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Vocational and Educational Services for
Individuals with Disabilities (VESID)
Special Education and
Vocational Rehabilitation Services
December 2005
Available in PDF Format for Printing
| TO: | District Superintendents |
| Superintendent of Schools | |
| Presidents of Boards of Education | |
| Superintendents of State-Operated and State-Supported Schools | |
| Executive Directors of Approved Private Schools | |
| New York City Board of Education | |
| Organizations, Parents and Individuals Concerned with Special Education | |
| Commissioner's Advisory Panel for Special Education Services | |
| SETRC Project Directors and Professional Development Specialists | |
| Regional School Support Centers | |
| Other State Agencies | |
| FROM: |
James P. DeLorenzo |
| SUBJECT: | Revised Sample Individualized Education Programs (IEPs) |
The New York State Education Department has revised its sample IEP forms for school-age and preschool students to incorporate the new requirements of the Individuals with Disabilities Education Act (IDEA) 2004 and changes to section 200.4 of the Regulations of the Commissioner of Education. All changes made to the attached forms have been highlighted on the documents themselves for your attention. Copies without highlighting may be accessed at:http://www.vesid.nysed.gov/specialed/publications/policy/iep/directions.htm.
In addition to federal and State required IEP components, the following information fields have been added to the sample IEPs:
Preschool IEP:
Child received Early Intervention Services; date of initial referral to Committee on Preschool Special Education (CPSE); date of initial consent for evaluation received; date of IEP meeting to determine initial eligibility - to document information necessary for new federal data collection requirements.
Special transportation needs – to provide specificity to the IEP recommendations to address a student’s special transportation needs.
See http://www.vesid.nysed.gov/specialed/publications/policy/specialtrans.htm.
School-Age IEP:
Current instructional grade/grade equivalent – to document grade level(s) for purposes of instruction.
For secondary students, projected number of years to graduate – to assist in course credit planning for the student.
Date of initial referral, initial consent for evaluation and date of IEP meeting to determine eligibility – to document information necessary for new federal data collection requirements.
Special transportation needs – to provide specificity to the IEP recommendations to address a student’s special transportation needs.
See http://www.vesid.nysed.gov/specialed/publications/policy/specialtrans.htm.
Participation in State Assessments – Grade level for purposes of participation in State assessments – to document the Committee on Special Education’s (CSE) recommendation regarding when a student would participate in State assessments based on the student’s instructional levels.
See http://www.vesid.nysed.gov/specialed/publications/policy/interimguidelines.htm
The Department’s Sample Individualized Education Program and Guidance Document is being revised to add guidance on the new IEP components. To ensure dissemination to appropriate individuals within a school district, I ask Superintendents to please share this memorandum with other individuals such as Building Principals, Directors of Special Education, School Psychologists, Committee on Special Education (CSE) and Committee on Preschool Special Education (CPSE) Chairpersons, Guidance Counselors and Directors of Pupil Personnel. Questions regarding this memorandum and the sample IEP forms may be directed to Patricia Geary or Barbara Miller at 518-473-2878.