NEW YORK CITY BOARD OF EDUCATION*

INDIVIDUALIZED EDUCATION PROGRAM MANUAL

Introduction

An Individualized Education Program (IEP) is a written document that is developed for each eligible preschool and school-age student with a disability in accordance with the requirements of the Individuals with Disabilities Education Act (IDEA).

The purpose of the IEP is twofold:

Ö it documents a student’s eligibility for special education services; and

Ö it memorializes the school system’s plan for providing a free appropriate public education that will meet the student’s unique needs, in the least restrictive environment.

This manual discusses the membership of the committee that develops the student’s IEP and the requirements of the IEP, as mandated by IDEA. It explains the IEP (Appendix A) developed by the New York City Public Schools in 1998 and updated in September 2000. It also contains quality indicator checklists to assist IEP Teams in assessing whether IEPs developed meet established criteria (Appendix B).

Specific information pertaining to the Continuum of Special Education Services offered to students by the New York City Public Schools can be found in the New York City Board of Education publication entitled Special Education Services as Part of a Unified Service Delivery System (The Continuum of Services for Students with Disabilities). For information on eligibility for special education services for preschool students, refer to the New York City Board of Education publication entitled Committee on Preschool Special Education Standard Operating Procedures Manual, March 2000.

Requirements and Roles for IEP Teams

The IEP is a collaboratively developed plan based on information provided by parents, assessment professionals, instructional personnel, related service providers and, where appropriate, the student. Under federal law, the group responsible for developing the IEP is known as the IEP Team. New York State refers to this group, as the Committee on Special Education (CSE) or Subcommittee of the Committee on Special Education (Sub-CSE) for school-age students and the Committee on Preschool Special Education (CPSE) for preschool students. IDEA expanded the membership of the IEP Team to include the general education teacher and enhances the role played by some other members.

Under IDEA:

Ö parents participate in making decisions concerning evaluation, eligibility and placement and are equal partners with school personnel in developing the IEP;

*There are several documents referenced within this manual which are available through your supervisor.

Ö at least one general education teacher must be a member of the IEP Team if the student is, or may be participating in he general education environment;

Ö the district representative must be qualified to provide or supervise the provision of special education and also knowledgeable about the general education curriculum and the availability of district resources; and

Ö one of the team members must be able to interpret the instructional implications of the evaluation results in terms of designing appropriate instruction.

In New York State parents have long participated in making eligibility and placement decisions about students with disabilities. Under IDEA parents must be informed of and provide written consent to initials and periodic re-evaluations of their child; have their concerns about the education of their child considered during the evaluation; be part of the group that reviews existing evaluation data during any evaluation or re-evaluation of their child and understand the results of evaluations. Additionally, where the IEP Team determines that no additional data are needed to determine continuing eligibility, parents must receive notice of that determination with a statement of the reasons for that decision. Parents have the right to request additional assessments if they disagree with the IEP Team decision. Parents have the right to be provided with the student’s IEP and all due process notices in their preferred language or mode of communication.

The general education teacher is expected to present information about the student’s performance in the general education class and to help the IEP Team make decisions about participation in the general education curriculum and other school activities. As a member of the IEP Team, the general education teacher helps the IEP Team determine appropriate behavioral interventions, strategies, supplementary aids and services and program modifications and supports for school personnel that are necessary for the student to participate to the fullest extent possible in the general education curriculum.

According to federal legislation, the general education teacher must participate in the IEP meeting to the extent appropriate. This means that the general education teacher participates whenever the student’s needs and service recommendations are discussed. The goal is to provide the general education teacher with an opportunity for meaningful participation while minimizing the impact on the teacher’s other instructional responsibilities.

Mindful that the participating general education teacher must be the student’s teacher if the student is currently attending one or more general education classes, general education teacher selection should proceed as follows:

Ö For students participating in general education classes with supplementary aids and services (i.e., Related Services, Special Education Teacher Support Services, Collaborative Team Teaching) full-time or part-time or who are mainstreamed, the general education teacher or the preschool teacher who attends the IEP meeting must be the student’s general education or preschool teacher.

Ö For students not participating in general education classes with supplementary aids and services or who are not mainstreamed, the general education teacher or the preschool teacher must be one who is likely to provide general education or preschool instruction for the disabled student being considered for participation in general education classes or participation in age appropriate activities or one who is knowledgeable regarding the curricula adaptations and the range of available general and special education, supports and services appropriate to the age and grade level of the student. For preschool students, the general education teacher is an individual qualified by the State Education Department to teach a student of the same age.

Ö For students who have more than one general education teacher, only one of the student’s teachers must attend the meeting. Input from all the student’s teachers who will not be attending should be obtained and presented at the meeting.

Ö For students attending non-public school programs and who are participating in general education classes with supplementary aids and services or who are mainstreamed, the student’s general education teacher must be invited to participate at the IEP meeting. If the student’s general education teacher is unable to participate, the CSE must identify a general education teacher to participate at the IEP meeting. The general education teacher identified must have knowledge of curricular adaptations and the range of available general and special education supports and services appropriate to the age and grade level of the student.

The district representative may be a member of the IEP Team who is also fulfilling another role as long as he/she meets all three of the qualifications for district representatives as described at the top of Page 2 of this manual. This role can be filled by a CSE Chairperson, special education supervisor, principal, special education teacher, related service provider or school based support team member. For preschool cases the district representative is the Board of Education Preschool Administrator or the designee of the CSE Chairperson.

The individual who interprets the instructional implications of the evaluation results may be a member of the IEP Team who is also fulfilling another role. The individual who interprets the instructional implications must be able to talk about how the evaluation results will impact on the instruction provided to the student and assist the team in determining what instructional modifications, strategies or interventions may be required. This role can be filled by the special or general education teacher, the district representative, the education evaluator or the school psychologist. For preschool cases the individual who interprets the instructional implications may be a representative of the SED approved evaluation site if invited to attend the IEP meeting by the Board of Education Preschool Administrator.

IDEA requires that at least one special education teacher of the student participate in the IEP Team meeting. When the student’s only special education service is a related service the related service provider participates as the student’s special education service provider. The student with a disability participates where appropriate. In New York State, the school psychologist and parent member must participate in CSE meetings. Part 200 of the New York State Regulations of the Commissioner of Education require that the CSE/CPSE inform the parent(s) of his/her right to have a parent member participate at the CSE/CPSE Review. Parents must also be informed of their right to decline the participation of the parent member. If the parent opts to decline his/her right for the participation of a parent member this must be documented in writing in the student’s CSE file. The school psychologist must participate in CSE subcommittee meetings whenever a new psychological evaluation is reviewed or a change to a service option with a more intensive staff/student ratio is considered. A school physician is also a required participant if the parent makes a request for a physician to attend at least seventy-two (72) hours prior to the IEP meeting. For initial referrals to a CPSE, an Early Intervention Program representative must participate if the student is transitioning from a program serving children with disabilities, ages 0-2 years.

The following chart summarizes the required participants at IEP Meetings:

	SUBCOMMITTEE ON SPECIAL EDUCATION
	School Level Annual Review	Educational Planning Conference Conducted by School Based Support Team		CSE Review
		Initials	Reviews/ Triennials	Initials	Reviews/ Triennials
Special Education Teacher/Related Service Provider	4	4 (4)	4	4 (4)	4
General Education Teacher (1)	4	4	4	4	4
Parent (2)	4	4	4	4	4
Student (3)	4	4	4	4	4
District Representative	4 (5)	4 (5)	4 (5)	4 (5)	4 (5)
Education Evaluator	N/A	4	4	4	4
School Psychologist	N/A	4	(6)	4	4
School Social Worker	N/A	4	(7)	4 (8)	4 (8)
Parent Member	N/A	N/A	N/A	4	4

Notes:

(1) A general education teacher is a required participant if the student is, or may be, participating in the general education environment.

(2) The parent must be invited to participate; however, the meeting may proceed without the parent provided that documented appropriate outreach was conducted and attempts were made to arrange a mutually agreed upon date and time for the meeting.

(3) The student, where appropriate, should participate.

(4) The education evaluator serves as the designated special education teacher for initial cases.

(5) For initial cases, re-evaluations and triennials, the school social worker, school psychologist or education evaluator may serve as the district representative as well as others such as a supervisor, CSE Chairperson, special education teacher who meet the criteria for district representative.

(6) A school psychologist is required to participate in a requested review/triennial meeting whenever a new psychological evaluation is reviewed or a change to a more intensive staffing ratio is considered.

(7) The school social worker may participate in a Subcommittee meeting for a requested review or triennial if involved in any aspect of the evaluation process.

(8) School social workers are to attend all types of CSE Reviews (initial, requested reviews and triennials) except in extraordinary circumstances.

In addition, a translator is required to attend IEP Team meetings if the parent’s preferred language or mode of communication is other than English. For required participants at IEP meetings for preschool students refer to the preschool SOPM.

In addition to the required participants noted above, the following individuals should also be invited to participate in IEP meetings:

· any school personnel with contributions to make to the decision making process;

· at the discretion of the parent or the district, any individual with special expertise or knowledge of the student;

· non-Board of Education assessment professionals or service providers involved in conducting the assessment or providing service to the student.

If a purpose of the IEP meeting is to consider the need for transition services, the student and a representative of the agencies likely to be responsible for providing or paying for transition services must be invited:

Ö if the student does not attend, the team must ensure that the student’s preferences and interests are considered; and

Ö if an agency invited to send a representative to a meeting does not do so, steps to involve the other agency in the planning of any transition services shall be taken.

Considerations and Requirements for IEPs

No document has greater importance to a student with a disability and his or her parents than the IEP. The IEP Team must ensure that they consider:

Ö the student’s ability to participate with typically developing peers, to the greatest extent appropriate;

Ö the student’s strengths (in English and in the other than English language for English Language Learners (ELLs);

Ö parents’ concerns for enhancing the student’s education; and

Ö the results of the most recent assessment.

Additionally, the IEP Team must consider “special factors.” These “special factors” include:

Ö the student’s language needs, if the student is an English Language Learner;

Ö instruction in Braille and the use of Braille (unless not appropriate), if a student is blind or visually impaired;

Ö the communication needs of the student, with a list of specific factors to be considered, if a student is deaf or hard of hearing; and

Ö positive behavior strategies and supports, if the student’s behavior impedes his or her learning or that of others.

The IEP must also:

Ö indicate the present levels of performance, annual goals and short-term objectives/benchmarks that address how the student’s disability affects the student’s involvement and progress in the general education curriculum or, for preschool students, the student’s participation in age appropriate activities;

Ö describe all supplementary aids and services including assistive technology and services that will be provided to the student or on behalf of the student, and program modifications or supports for school personnel that will be provided for the student in order to advance toward his/her annual goals and, whenever appropriate, to be educated in the general education environment with non-disabled peers and participate in extracurricular and non-academic activities;

Ö include an explanation of the extent to which the student will not participate with non-disabled students in general education classes and in extracurricular and non-academic activities;

Ö specify whether Special Education Teacher Support Services and/or Related Services will be provided in the general education classroom or in a separate location or a combination of the two;

Ö include, beginning at age 14, a statement of transition needs which focuses on a student’s course of study;

Ö include, beginning at age 15, required transition services;

Ö indicate how the parents of the student will be regularly informed of both the student’s progress toward meeting annual goals and whether the student is expected to meet his or her annual goals;

Ö provide information regarding the student’s participation in state and districtwide assessments of student achievement, including any individual accommodations that are needed for the student to participate;

Ö indicate the promotion standard for the student if the student participates in state and districtwide assessments and if a modified promotion criteria is recommended, provide a description of the modified standard for the student; and

Ö if the student will not participate in the general education curriculum and will participate in Alternate Assessment, include the reason why the student participates in Alternate Assessment and in addition to the State Alternate Assessment how the student will be assessed.

Putting it all Together

The IEP meeting serves as a communication vehicle between parents and school personnel. It enables them to make informed decisions regarding the student’s needs including: the extent to which the student will be involved in the general education curriculum and participate in the general education environment; the student’s participation in state and district-wide assessments and the student’s promotion criteria; the services needed to support the student’s participation in assessments and to achieve agreed-upon goals. Parents are equal partners with school personnel in making these decisions. As such, parents are to receive copies of all evaluation reports that will be discussed at the IEP meeting prior to the meeting. In the event that a parent has not previously received copies of the evaluation reports prior to the IEP meeting, the parent must receive copies of the report at the IEP meeting. The IEP Team must consider parents’ concerns and information about the student provided by the parents.

The IEP is developed and written collaboratively by all members of the IEP Team at the IEP meeting. Each team member brings important information to the IEP Team meeting (e.g. draft goals, draft levels of performance, draft IEPs). Each team member shares his/her information which adds to the team’s overall understanding of the student’s needs. Decision-making at the IEP meeting is a consensus-driven process, but the Board of Education has ultimate responsibility to ensure that the IEP includes the services that the student needs in order to receive a free appropriate public education (FAPE). If it is not possible to reach consensus at an IEP meeting, a CSE review is requested. Following a CSE review, the Board of Education must provide the parents with written notice of the school system’s recommendation regarding the student’s educational program and placement. Parents have the right to seek resolution of any disagreements through mediation, or by initiating an impartial due process hearing. For preschool students, the IEP is always developed at a CPSE review.

The New York City IEP consists of nine (9) basic pages and additional pages for transition, and interim services. The basic pages must be completed for each student with a disability who is eligible for special education services. The additional pages are used to address specific needs of individual students. The utmost care must be utilized when completing an IEP to ensure that decisions are transcribed accurately onto the document. If additional space is needed to complete a page of the IEP, the information should be recorded on a blank sheet of paper and marked with the same page number followed by a letter designation (e.g., 3A, 3B). It is also necessary to indicate the student’s name and New York City identification number and the date of the conference on the top of the page. For additional Annual Goals and Short-term Objectives (Page 6), you must utilize additional copies of Page 6 not blank sheets. You must mark the additional copies of Pages 6 with a letter designation (e.g., 6A, 6B). When the IEP is completed, on the bottom of each page next to the page number on the blank line provided you must indicate the total number of pages included in the IEP, this includes a count of all pages marked with a letter designation (e.g., Page 2 of 15). Corrections should be made following procedures described in Appendix C. A copy of the student’s IEP must be provided to the parents. All instructional and related services providers who are serving the student must have access to a copy of the student’s IEP.

It should be noted that when completing the IEP, the order in which it is discussed at the conference should not be sequential. The first page completed should be Page 2, indicating who was present at the IEP meeting, but leaving the Recommendation section blank until the conference is concluded. Pages 3, 4 and 5 should be considered next. After discussing the student’s present levels of performance, Page 6 concerning goals and objectives should be addressed and then Page 10 on transition services for all students age 14. This is followed by consideration of the areas on Page 9 including participation in school activities, related service recommendations and participation in assessments. The IEP Team then determines the appropriate school environment and service recommendations for Page 7. Then Page 8 should be completed. Finally, after all other areas have been addressed Page 1 should be completed which summarizes the recommendations made.

CREATING A QUALITY IEP

PAGE 1

RECOMMENDATION PAGE

This page contains information about the student and his/her parent(s)or guardian(s) and summaries of conference information, special alerts and service recommendations made at the IEP meeting. While it is the first page of the IEP, it is completed last as it summarizes the decisions made. It is anticipated that this page will remain unchanged for the period of time the student receives the recommended service or until an annual review or requested review is conducted.

STUDENT INFORMATION

· Indicate the student’s name, address, phone number, date of birth, age, grade and gender in the appropriate spaces.

· NYC ID # - This is the nine digit New York City Public Schools identification number. It can be found in the school office, on the front of the student’s cumulative record folder or in the student’s CSE file for students initially entering the New York City Public Schools.

· English LAB Score - Indicate the most recent results and date of test for all eligible students. Indicate "NA" (not applicable) if the student is not required to take the LAB.

· Spanish LAB Score - Indicate the most recent results and date of test. Indicate “NA” (not applicable) if the student is not required to take the LAB.

· Language(s) Spoken/Mode of Communication - List all languages which the student speaks/understands. If the student is nonverbal or has limited verbal skills, indicate the mode of communication, (e.g., preferred sign language or an alternative communication system) used by the student.

· Agencies with whom student is involved, name and phone number of contact person - List the primary agency involved with the student (e.g., Administration for Children’s Services; Office of Mental Health; Office of Mental Retardation and Developmental Disabilities; Vocational and Educational Services for Individuals with Disabilities) and the name and phone number of the contact person. Provide the agency case number if available.

PARENT/GUARDIAN INFORMATION

· Provide the name(s), address, and home and work phone numbers of the student’s parent(s) or guardian(s) in the appropriate spaces. If the parent(s) address and home phone number is the same as the student’s, indicate “same as above”. If the student has a surrogate parent, their name should be indicated.

· Preferred Language/Mode of Communication - Indicate the language/mode of communication in which the parents or guardian prefers to receive written notices and to communicate at conferences. This may be determined during the social history interview. If a parent is nonverbal, indicate the mode of communication (e.g. preferred sign language or an alternative communication system) used by the parent. Check appropriate box indicating whether or not the parent requires an interpreter for languages other than English or ASL.

CONFERENCE INFORMATION

· Case # - Enter the CSE case number assigned by the records room manager of the CSE and indicated on the student's CSE file.

· Home District - Indicate the student’s district of residence.

· Service District - Indicate the district where the student receives services. Indicate “NA” (not applicable) for preschool students.

· Date of Conference - Indicate the date of the conference when the service recommendations are made.

· Type of Conference - Indicate one of the following: EPC (Educational Planning Conference), CSE Review, Annual Review or CPSE Review.

SPECIAL MEDICAL/PHYSICAL ALERTS

The health and safety of students with medical conditions and/or physical limitations requires that all school personnel who are or may be responsible for such students receive appropriate and accurate information. The information in this section must be consistent with the information provided on Page 5 of the IEP. In order to accomplish this objective, the following must occur:

Ö All personnel responsible for students with special medical or physical alerts should familiarize themselves with the information on Page 5, the health and physical development page.

Ö Supporting documentation, i.e., the health information form with authorization to administer medication and/or authorization to provide treatments or health care procedures, should be on file in the school and in the office of the Board of Education School Nurse assigned to the building (if one is assigned) before the first day of the student’s attendance.

Ö Prior to the student’s first day of attendance, the Board of Education is responsible for ordering any supplies and equipment that school nursing personnel may need to serve the student’s health care needs during the school day.

Ö The Board of Education School Nurse, Occupational Therapist, Physical Therapist or Health Coordinator, if assigned to the building, will provide information and professional development to assist other school personnel in working with a student with special health care needs or physical limitations, upon request. If the appropriate provider is not assigned to the building the Division of Student Support Services may be contacted for assistance.

· Medical/Physical Alerts - Indicate whether the student has any special medical condition(s) and/or physical limitations by checking the appropriate box. If the student has such needs, indicate all areas affected by such conditions or limitations by checking the appropriate box(es).

· Medication(s) and Health Care Treatment(s) or Procedure(s) - Indicate whether the student requires medication and/or health care treatments or procedures during the school day by checking the appropriate boxes.

· Other Alerts - Indicate any special or unusual factors which may influence the student's learning or behavior. These factors may include specific programming needs. This section cannot remain blank. If there are no alerts, the word none must be recorded in this space.

Examples:

SPECIAL MEDICAL/PHYSICAL ALERTS

(Refer to Health & Physical Development Page for additional details.)

The student has:	R medical conditions
and/or o physical limitations which effect his/her o learning o behavior and/or R participation in school activities.
The student requires: ¨ medical and/or R health care treatment(s) or procedures(s) during the school day.
Other Alerts: Fed through gastrointestinal tube, no liquids by mouth.

SPECIAL MEDICAL/PHYSICAL ALERTS

(Refer to Health & Physical Development Page for additional details.)

The student has:	R medical conditions
and/or o physical limitations which effect his/her o learning o behavior and/or R participation in school activities.
The student requires: o medical and/or R health care treatment(s) or procedures(s) during the school day.
Other Alerts: Allergic to milk and all milk products.

THIS “IEP INCLUDES”

The following components may be required for an individual student:

· Transition (Page 10) - Beginning at age 14 or younger, if appropriate, the IEP must include a long-term adult outcome statement that focuses on the student’s course of study. No later than age 15, the IEP must reflect the full array of transition service needs. A “Transition Page” with information appropriate to the student’s age and individual needs must be completed for each student age 14 or older. This box is checked when the student’s IEP addresses Transition.

· Interim Service Plan - An Interim Service Plan is completed by delineating temporary or interim services to be provided to the student until the recommended program becomes available or until the completion of evaluations when a disabled student moves to New York City from out of city/state. For further information on developing an interim service plan refer to the Board of Education document entitled School Level and SBST/CSE Procedures for Recommending and Providing Pendency and Interim Placements (April 1993). This box is checked when the student has an Interim Service Plan.

SUMMARY OF RECOMMENDATIONS

Eligibility - In making the determination that a student is eligible for special education services, the IEP Team must find that the student has an educational disability and by reason of the disability needs special education services. The parent participates in making the eligibility determination. A student may not be determined to be a student with a disability if the determining factor for the decision is limited English proficiency or the lack of instruction in reading or math. Accordingly, when evaluating students who are referred because of demonstrated weaknesses in the areas of reading or math, the IEP Team should review and consider the instructional interventions provided in general education.

A school-age student is eligible for special education services if:

Ö the student meets the criteria for one or more of the New York State disability classifications indicated in Appendix D; and

Ö the student needs special education services to benefit from instruction; and

Ö the determining factor in making the eligibility determination is not limited English proficiency or lack of instruction in reading or math.

If the student meets the above criteria, check the yes box indicating that the student is eligible for special education services.

A school-age student is not eligible for special education services if:

Ö the student does not meet the criteria for one or more of the disability classifications; or

Ö the student meets the criteria but does not need special education services to benefit from instruction; or

Ö the IEP Team has concluded that limited English proficiency or the lack of instruction in reading or math is the determining factor in making the eligibility determination.

If the student is ineligible for special education services, check the no box indicating that the student is not eligible for special education services. In instances where a student is found ineligible for special education services the IEP Team is only required to complete Pages 1 through 5 of the IEP. This information must be shared with the school Principal. The school Principal will then collaborate with the Pupil Personnel Team to identify other interventions and supports available to assist the student in general education.

Please note: For information on eligibility for special education services for preschool students, refer to the New York City Board of Education publication entitled Committee on Preschool Special Education Standard Operating Procedures Manual, March 2000.

Classification - Indicate one of the following:

· autism

· deaf-blindness

· deafness

· hearing impairment

· emotional disturbance

· learning disability

· mental retardation

· multiple disabilities

· orthopedic impairment

· other health impairment

· speech or language impairment

· traumatic brain injury

· visual impairment including blindness

When a student is initially classified as learning disabled IDEA requires a written report to be completed by the IEP Team in which each IEP Team member certifies that they are in agreement with the decision. The Board of Education’s Specific Learning Disability Justification Form (Appendix E) serves as that written report. A separate statement must be included, if an IEP Team member has a dissenting opinion. In addition, when classifying a student as Emotional Disturbed for the first time, the Board of Education’s Emotional Disability Justification Form (Appendix F) must be completed.

For preschool students determined to have an educational disability, the classification is Preschool Student with a Disability (PD).

Recommended Services

The New York City Public Schools’ recently adopted Special Education Services as Part of a Unified Delivery Service System (Continuum of Service for Students with Disabilities) hereafter referred to as the Continuum of Services. The Continuum describes in detail the array of special education services summarized below:

Special Education Services

· General education class with supplementary aids and services;

- Related Services

- Special Education Teacher Support Services

- Collaborative Team Teaching

In addition, paraprofessional support may be necessary in the general education classroom as a supplementary aid and service to provide assistance to the student in specific instructional areas. Paraprofessional support as a supplementary aid and services is provided by a paraprofessional assigned to the classroom.

· Special class services part-time and full-time in the community school districts/high schools and full-time in specialized public schools (District 75);

· State supported/operated and SED approved non-public schools; and

· Home and hospital instruction.

When completing Page 1 of the IEP, the IEP Team must indicate the recommended special education services necessary for the student to derive reasonable benefit from his/her program and that:

Ö Continue to provide the student with access to the general education curriculum;

Ö meet the student’s other educational needs that result from the student’s disability including the need for alternative curricular expectations, as appropriate; and

Ö offer maximum appropriate opportunities for the student to be educated with non-disabled peers.

When completing Page 1 of the IEP note the following:

Ö For students recommended to receive General Education with Special Education Teacher Support Services, the IEP Team must indicate:

Ö Special Education Teacher Support Services next to Recommended Services on Page 1 of the IEP;

Ö the number of periods per week the student will receive the service;

Ö the distribution of time between direct and indirect services; and

Ö the location of services (i.e., the general education classroom or a separate location).

When Special Education Teacher Support Services is provided in the general education classroom, for students at the intermediate/junior high school and high school level the IEP must indicate on Page 7 the subject area(s) during which the student will receive these services. The specific subject area(s) need not be indicated on Page 1.

The staffing ratio on Page 1 must also be completed indicating the maximum group size for the provision of Special Education Teacher Support Services. Regardless of the location of services, in the general education classroom or a separate location, group size may not exceed a maximum of eight students (i.e. staffing ratio of 8:1).

For example: General Education with Special Education Teacher Support Services four periods per week of direct services in the classroom and one period per week indirect services.

SUMMARY OF RECOMMENDATIONS Eligibility R Yes o No

Recommended Services Classification of Disability: Learning Disabled

General Education with Special Education Teacher Support Services four periods a week (direct services) in the classroom

one period (indirect services).

Staffing Ratio: 8:1

Twelve Month School Year o Yes R No Recommended Services for the Twelve Month School Year

Staffing Ratio:

Other Recommendations (check all that apply)

*Details are provided in relevant sections of IEP.

o Program Accessibility* o Adaptive Phys. Ed.* o Bilingual Instruction _______________________________

o Related Services* oAssistive Technology* oMonolingual Services with ESL

o Special Education Transportation – Comment ___________________________________________________________

Students who are blind or visually impaired: Students who are deaf or hard of hearing:

Braille instruction needed o Yes o No Language of Instruction ______________________________

Mode of Communication _____________________________

For example: General Education with Special Education Teacher Support five periods per week of direct services, two periods in the classroom and three periods in a separate location.

SUMMARY OF RECOMMENDATIONS Eligibility R Yes o No

Recommended Services Classification of Disability: Learning Disabled

General Education with Special Education Teacher Support Services five periods a week (direct services), two periods in the classroom and three periods in a separate location.

Staffing Ratio: 8:1

Twelve Month School Year o Yes R No Recommended Services for the Twelve Month School Year

Staffing Ratio:

Other Recommendations (check all that apply)

*Details are provided in relevant sections of IEP.

o Program Accessibility* o Adaptive Phys. Ed.* o Bilingual Instruction _______________________________

o Related Services* oAssistive Technology* oMonolingual Services with ESL

o Special Education Transportation – Comment ___________________________________________________________

Students who are blind or visually impaired: Students who are deaf or hard of hearing:

Braille instruction needed o Yes o No Language of Instruction ______________________________

Mode of Communication _____________________________

Ö For students recommended to receive Collaborative Team Teaching the IEP Team must:

Ö indicate Collaborative Team Teaching next to Recommended Services on Page 1 of the IEP.

Ö Always indicate the maximum staffing ratio on the IEP (i.e. elementary school 12:1, middle school 13:1 and high school 14:1)

NOTE: For principals and superintendency staff forming Collaborative Team Teaching classes, the actual number of students with IEPs in a Collaborative Team Teaching class may never exceed 40% of the contractual class size. By indicating the maximum ratios above, however, it avoids the necessity for changing the IEP every time the student moves to a lower contractual class size.

For grades with a reduced maximum class size of 20, the maximum class size of the Collaborative Team Teaching class increases to 25 with a maximum of 10 students with IEPs (40%) populating the class. The staffing ratio, however, remains 12:1 on the IEP which will facilitate the student’s aging into the same program at the next grade level without having to immediately amend the IEP.

If Collaborative Team Teaching is less than full-time, the IEP must indicate Collaborative Team Teaching part-time and the number of periods per week the student will receive the service.

For example: A fourth grade student Recommended for Collaborative Team Teaching full-time with the Related Service of Speech and Language Therapy.

SUMMARY OF RECOMMENDATIONS Eligibility R Yes o No

Recommended Services Classification of Disability: Learning Disabled

Collaborative Team Teaching with Related Services.

Staffing Ratio: 12:1

Twelve Month School Year o Yes R No Recommended Services for the Twelve Month School Year

Staffing Ratio:

Other Recommendations (check all that apply)

*Details are provided in relevant sections of IEP.

o Program Accessibility* o Adaptive Phys. Ed.* o Bilingual Instruction _______________________________

R Related Services* oAssistive Technology* oMonolingual Services with ESL

o Special Education Transportation – Comment ___________________________________________________________

Students who are blind or visually impaired: Students who are deaf or hard of hearing:

Braille instruction needed o Yes o No Language of Instruction ______________________________

Mode of Communication _____________________________

Ö For students recommended to receive General Education with the supplementary aid and services of paraprofessional support in the general education classroom the IEP Team must indicate paraprofessional support and the number of periods per day/week on Page 1 of the IEP next to Recommended Services. The specific subject area need not be indicated on Page 1. This information will appear on Page 7 of the IEP. The specific subject area is only required for students at the intermediate/junior high school or high school level. Paraprofessional support as a supplementary aid and service is provided by a paraprofessional assigned to the classroom, therefore, group size is not necessary. Paraprofessional support as a supplementary aid and service may only be recommended for a student who is also recommended for instruction by a special education teacher for some part of the school day.

For Example: A student recommended for Special Education Teacher Support Services two periods of direct services a day in the general education classroom with paraprofessional support two periods per day and Counseling.

SUMMARY OF RECOMMENDATIONS Eligibility R Yes o No

Recommended Services Classification of Disability: Emotional Disturbance

General Education with Special Education Teacher Support Services two periods a day (direct services) in the classroom, paraprofessional support two periods a day in the classroom and Related Services.

Staffing Ratio: 8:1

Twelve Month School Year o Yes R No Recommended Services for the Twelve Month School Year

Staffing Ratio:

Other Recommendations (check all that apply)

*Details are provided in relevant sections of IEP.

o Program Accessibility* o Adaptive Phys. Ed.* o Bilingual Instruction _______________________________

R Related Services* oAssistive Technology* oMonolingual Services with ESL

o Special Education Transportation – Comment ___________________________________________________________

Students who are blind or visually impaired: Students who are deaf or hard of hearing:

Braille instruction needed o Yes o No Language of Instruction ______________________________

Mode of Communication _____________________________

Ö For students recommended for Special Class Services the IEP Team must indicate Special Class next to Recommended Services on Page 1 of the IEP. The staffing ratio consistent with the Continuum of Services (i.e. 12:1 or 15:1 at the high school level, 12:1:1, 8:1:1, 6:1:1, 12:1:4) must be indicated. If the special class is less than full-time the IEP must indicate part-time special class and the number of periods per week the student will receive the services.

For example: A seventh grade student recommended for a special class full-time with a staffing ratio of 12:1.

SUMMARY OF RECOMMENDATIONS Eligibility R Yes o No

Recommended Services Classification of Disability: Emotional Disturbance

Special Class

Staffing Ratio: 12:1

Twelve Month School Year o Yes R No Recommended Services for the Twelve Month School Year

Staffing Ratio:

Other Recommendations (check all that apply)

*Details are provided in relevant sections of IEP.

o Program Accessibility* o Adaptive Phys. Ed.* o Bilingual Instruction _______________________________

o Related Services* oAssistive Technology* oMonolingual Services with ESL

o Special Education Transportation – Comment ___________________________________________________________

Students who are blind or visually impaired: Students who are deaf or hard of hearing:

Braille instruction needed o Yes o No Language of Instruction ______________________________

Mode of Communication _____________________________

Ö For students recommended for Special Class Services the IEP Team must also indicate on Page 1 next to Recommended Services the location of the special class. Specifically, the IEP must indicate whether the special class will be provided in a specialized District 75 program (i.e. Special Class in a Specialized School). If special class in a specialized school program is not indicated a special class in a Community School District or High School will be assumed.

For example: A student with autism recommended for a special class in a

District 75 specialized school program with a staffing ratio of 6:1:1.

SUMMARY OF RECOMMENDATIONS Eligibility R Yes o No

Recommended Services Classification of Disability: Autism

Special class in a Specialized School

Staffing Ratio: 6:1:1

Twelve Month School Year R Yes o No Recommended Services for the Twelve Month School Year

Same as above

______________________________________________________________________________ Staffing Ratio ________

Other Recommendations (check all that apply)

*Details are provided in relevant sections of IEP.

o Program Accessibility* o Adaptive Phys. Ed.* o Bilingual Instruction _______________________________

o Related Services* oAssistive Technology* oMonolingual Services with ESL

R Special Education Transportation – Comment ___________________________________________________________

Students who are blind or visually impaired: Students who are deaf or hard of hearing:

Braille instruction needed o Yes o No Language of Instruction ______________________________

Mode of Communication _____________________________

Ö When the IEP Team determines that a student’s needs cannot be met in a Board of Education program and a non-public school facility is being considered the case is submitted to the Central Based Support Team (CBST) for assistance in locating an appropriate non-public school. Pending confirmation of a site, Page 1 of the IEP must indicate next to Recommended Services “deferred to CBST”. When the student has been accepted into a publicly funded non-public school, day or residential or day treatment program, a CSE review must be reconvened. The name of the non-public school identified is then indicated next to the Recommended Services.

Ö When a student is recommended for home or hospital instruction or the school phobic program the IEP Team must indicate on Page 1 next to Recommended Services the service and the number of hours of instruction per week (e.g. Home Instruction five hours per week).

Ö When a student is recommended for Related Services either as their only service or in combination with other services, the IEP Team must indicate on Page 1 next to Recommended Services, Related Services and must check the Related Services box in the “Other Recommendations” section. The individual Related Services need not be listed as they are specified on Page 9 of the IEP (e.g. Collaborative Team Teaching with Related Services, Special Class with Related Services).

Ö When a student is recommended for decertification from special education with the provision of declassification support services for up to one year following the student’s decertification, the IEP Team must indicate on the exiting IEP next to Recommended Services, Decertified with Declassification Support Services and indicate the service (e.g. instructional support, speech/language services, counseling), the frequency and duration. Please note: If a student is declassified the CSE can recommend that the student continue to receive testing accommodations and for a declassified student in grades 8-12, the CSE can recommend that the student continue to receive the safety net. The continuation of testing accommodations or the safety net should be indicated on the student’s last IEP used to document declassification support services as well.

SUMMARY OF RECOMMENDATIONS Eligibility o Yes R No

Recommended Services Classification of Disability: Non-disabled

Decertified with Declassification Support Services of academic remediation one period per week for thirty minutes.

Staffing Ratio:

Twelve Month School Year o Yes o No Recommended Services for the Twelve Month School Year

Staffing Ratio:

Other Recommendations (check all that apply)

*Details are provided in relevant sections of IEP.

o Program Accessibility* o Adaptive Phys. Ed.* o Bilingual Instruction _______________________________

o Related Services* oAssistive Technology* oMonolingual Services with ESL

o Special Education Transportation – Comment ___________________________________________________________

Students who are blind or visually impaired: Students who are deaf or hard of hearing:

Braille instruction needed o Yes o No Language of Instruction ______________________________

Mode of Communication _____________________________

Twelve Month School Year - Indicate whether the student will receive twelve month educational services by checking the appropriate box (i.e. yes or no). Indicate the services the student will receive during the extended school year only if they differ from the services provided during the regular (i.e. 10 month) school year. If they are the same indicate “same as above”.

Some students need an “extended school year” or a “twelve month school year” in order to prevent substantial regression during the summer. Students at risk of substantial regression may not be able to maintain developmental levels due to a loss of skill or knowledge during the months of July and August. This loss may be so severe as to require an inordinate period of review at the beginning of the school year to reestablish and maintain IEP goals and objectives mastered at the end of the previous school year.

Candidates For Consideration For Twelve Month School Year Service

Ö Students with severe multiple disabilities whose programs consist primarily of habilitation and treatment;

Ö Students who are recommended for home and hospital instruction, whose special education needs are determined to be highly intensive, and who require a high degree of individualized attention and intervention;

Ö Students whose needs are so severe that they can be met only in a seven-day residential program;

Ö Students whose management needs are deemed highly intensive, who require a high degree of individualized attention/intervention; or

Ö Students receiving other special education services who, because of their disabilities, exhibit the need for a twelve-month special service and/or a program provided in a structured learning environment of up to 12 months duration in order to prevent substantial regression.

Other Recommendations: This section summarizes the IEP recommendations. All recommendations that apply must be checked. More detailed information is provided in the relevant sections of the IEP.

â Program Accessibility - Check the box if special consideration must be given for accessibility to programs and activities due to the student’s medical/physical needs.

â Adapted Physical Education - Check the box if the student is recommended to receive this service. If Adapted Physical Education is recommended, present health status and physical development must be described on Page 5 and appropriate annual goals and short-term objectives must be written on Page 6.

â Bilingual Instruction - In the case of a student with limited English proficiency, the IEP Team must consider the language needs of the student as such needs relate to the student’s IEP. The IEP Team determines whether the student requires bilingual services, monolingual services with ESL or monolingual services without ESL. If a student has received a bilingual assessment and is determined to require all or some content area instruction in his/her native language, check the box and specify the language of instruction. If it is determined that the student requires ESL only, check the box following “ESL only". It is determined that the student requires monolingual services only, check the box following “monolingual services without ESL”.

â Related Services - Check the box if the student requires Related Services. If Related Services are recommended the specific Related Services, frequency duration, location, group size and language must be described on Page 9 and annual goal(s) and short-term objective(s) must be written on Page 6.

â Assistive Technology - Check the box if the student requires assistive technology devices and/or services to benefit from his/her educational program. Specific devices and/or services must be indicated on Page 5, Health and Physical Development. While assistive technology is indicated on this page, the need for assistive technology is not limited to students with physical needs. For example, a dyslexic student may benefit from a scanner or book reader.

â Special Education Transportation - Check the box if the student requires special education transportation (i.e. door-to-door). If special transportation accommodations (e.g. shortened bus trip, air conditioned vehicle, etc.) are necessary they must be indicated in the space provided next to the box for special education transportation entitled Comments. The type of vehicle such as minibus, ambulette is not to be indicated in the IEP, only the accommodations necessary. For school aged students you may refer to the CSE Guidelines for Recommending Transportation for Special Education Students Attending New York City Public or Funded Non-Public School Programs. For preschool students transportation is provided by the Department of Transportation.

Consideration of Special Factors

â Students who are Blind or Visually Impaired - In the case of a student who is blind or visually impaired, the IEP Team must recommend provision of instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the student’s reading and writing skills, that instruction in Braille or the use of Braille is not appropriate. The student’s future needs for instruction in Braille or the use of Braille must also be considered. Indicate whether or not Braille instruction is needed by checking the appropriate box.

â Students who are Deaf or Hard of Hearing - In the case of a student who is deaf or hard of hearing, the IEP Team must consider the language and communication needs of the student and the student’s opportunities for direct interaction with peers and educational personnel in the student’s own language and communication mode. Indicate the language(s) of instruction (English, Spanish, etc.) and the mode(s) of communication (signed language, oral, etc.) in the appropriate spaces.

CREATING A QUALITY IEP

PAGE 2

CONFERENCE INFORMATION

Page 2 is the “Conference Information Page”. This page documents the purpose and result of the conference and contains a record of those in attendance. It also provides information regarding the initiation, duration and review of the IEP, contacts with parents/guardians and modifications made to the IEP.

REFERRAL TYPE

Indicate whether the conference is an Initial Review of a student referred for special education, Annual Review of a student who is receiving special education services, Triennial Review of a student receiving special education services or Requested Review of a student receiving special education services in the appropriate box.

CONFERENCE TYPE

Indicate whether the conference is a School-Level Educational Planning Conference (EPC); School Level Annual Review; CSE Review or CPSE Review in the appropriate box.

ATTENDANCE AT CONFERENCE

The signatures and/or designations on this page document participation in the conference. Ensure that all participants sign the IEP. Participants must sign their names and indicate their title next to the mandated role they are fulfilling on the IEP Team (refer to Pages 2 through 6 for an explanation of the mandated IEP Team members). For example: The education evaluator serves as the student’s special education teacher on the IEP Team for initial cases and therefore must sign their name and title on Page 2 of the IEP on the line next to the Special Education Teacher. If the school psychologist or school social worker is serving on the IEP Team as the District Representative, they must sign their name and title on Page 2 of the IEP on the line next to District Representative. If a participant is fulfilling two mandated roles (e.g. special education teacher and district representative) the participant signs his/her name next to both mandated roles. If a participant is not fulfilling a federal/state mandated role on the IEP Team, the participant signs their name next to their Board of Education job title (if listed on Page 2 of the IEP) or on the line next to other. Place an asterisk (*) following the signature of the participant serving as the individual who can interpret the instructional implications of evaluation results. Place a “T” following the printed name of any individual who has participated via teleconference. Individuals who are bilingual should sign their name(s), specify they are bilingual, and indicate their other-than-English language(s). Agency representatives should indicate their job title and the name of their agency. For CSE/CPSE Reviews where the parent has declined the participation of a parent member, you must indicate “declined” on the line next to parent member. The appropriate written documentation must be available in the student’s CSE file.

CONFERENCE RESULT

Indicate the outcome of the conference in the appropriate box. Specify any modifications made to the IEP as a result of the conference when appropriate.

INITIATION, DURATION AND REVIEW OF THE IEP

Deputy Chancellor for Operations

Anthony Schorris

Deputy Chancellor for Management and Policy

Chief Executive

Recommended Services

Special Education Services

â Program Accessibility - Check the box if special consideration must be given for accessibility to programs and activities due to the student’s medical/physical needs.