Questions and Answers on Individualized Education Program (IEP) Development, The State's Model IEP Form and Related Documents
Questions and Answers - October 2010 (Updated April 2011)- PDF (671 KB)
- Is it appropriate to list the current medications that a student is taking on the Student Information Summary form?
- Why isn’t there a place for the parent or guardian name on either the example of the optional summary form or on the IEP model form?
If a district chooses to put addresses on the Student Information Summary form, and a student's address happens to change, does a new IEP have to be created? Does any change within this Summary Page constitute a new IEP?
- Can districts add additional information to the optional Student Information Summary form if they so choose?
- Can the Student Information Summary form be multiple pages in length if need be?
- When must the new IEP form be used?
- May a school district add ‘drop-down’ options in fields that are open text fields on the State’s IEP form?
- Does the projected date of IEP implementation only need a month and a year? The example says September 2010?
- Can the font size, margins and font style in the IEP be modified?
- Can we put page numbers on the IEP form?
- What training will be available to district staff on the use of the State’s forms?
- Aside from being a new form, does the State IEP form create new requirements for the content of an IEP?
- Can districts include “Headers and Footers” on the IEP form?
- Can a district put the school letterhead on the forms?
- Can a district put the child’s name at the bottom of each page of the IEP when using the State’s IEP form?
- Please verify the letterhead/district identifying information section of the new IEP. In our district, the CSE and CPSE are housed in two different buildings and have two different chairs. In the past, we have each had our own IEPs with our own letterhead/information on the top. My question is, is it appropriate for us to have two separate IEPs on Clear Track as long as the only difference is the letterhead, or do we need to make a combined letterhead that lists both addresses, etc., so that both the CSE and CPSE are using the exact same IEP? (The concern with this is that it might be confusing for some parents.)
- Can districts bold certain sections of the IEP and/or add a little more space between items of the IEP? For instance in the Present Level Statements, the introductory statements above each area for Present Levels, Strengths and Needs - bold those? Then, where the comment would begin below that, insert an extra line space or two to make it stand out more?
- Will the State’s IEP form be translated into other languages?
- Does SED have a sample of a Model IEP . . . not just a blank form, but an IEP that addresses a fictional student . . . this would be a great help if we could see the “whole picture” now that we have studied all the components. Are sample IEPs created for the Alternate Assessment, 12:1:1, 6:1:1, 8:1:1, 8:1 (inclusion) and 12:1:4 student available?
- Will there be upcoming training on the State’s IEP form?
- In the annual goal sections of the State IEP, it is noted that the table and/or rows should be duplicated as needed. How is this done?
- After reviewing the IEP forms, there is nothing resembling a "Conference Results" page where participants sign that they were at the IEP meeting. Expected participants are listed on the Meeting Notice. On the "Conference Results" page of NYC IEPs, participants sign that they were at the meeting, not necessarily agreeing with the IEP. Are signatures required on the State forms? Would this be added to the optional Student Information Summary?
- Are meeting minutes a required part of the IEP? If so, can they be attached to the IEP?
- Where is a diagnosis of Asperger Syndrome documented in a student’s IEP?
- The State IEP form does not reference declassification. Where should recommendations upon declassification (including, as appropriate: testing accommodations; the student’s eligibility for the diploma "safety net;" the student’s continued exemption from the language other than English (LOTE) requirement; and needed declassification support services to be provided to the student and/or the student’s teachers during the first year after the student is declassified) be documented?
- In the current question and answer document, there is a question about "where is a diagnosis of Asperger Syndrome documented in a student’s IEP"? Is the answer provided limited to Asperger or can it also be applied to diagnoses such as "dyslexia," ADD or ADHD, or other diagnosed “syndromes”?
- Is it allowable to leave any part of the student’s present levels of performance sections of the IEP blank?
- Examples in the Present Levels of Performance/Evaluation Results section and other sections of the IEP use both complete sentences and phrases. This format appears inconsistent? Is it intentional?
- Should evaluation results (such as from State assessments) be kept from year to year in that section in the IEP (so that there is a running record of information)? Is standardized testing/State assessment information required to be included in the Evaluation Results section of IEP?
- Must the results for a student's New York State Alternate Assessment (NYSAA) be documented in the IEP?
- Should the IQ score be documented in the IEP?
- On page 4 of the directions, under Evaluation Results it states that, "the following section of the IEP provides space for the Committee to document the evaluation results considered." Please explain.
- Can districts put formalized/standardized evaluation or assessment results within the body of the academic, social or physical sections of the present levels of performance, or does that information have to be included in Evaluation Results section of the form?
- If a student’s most current State assessment results are included in the IEP, would the IEP need to be amended when/if updated/revised State assessment results are received by the district?
- Is the intent of the Evaluation Results box to contain standardized scores, a narrative description of what that means and the implications for instruction?
- In terms of best practice, should trainers be encouraging districts to separate or sort evaluation results by content/skill areas?
- The State IEP form requires documentation of the committee’s ‘consideration of student needs that are of concern to the parent’ in three of the Present Levels of Performance sections. What does this mean?
- How do districts properly document concerns of the parent when:
· discussion with parent has occurred and there are no concerns of the parent in that area; or
· contact with the parent has been attempted but no contact or discussion has occurred?
Is it allowable in the above situations to leave the field blank or should something be written? If a statement should be written, can you give an example for each of the above situations?
- What should be documented on the new IEP form regarding parent concerns if the parent is unable to be reached due to transient living situations or simply neglect of the attempted contact. Similarly, what about children who are wards of the county/State? Is there a "blanket statement" to indicate attempts at parental contact?
- While including consideration of student needs that are of concern to the parent is good practice, incorporating that consideration explicitly into the IEP may create dilemmas for districts. Would a district need to transcribe the parent's wishes and then document why the wishes could not be fulfilled? Would a district have to include each particular concern raised by the parent?
- What if a parent insisted that her child needed an IEP goal of demonstrating mastery at, for example, riding a bicycle, using school-based physical therapy (PT) and adapted physical education (APE) as the means of achieving that goal? It may be appropriate that APE and/or PT address some related skill development essential to progress in the general education curriculum and daily living skills, but it is questionable whether learning to ride a bicycle is a required component of a FAPE that a district must provide. How would a district include in the IEP consideration of such a parental concern without assuming responsibility and liability for actually teaching the student to ride a bicycle (and for actually providing the bicycle, for that matter)?
- Should information in the management needs section of the IEP be specific or generic? Examples in the new guidance document tend to be general and based around skill development. Districts tend to provide specific information (such as Joey needs timers or Sophie needs verbal prompts). Which is correct or are both acceptable? There is some confusion as to what information goes under Management Needs and what information belongs in Recommended Special Education Programs and Services.
- In the Present Levels of Performance and Individual Needs section, how much detail is needed to report the results of alternative assessments?
- Can you please clarify whose responsibility it is to input the academic achievement, functional performance and learning characteristics, standardized test results and goals and objectives in the IEP? Is it the district’s responsibility or the evaluating agencies’ responsibility for preschool students?
- If a student only has one need area (e.g., spelling), would the district need to report all the other academic areas (reading, math, science, social studies, etc.) in the levels/abilities and strengths sections of the IEP, or would the IEP only require documentation of the student’s present level of performance in the need area of spelling?
- In the Social Development or Physical Development Present Levels of Performance sections, if a student does not demonstrate a need in either area, would the district simply state “no needs” as well as indicating a basic statement for levels/abilities and the strengths parts?
- For students who are medically fragile or have severe medical issues, what can be put in the IEP with relation to medication or procedures?
- For a student with ADHD who is on medication, is it appropriate to include a statement in the student’s IEP such as “student tends to do better on medication but student isn't always on it, which affects his participation in the general education curriculum”?
- Under Student Needs Relating to Special Factors, after the check-box for Assistive Technology Device or Service, there's also a check-box for whether the CSE recommended use of the device in the home. What are the criteria for determining whether an assistive technology device is necessary for home use in order to provide a free appropriate public education to the student?
- In the Student Needs Relating to Special Factors section of the form, if the answer to the question, "Does the student need a particular device or service to address his/her needs?" is "No", what are the valid responses to the subsequent question, "In the case of a student who is deaf or hard of hearing, does the student need a particular device . . . -"No", or "Not Applicable ?"
If the answer to the first question for a student is "No", can the response to the second question ever be "Yes"?
- What might be some special education services to address the language needs of a child who is limited English proficient (LEP)or English language learner (ELL)?
- Can a school district attach a behavioral intervention plan (BIP) to a student’s IEP?
- Must a student’s BIP be part of the IEP?
- What is expected to be entered in the text box following indication that the student needs a BIP?
- For students with severe needs, where do items such as harnesses and helmets belong on the new IEP forms?
- Should use of a time out room be documented in a student’s IEP?
- In the section Consideration of Special Factors there is a text box to add clarification in the area of behavior. There are no text boxes or extra space for clarification for the other factors. For example, if a student needs assistive technology, you check yes but there is no way to comment on what that device may be.
- In the Student Needs Relating to Special Factors section of the IEP, if a student needs speech/language services does that go here? Does the portion of this section of the IEP having to do with communication needs apply to every student who has communication needs or only to students who are deaf and/or hearing impaired?
- Regarding the Student Needs Relating to Special Factors section---if a student is recommended for Speech Therapy (either in conjunction with a program or as a related service only), is it automatic for a district then to mark the Yes box for the Communication Needs area of this new section?
- In the Student Needs Relating to Special Factors section of the IEP addressing special considerations for students with limited English proficiency, must this section be checked as "Yes" for every student with limited English proficiency?
- Why isn’t “Orientation and Mobility” included in the Student Needs Related to Special Factors section of the IEP for students who are blind and visually impaired?
- If “yes” is checked on the Consideration of Special Factors section for “student needs strategies, including positive behavioral interventions,” and “no” that they do not need a behavioral intervention plan (BIP), is there a way to document why a BIP is not needed?
- If the student does have behaviors that impact his or her learning or that of others and the "yes" box is checked in the Student Needs Relating to Special Factors section of the new IEP, could there be an instance where there is not a need for a BIP? One such scenario could be that the behaviors are controlled/managed through program accommodations and/or a class-wide positive behavior support. How would this be documented in the IEP?
- If “yes” is checked in the “Does the student need a behavioral intervention plan” box, is it appropriate to add the need for physical intervention to be used at times when the student’s aggression is an imminent safety concern?
- How can the Committee assist the student to increase self-awareness and identify obtainable measurable post-secondary goals?
- Other than the State Performance Plan (SPP) Indicator 14, is there a NYSED expectation/plan for districts to regularly measure the achievement of these measurable post-secondary goals?
- When would measurable post-secondary goals related to independent living skills not be appropriate?
- How are a student’s employment aspirations documented in his/her IEP?
- Should a student’s transition assessment be documented in an IEP?
- Does there need to be a statement regarding transition needs in EACH section of the Present Levels of Performance?
- How do we distinguish between instruction and course of study?
- Does a district have to include annual goals specifically for a related service?
- Who is responsible for developing goals for a preschool child with a disability, the district, provider, or the evaluator?
- Can a teacher/provider choose to include objectives or benchmarks in the IEP of a student who is not eligible for NYSAA or a preschool student with a disability?
- Who is responsible for implementing and monitoring progress on each goal?
- What happens if monitoring of progress toward goals shows that the student is not making the expected/desired progress?
- Is the schedule when you review the data collected by method or procedure or when you implement the procedure?
- Do benchmarks and objectives need to have criteria/method and schedule or are these components only needed for the Annual Goal?
- Can a district add a subheading to the Measurable Annual Goals section of the IEP in order to indicate the particular service type that the goal pertains to?
- Should the Committee develop goals at the IEP meeting/annual review or do it after the meeting and just send the IEP home after the fact?
- In the GENERAL DIRECTIONS TO USE THE STATE’S MODEL IEP FORM, pages 12 and 13, the following two sample annual goals are provided:
a) Dawn will remain in class for 45/50 minute periods, requesting a ‘break’ from class work not more than three times per class period. Criteria: 5 out of 7 class periods per day over 5-week period. Method: daily charting of time in class.
b) Given reading passage at the 2nd grade level, Mike will orally read 100 words per minute with no more than 6 errors.
Criteria: 8 out of 10 trials over 3 consecutive weeks.
Method: reading curriculum based on oral reading fluency probes. Schedule: every two weeks.
These two examples illustrate an issue that we are struggling with. For the first goal, is it logistically possible to measure something monthly to see if the student can perform it over a 5-week period? For the second goal, is it logistically possible to measure something over a two week period to see if the student can perform it over 3 consecutive weeks? It seems to us that the Schedule period would at the very least need to be the same as the period within the Criteria Measure – never shorter (otherwise it simply does not fit within that period). Moreover, unless the period within the Criteria Measure is shorter than the Schedule period, the Period When Progress Will Be Measured would be occurring continuously throughout the school year. An example that seems consistent with our thinking would be measuring every quarter to see if a student can perform the task at the level of success desired over, say, a two week period. The time up to that two-week period would consist of instruction and not, per se, progress measurement.
- Where does the IEP document a student’s progress, or lack of progress, toward reaching his or her annual goals?
- Regarding the criteria for goals: how is the "extent of performance" different than the "criteria that the goal has been achieved?"
- 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?
- 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?
- Where can additional information be found about special education services and programs included within the continuum?
- 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?
- Do speech and language services have to be a minimum of two 30-minute sessions per week during the Extended School Year Program?
- 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?
- The examples under supplementary aids and services/program modifications and accommodations are quite explicit. Where can additional information regarding these requirements be found?
- Where are one-to-one teacher aides and/or teaching assistants documented in a student’s IEP?
- Where do "consults" go in the IEP?
- 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?
- 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?
- What is meant by "location" of services which must be documented in the IEP? Does it mean the same as "placement?"
- What does the least restrictive environment (LRE) mean and how does it relate to the continuum of service options?
- 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?.
- What is meant by "supports for school personnel on behalf of the student?"
- 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?
- Does the minimum number of hours for CT services include both direct and indirect services?
- May school districts continue to use other terms to identify integrated co-teaching services in a student's IEP?
- What specific information must be in the IEP to specify the class size?
- What types of services are included in the definition of related services?
- 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?
- Where should student-owned physical or medical equipment be listed in the IEP (such as an augmentative communication device or a wheelchair)?
- 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)?
- 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)?
- 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?
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?
- 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?
- 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?
- For Travel Training and Adapted Physical Education, what ratio is recommended or allowable for each to be documented in the State IEP?
- 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?
- Where on the IEP form would a CSE or CPSE indicate its recommendation for maximum instructional group size for resource room and related services?
- 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?
- In Question #27 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?
- Where are class size and group/individual related services documented in the IEP?
- 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?
- 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?
- 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?
- How is location documented in an IEP for a preschool student with a disability?
- Is a preschool IEP required to list service coordination and, if yes, where would it go in the IEP?
- Can a Committee write an IEP that includes Supports for School Personnel and not include any Special Education Programs or Related Services?
- Does an IEP require at least one Special Education Program or Related Service to be recommended?
- Where in an IEP does a Committee document extended school day for a student with a disability?
- An IEP developed for July and August may differ from the IEP developed for the school year program. Most often services in July and August focus on annual goals from the previous school year, but there are times when a new annual goal needs to be written related for the area of concern or regression but is not articulated in the previous annual goal. Where and how would they be written? Can we have goals for just for July and August?
- Must the IEP indicate the projected beginning service date for extended school year (ESY) services when those services remain exactly the same as for the 10 month program?
- Under 12 month services/programs: "For preschool student, reason(s) the child requires services during July and August." What about school-age students? Why does the form ask for preschool students to state the reason for 12-month services?
- For parentally-placed students who qualify for ESY, there is a need for an individualized education services program (IESP) for the school year and an IEP for the ESY programming. Do we continue to do a 10-month IESP and a 6-week IEP for parentally-placed private school students? Is this still the case?
- Is there a difference in 12-month programming vs. ESY?
- When a student is in Special Class for a particular subject, how is that indicated in the IEP? For example, if the student has Special Class for Math and another Special Class for English, how would that be displayed in the IEP?
If a student has an amendment/program review in September or later, (after the summer services have ended), should the IEP print the ended 12-month services in the IEP?
- For those districts that maintain an Anniversary Date IEP for students:
a) If the student is newly eligible for special education services when he/she is initially classified in November 2010 and his/her IEP begins 11/22/10 and ends 11/21/11, what should the district enter for the extended school year (ESY) eligibility section?
b) If the student is ESY eligible, but the district cannot determine who the specific providers will be for summer 2011, what should the district enter?
- A CPSE-level child is receiving services in July and August for ESY needs, yet he/she will be transitioning to CSE in September. How should that be noted on the IEP form? Is the date of initiation for CSE services July or September? What should be the initiation date for CSE-level IEP?
- The IEP requires a "Yes" or "No" response to the question of eligibility for ESY. This determination is most often made at a meeting held in the spring, which allows for careful review and consideration of the student's potential for substantial regression based on performance throughout the school year. For CSE meetings held earlier in the school year (e.g., for a newly referred student or a reevaluation), it would be more appropriate to have an alternative to the "Yes/No" response indicating that the determination of ESY would be made at the next annual review meeting. Can such an option be added?
- The IEP requires a notation as to whether a student who is eligible for ESY will receive the same programs/services as that provided during the school year. If so, the CSE simply checks the corresponding box and is relieved of having to specify the ESY program/services. Can it be eliminated so that the CSEs would list all ESY programs/services, whether or not they are the same as those provided during the school year?
- In the NYSED Test Accommodations manual it refers to "flexible setting." Can the IEP state "flexible setting" with some criteria, for instance, flexible setting to provide access to minimal noise, or for administration in a small group? The issue is "separate setting" means "a separate room apart from the standard setting being used to administer the test," and people don’t want to exclude the student from taking the test in a classroom if it can meet the needs for a setting modification.
- Can a preschool student with a disability have test accommodations in his/her IEP?
- The State IEP form does not include Tests Read as a drop-down option. Can additional drop-down options be added to this section of the form?
- The Coordinated Set of Transition Activities section seems misplaced, creating a potentially disjointed flow of topics. Can this section be moved to coincide with the post-secondary goals?
- The new Guide to Quality IEP Development and Implementation on page 51 (second paragraph from the bottom) regarding the Coordinated Set of Activities states "the IEP must include the service and the implementation date of the service if it is different than the implementation date of the IEP." So where would that go? There is no column to identify implementation dates for the above.
- If an agency is providing a service (like job coaching), where is this captured in the IEP and how should it be listed?
- It appears that the rationale(s) for nonparticipation with students without disabilities is no longer required in the 'LRE' (Participation with Students without Disabilities) section of the IEP, nor is it directly addressed in the Effect of Student Needs on Involvement and Progress in the General Education Curriculum section. Where, if at all, should that rationale(s) be denoted?
- If a student is placed within a special class and will not participate with the typical population during their school day, can you provide an example of a statement that should be included in the text box?
- How is “integrated co-teaching” written in the section Participation with Students without Disabilities? Are the students in regular and/or special education class? What is the percentage if the special education teacher is in the class all day?
- It is my understanding that no student with a disability can be exempt from the Physical Education (PE) requirement and that he/she must have some sort of specialized instruction if they cannot participate in a general physical education class. Are there instances where an exemption may be appropriate? Would it be appropriate for a district to just note "exempt" without recommending specialized or adapted PE?
- As a related service, parent counseling and training differs from other related services as it is provided to parents based upon individual family need. As such, do the same regulatory guidelines regarding frequency, duration and group size that are associated with related services apply? If not, can additional clarification and guidance be provided?
- What does placement recommendation mean?
- What if a student is a resident of and is receiving IEP services in his/her public school district and thus placement is the public school district, but he also goes to a Career and Technical Education (CTE) course at BOCES for culinary arts instruction as part of his Coordinated Set of Transition Activities. Would the public school district be his only “Placement" in the IEP and BOCES then be a location of service in the IEP under Coordinated Set of Transition Activities and not an additional placement?
- Where does home instruction get documented in an IEP?
- Does the name of the provider of service need to be in the IEP?
- If a student is receiving Home Instruction, how should this information be recorded and reported in the Special Ed Programs section of the IEP?
- How is placement documented in an IEP for a preschool student with a disability?
- Can the school district bring a draft IEP to the Committee meeting? If a CPSE/CSE develops a draft IEP, must that draft IEP be sent home to the parent prior to the meeting, or can the CPSE/CSE wait and give it to the parents at the meeting?
- Does an IEP developed in November of 2010 have to be on the new IEP form if the IEP will continue to be in effect through November of 2011? What if the IEP includes ESY services (12-month service and/or program) for the summer of 2011?
- Can information from an IEP on a district’s existing IEP form (not a State IEP form) be transferred onto the State’s IEP form for use in the 2011-12 school year?
- If a district transfers information onto the State form, does the parent need to receive a copy of the IEP on the State form? If so, is this considered a newly developed or revised IEP?
- What should a Committee do if when transferring information from a district IEP form onto the State's IEP form, it does not have documentation for all required sections?
- If a district transfers information onto the State form, does the parent need to receive prior written notice for the use of the new form?
- In developing an IESP for a student with a disability who is parentally placed in a nonpublic school or who is home schooled pursuant to section 100.10 of the Regulations of the Commissioner of Education, must the district of location use the State’s required IEP form?
- NYC IEPs indicate that students with disabilities can be eligible for “modified promotional criteria.” If a student is eligible for a modified promotion, the IEP indicates the percentage they are required to meet for both English language arts and Math. The current NYS IEP does not require or have an area indicating that students with an IEP are eligible for a modified promotion. What is the procedure to indicate modified promotional criteria for the 2011-12 school year, starting July 1, 2011?
- Is there a separate section for “follow-up recommendations for further evaluation”?
- Is the name of the provider of recommended special education program or services included in an IEP and can the provider’s name be listed next to sections of PLEP or goals?
- Is an IEP for a preschool student required to indicate the name of the provider of service? Many districts indicate the county as the provider when the provider is an itinerant off the county list.
- How do we note the student’s Itinerant Teacher of the Deaf services in the new State IEP?
- I have a student in my district who needs to be accompanied to school by a nurse for feeding and health issues. Where would I place that in the new IEP?
- If you are directly training a student with an auditory processing disorder, is it listed in the IEP as a consult or a service? If you are working with a student related to care and use of equipment, is it a consult or service?
- If you are consulting, do you need to write a goal for what you are working on or is the need met in the program modification or management needs?
April 28, 2011