where the student will receive the services.

    • If CT services are to be provided to an elementary student, the IEP should indicate the subject areas of instruction when the CT would be providing services to the student (e.g., during reading groups; during math instruction).
    • If CT services are to be provided to a middle or secondary student, the IEP must specify the class subject(s) where CT will be provided (e.g., English, math, science, art, music).
    • If indirect CT services are to be provided, the IEP must indicate the regular (or general) education class being taught by the teacher receiving the consultation.
    • If the student is recommended to receive CT services for multiple subjects, they should be listed separately so that the recommendation for frequency and duration and location for the various subjects is clear.  The chart below illustrates how such services could be documented on the State’s model IEP form.

    The IEP should specify the type of CT services the student will receive (i.e., direct and/or indirect) so that it is clear to parents and educators the extent to which such services will be provided.  A recommendation for direct or indirect consultant teacher services could be documented either directly after the recommended service (e.g., Consultant Teacher – indirect) or in the section of the State IEP form Service Delivery Recommendations. 

    The location of consultant teacher services, either direct/and or indirect, must specify the general education class(es) for which CT services will be provided.  For indirect consultant teacher services, this does not mean that the indirect CT will be provided in the subject area classrooms, but rather to those teachers.

    RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
    Special Education Program/Services Service Delivery Recommendations Frequency
    How often provided
    Duration
    Length of session
    Location
    Where service will be provided
    Projected Beginning/ Service Date(s)
    Special Education Program: Consultant Teacher Services Consultant Teacher Services     Direct and Indirect   Direct and Indirect     2 days/week   2 days/week     40 minutes   40 minutes     Math class   English class     9/7/10   9/7/10
    The effective implementation of CT services requires general and special education teachers to work cooperatively to address the needs of students with disabilities. Section 200.4(e)(5) of the Regulations of the Commissioner of Education requires that, following the development of an IEP in which CT services are recommended, the general education teachers of the student for whom the service will be provided must be given the opportunity to participate in the instructional planning process with the CT to discuss the objectives and to determine the methods and schedules for such services.  Therefore, there is no requirement that the IEP specify separately the frequency and duration of direct versus indirect consultant teacher services. 
  17. Does the minimum number of hours for CT services include both direct and indirect services?
    Yes.  The minimum number of hours for CT services, two hours per week, applies to direct and indirect services, in any combination.
  18. May school districts continue to use other terms to identify integrated co-teaching services in a student's IEP?
    No.  It is required that all districts use the term “integrated co-teaching”, consistent with the regulatory requirements, so that the level of services to be provided to a student is clear and consistent among school districts.  To clarify for parents that a previously recommended service means the same as integrated co-teaching, terms such as collaborative team teaching (CTT), blended class or inclusion class may also be indicated in the IEP.  For example:
    Recommended Special Education Programs and Services
    Special Education Program and Services Service Delivery recommendations Frequency
    How often provided
    Duration
    Length of session
    Location
    Where service will be provided
    Projected Beginning/Service Date
    Special Education program          
    Integrated co-teaching services (Collaborative Team teaching)   5 days a week 40 minute class periods English  
  19. What specific information must be in the IEP to specify the class size?
    Class size means the maximum number of students who can receive instruction together in a special class or resource room program and the number of teachers and supplementary school personnel (i.e., teaching assistants and/or teacher aides) assigned to the class.  For example, the IEP could specify: 12 students to one special education teacher and one teaching assistant (12:1+1).
  20. What types of services are included in the definition of related services?
    Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech-language pathology, audiology services, interpreting services, psychological services, PT, OT, counseling services, including rehabilitation counseling services, orientation and mobility services, evaluative and diagnostic medical services to determine if the student has a medically related disability, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students. This list is not exhaustive and may include other developmental, corrective or supportive services if they are required to assist a student with a disability to benefit from special education in order for the student to receive FAPE.
  21. Regarding parent training and education – what is it and where does it go in the IEP?  Can parent training and education be as simple as a list of resources?  Is it a related service? How would frequency, duration and location be indicated for the services?

    Parent counseling and training is a related service and, if recommended for a student, should be listed in the IEP under the IEP form section Related Services.  Parent counseling and training means assisting parents in understanding the special needs of their child; providing parents with information about child development; and helping parents to acquire the necessary skills that will allow them to support the implementation of their child’s IEP.  Examples include, but are not limited to:

    • providing parents with information about cognitive and speech and language development;
    • counseling the parents about how to respond at home to a student’s behavior in a manner consistent with the in-school behavior management program;
    • training parents to use the same mode of communication (e.g., sign language) the child would be using at school; and
    • training on how to operate assistive technology devices at home.

    The State’s model IEP form provides a list of drop-down options for related service recommendations.  Related service recommendations, including parent counseling and training, require the identification of the frequency, duration, location and projected beginning date (end dates are optional).  The chart below illustrates how such service would be documented using the State’s model IEP form.

    RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
    Special Education Program/Services Service Delivery Recommendations Frequency
    How often provided
    Duration
    Length of session
    Location
    Where service will be provided
    Projected Beginning/ Service Date(s)
    Related Services  Parent Counseling and Training        Group instruction on sign language and use of communication boards   One day/ week for five weeks   60 minutes   School Library   10/5/10 – 11/2/10  
  22. Where should student-owned physical or medical equipment be listed in the IEP (such as an augmentative communication device or a wheelchair)?
    If a student needs a particular assistive technology device in order for the student to receive FAPE, this recommendation should be included on the State’s IEP form under Assistive Technology Devices and/or Services. If the district wishes to document when assistive technology devices are student-owned, it may do so under Applicable Service Delivery Recommendations.
  23. What is a district's responsibility in the case of a student losing an assistive technology device (with multiple programs on it) between home and school (it had been determined that the student needed the device both at home and school and the district purchased only one device)?
    The school district is responsible to ensure a student's IEP is implemented.  If a student’s IEP requires that an assistive technology device is needed at home or in other settings in order for the student to receive FAPE, the district must replace the lost device.
  24. If specialized reading instruction is required and is provided by a certified reading teacher, what service or program should be listed in the IEP (is it resource room, a supplemental service)?
    For a student with a disability recommended for specialized reading instruction to be provided outside of the general education class, this service could be recommended in the IEP of the student as special class, related service or resource room program.  Specially-designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher in the student’s general education classroom to aid the student(s) to benefit from the general education class instruction could be recommended in the IEP of the student as direct consultant teacher services.  Where the Committee recommends the focus of this service be to provide specialized reading instruction, this could be indicated in the IEP under Applicable Service Delivery Recommendations.  For additional information on specially designed reading instruction, see http://www.p12.nysed.gov/specialed/publications/policy/readguideline.html.
  25. Can the drop-down menu for assistive technology be more comprehensive as in the manual?  Or, should we put this additional information in the text box?
    The State IEP form does not provide drop-down options for assistive technology devices and/or services recommendations.  However, the district may populate this box with a drop-down menu as long as the menu does not preclude additional options and is consistent with State policy.
  26. Can a Committee indicate the name of the school the student attends in the Special Education Programs and Services section of the IEP and then in the Service Delivery Recommendations column, indicate the particular service being provided? (Added 4/11)
    No.  If the student needs an approved private school, this recommendation is indicated under “Placement”.  The particular services a student needs to assist him/her to achieve annual goals must be indicated under Special Education Programs and Services.  Please note that there is no requirement, that the name of the school where the student’s IEP will be implemented be indicated in an IEP, except that the provider of July/August special education services must be indicated.
  27. Where in the IEP is it indicated that a service (such as audio or autism specialist) for a student in a nondistrict program is required, but that service is provided by the home district (and not the nondistrict program)?  Does the nondistrict program have to indicate in the IEP that the home district is paying for this particular service?(Added 4/11)
    An IEP is developed to identify a student’s present levels of performance, needs, goals, recommended services and the placement where the IEP will be implemented.  Information regarding fiscal responsibility for the provision of services is not included in a student’s IEP (with the exception, as appropriate, for transition activities provided by participating agencies).  When a student is placed in an approved private school, the approved private school is responsible to implement the student’s IEP.  If the district agrees to provide particular supports and services to a student other than that to which the approved private school has State approval and responsibility, the district should document this in its agreement with the private school and/or in its prior written notice to the parent.
  28. If a Committee recommends special class in multiple subject areas, how should that be documented in the IEP?  Can the special education program be listed as special class, 12:1+1, and the service delivery recommendation document that the special class will be provided for English, social studies and math, or should the recommendation for each special class be listed separately?(Added 4/11)

    The IEP could indicate each special class by subject area and is recommended to do so whenever the frequency or duration special classes vary by subject area, as follows:

    RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
    Special Education Program/Services Service Delivery Recommendations* Frequency
    How often provided
    Duration
    Length of session
    Location
    Where service will be provided
    Projected Beginning/ Service Date(s)
    Special Education Program:
    Special Class
    Special Class
    Special Class

    12:1+1

    English
    Math
    Social Studies

    3 days/ week
    5 days/ week
    2 days/ week
    40 minutes
    40 minutes
    40 minutes
    Separate class
    Separate class
    Separate class
    9/7/10

    9/7/10
     
    9/7/10
    * Identify (if applicable) class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations.

    Alternatively, the IEP could include a single recommendation for special class and list the subject areas and the combined duration, as follows:  

    RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
    Special Education Program/Services Service Delivery Recommendations* Frequency
    How often provided
    Duration
    Length of session
    Location
    Where service will be provided
    Projected Beginning/ Service Date(s)
    Special Education Program:
    Special Class
    12:1+1
    English, Math, Social Studies
    5 days/ week 120  minutes Separate class

    9/7/10

    *  Identify (if applicable) class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations.

  29. For Travel Training and Adapted Physical Education, what ratio is recommended or allowable for each to be documented in the State IEP? (Added 4/11)

    Travel training is a special education service that means providing instruction, as appropriate, to students with significant cognitive disabilities, and any other students with disabilities who require this instruction, to enable them to develop an awareness of the environment in which they live; and learn the skills to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work and in the community).

    Adapted physical education (APE) means a specially designed program of developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program.

    If APE is to be provided in a regular physical education class, the IEP does not need to specify the student to staff ratio.  If, however, adapted physical education is to be provided in a special class, the IEP must indicate the class size.  For example:

    RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
    Special Education Program/Services Service Delivery Recommendations* Frequency
    How often provided
    Duration
    Length of session
    Location
    Where service will be provided
    Projected Beginning/ Service Date(s)
    Special Education Program:
    Special Class
     
     
    6:1+1
    Adapted physical education
     
    5 days/ week
     
    120  minutes
     
    Separate class
     
    9/7/10
    *      Identify (if applicable) class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations.

    Regulations do not require that class size/ratio be identified in an IEP, other than for students recommended for participation in special class.  However, an IEP could, but is not required to, document such information for other special education program/service recommendations in the column entitled Service Delivery Recommendations.

  30. The district has a special class for students with autism spectrum disorders.  Therapists go into the class (speech, psych) and work with the class as a whole for various sessions. This exceeds the group limit of five under the description of related services.  How is this written under Special Education Programs and Services? (Added 4/11)

    If the Committee recommends a related service to be provided in a group setting, the maximum number of students in that group is five (except in New York City there is a variance to the maximum number of students in the group, not to exceed eight students).  The IEP is not required to include the group size for the related service, except in circumstances when the Committee determines that based on the individual student’s needs, a group size of fewer than five students is required.

    A related service provider’s session with an entire special class that exceeds five students (e.g., 12:1+1 special class) is not an acceptable implementation of a Committee’s recommendation for a related service in a group setting since the number of participants exceeds the maximum group size of five (or eight).  However, a related service provider may provide a related service in a special class that includes other students, if the related service is provided only to the students whose IEPs include a recommendation for the related service and if the number of students conforms to the maximum instructional group size allowable.

  31. Where on the IEP form would a CSE or CPSE indicate its recommendation for maximum instructional group size for resource room and related services?(Added 4/11)
     The IEP may, but is not required to, indicate the group size for a related service or a resource room, except in circumstances when the Committee determines that, based on the individual student’s needs, a group size of fewer than the regulatory maximum instructional group size is required.  If the Committee chooses to include this information in a student’s IEP, it may do so in the "Service Delivery Recommendations" column under "Special Education Programs/Services".  Alternatively, the IEP could document class size recommendations using the text box that appears next to the drop-down option for the special education program/service.
  32. When a student is recommended to receive direct and indirect consultant teacher (CT) services, is there a requirement to specify separately the frequency and duration of each service? (Added 4/11)
    No.  While it is recommended that the IEP specify the type of CT services the student will receive (i.e., direct and/or indirect) so that is clear to parents and educators the extent to which such services will be provided, section 200.4(e)(4) of the Regulations of the Commissioner of Education provides that “when consultant teachers services are specified in a student’s IEP, the regular education teachers of the student for whom the service will be provided shall be given the opportunity to participate in the instructional planning process with the consultant teacher to discuss the objectives and to determine the methods and schedules for such services following the development of the IEP.” 
  33. In Question #27 (Section D, #16) of the current IEP Q&A, the second paragraph lists examples of specific recommendations to address management needs of the student and how they would be under the Programs and/or Services section of the IEP.  Wouldn't those examples be under the Supplementary Aides and Services/Program Modifications section of the IEP? (Added 4/11)
    In the State’s IEP form, Supplementary Aides and Services/Program Modifications/Accommodations are included in the section entitled, "Recommended Special Education Programs and Services."
  34. Where are class size and group/individual related services documented in the IEP?(Added 4/11)
    This information would be documented in the column entitled, "Service Delivery Recommendations," found in the Recommended Special Education Programs and Services section of the IEP form.
  35. May a district include an end date in the IEP for all services, or is the only time an end date should be used when a program or related service is recommended for a limited time period? (Added 4/11)
    Section 200.4(d)(2)(v)(b)(9) of the Regulations of the Commissioner of Education requires an IEP to identify the projected date for initiation of the recommended special education program and services.  Since identification of an end date is optional, districts could, but are not required to, include end dates for all program and services recommendations.
  36. Are nursing services, provided to a student one time per week for five minutes each time in order to provide medication, placed in the IEP and if so where? (Added 4/11)
    Section 200.1(ss)(2) of the Regulations of the Commissioner of Education defines school nurse services as services provided by a qualified school nurse that are designed to enable a student with a disability to receive FAPE as described in the IEP of the student.  School nurses regularly administer medication to all students; therefore the regular administration of medication to a student with a disability need not be documented in the student’s IEP. However, the student’s CSE or CPSE may determine that administering and/or dispensing medications is a school health service necessary for an individual student to receive FAPE. In this case, the IEP could include School Health Services or, as appropriate, School Nurse Services as a related service recommendation, with the recommended frequency, duration and location.
  37. On the IEP form under the Recommended Special Education Programs section of the IEP, the Service Delivery Recommendations column has an asterisk (*) which references the following statement:  "Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services, direct and/or indirect consultant teacher services or other service delivery recommendations."  Does that mean this information must be documented in the IEP? (Added 4/11)
    This section of the IEP is used to document Committee recommendations, as required and as necessary, to provide clarity for implementation of the student’s IEP.  If a bilingual service is to be provided, the IEP must include the language.  If consultant teacher services are to be provided, the IEP should specify the intensity of such services (i.e., group or individual).  The IEP must document class size (maximum student-to-staff ratio) if the student is recommended for a special class. Additionally, if the student is recommended to receive resource room program, the IEP must document the recommended class size for that resource room if the recommendation is for less than the maximum allowed by regulation. Class size could be documented in the Service Delivery Recommendations column or be included, in the available text box, as part of the special education program recommendation in the first column of this section of the IEP.
  38. How is location documented in an IEP for a preschool student with a disability? (Added 4/11)

    The location of service in the context of a student’s IEP generally refers to the type of environment that is the appropriate place where a particular service, program modification or accommodation would be provided.

    For a preschool child recommended for a full/half-day, integrated/self-contained special class in an approved special education preschool program, location is “special class classroom.”

    For a preschool child recommended for a full/half-day, integrated/self-contained special class in an approved special education preschool program, and is also recommended to receive related services while participating in the special class, location as follows:

    • Location for the special class recommendation is “preschool special education classroom.”
    • Location for related services is where, within that approved special education program, the recommended related service(s) would be provided (e.g., the preschool special education classroom, separate therapy room, on the playground).

    For a preschool child recommended for related services only, Special Education Itinerant Teacher services (SEIT) only or a combination of related services and SEIT services, location is where the service will be provided.  This would be the setting where the child is to receive the recommended service (e.g., early childhood program selected by the parent). 

  39. Is a preschool IEP required to list service coordination and, if yes, where would it go in the IEP? (Added 4/11)
    Upon receipt of a recommendation of the Committee, the board of education must arrange for the preschool student with a disability to receive such programs and services.  If an IEP includes two or more related services, where possible, the board of education must designate one of the service providers to coordinate the provision of the related services.  There is no requirement that the coordination of such service be identified in a student’s IEP.  Such recommendations may be documented on the optional Student Information Summary form, if a district chooses to use this form.  The Board’s recommendation for the service provider must be given to the parent pursuant to the requirements of section 200.16(f)(2) of the Regulations of the Commissioner of Education. 
  40. Can a Committee write an IEP that includes Supports for School Personnel and not include any Special Education Programs or Related Services? (Added 4/11)
    No.  A student with a disability who is determined to be eligible for special education must require special education services and programs as such term is defined in Education law section 4401.  If a student needs only supports for school personnel, the student would not meet the definition of a student with a disability.
  41. Does an IEP require at least one Special Education Program or Related Service to be recommended? (Added 4/11)
    Yes.
  42. Where in an IEP does a Committee document extended school day for a student with a disability? (Added 4/11)
    A Committee recommendation for an extended school day could be documented in an IEP as a program modification (modification to the school day), under the heading of Recommended Special Education Programs and Services. 
Last Updated: November 7, 2013