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: provide effective systems of school-wide, classroom, small group and individualized systems of behavior supports; ensure that all those who work with students with disabilities have the skills and knowledge necessary to help such students to meet academic and functional goals; prepare students for their transition to adult living, working and learning to lead productive independent adult lives to the maximum extent possible; provide high quality research-based instruction and supports; and
focus resources on teaching and learning. The IEP is the cornerstone of the special education process for each individual student. It is the tool to document how one student’s special needs related to his/her disability will be met within the context of an educational environment. This guidance document provides important information for Committees on Preschool Special Education (CPSE) and Committees on Special Education (CSE) 1 in developing IEPs that are reasonably calculated to result in educational benefit to a student. Developing IEPs Linked to the Standards
"The New York State Standards apply to all students, regardless of their experiential background, capabilities, developmental learning differences, interests or ambitions. There are multiple pathways to learn effectively, participate meaningfully and work towards attaining the curricular standards.