Title: Individualized Education Program Guidance:Special Education:EMSC:NYSED
Headings: Special Education
Special Education
Individualized Education Program Guidance
Introduction
Developing IEPs Linked to the Standards
The IEP as the Cornerstone of the Special Education Process
Overview
The Individualized Education Program (IEP)
Who develops the IEP?
Student
Parents of the Student
Regular Education Teacher of the Student
Individual who can interpret the instructional implications of the evaluation
School District Representative
Individuals with knowledge or special expertise about the student
Special education teacher, or related service provider, of the student
School psychologist
Additional parent member
School physician
Other agency representatives
Attendance Not Necessary
Excusal of Committee Members
Steps to Developing and Implementing an IEP
Step 1: Obtain and consider evaluation information
Step 2:Determine eligibility for special education services
Step 3: Identify the student’s present levels of performance and indicate the individual needs of the student according to each of four need areas:
Consideration of special factors
Step 4: Identify the measurable postsecondary goals and transition needs, including courses of study, of the student
Step 5: Set realistic and measurable annual goals for the student
Step 6: Reporting progress to parents
Step 7: Determine the special education program and services the student will need
Step 8:      Determine eligibility for twelve-month (July/August) services
Step 9:Determine individual testing accommodations the student will need
Step 10: Determine the coordinated set of transition activities
Step 11: Determine which State and district-wide assessments the student will participate in
Step 12: Determine participation in regular class, or, for preschool students, in settings/activities with nondisabled peers
Step 13: Determine special transportation needs
Step 14:Determine placement
Step 15: Implementation
Step 16: Review and, if appropriate, revise the IEP
Step 17: Conduct a meeting to review reevaluation information on the student
Guiding Principles for IEP Development

Content: For example, a student may have goals to acquire essential learning strategies (e.g., mnemonics, self-questioning, paraphrasing and summarizing) that will help him or her better meet the expectations around how to learn the content. Identify the special education services, including the adaptations, accommodations, or modifications to the general curriculum, and/or instructional environment and materials, as needed by the student to reach those standards. The IEP as the Cornerstone of the Special Education Process
The IEP is a strategic planning document that should be far reaching in its impact. An IEP identifies a student’s unique needs and how the school will strategically address those needs. IEPs identify how specially designed instruction will be provided in the context of supporting students in general education curriculum and in reaching the same learning standards as nondisabled students. IEPs guide how the special education resources of a school will be configured to meet the needs of the students with disabilities in that school. IEPs identify how students will be incrementally prepared for adult living. IEPs also provide an important accountability tool for school personnel, students and parents. By measuring students’ progress toward goals and objectives, schools should use IEPs to determine if they have appropriately configured how they use their resources to reach the desired outcomes for students with disabilities. Overview
The Individualized Education Program (IEP)
An IEP is a written statement for a student with a disability that is developed, reviewed and revised by a Committee on Special Education (CSE), Subcommittee on Special Education or Committee on Preschool Special Education (CPSE).