An Individualized Education Program, commonly called an IEP, is a written plan for a student who has been identified as having a disability and needing special education services. In New York State, the IEP is developed by the Committee on Special Education, known as the CSE, for school-age students, or by the Committee on Preschool Special Education, known as the CPSE, for preschool students. The IEP explains the student’s present levels of academic, social, physical, and management needs; sets measurable annual goals; identifies special education services, related services, accommodations, program modifications, assistive technology, testing supports, placement recommendations, and how progress will be measured. NYSED’s 2025 Parent’s Guide explains that the special education process is governed by federal and New York State laws, regulations, and policies, and is intended to help families understand their rights and protections throughout the process.
An IEP is not simply a list of services. It is the official plan that connects a student’s individual needs to the supports the school district must provide so the student can access a Free Appropriate Public Education, often called FAPE. FAPE means that eligible students with disabilities are entitled to special education and related services designed to meet their unique needs at no cost to the family. The IEP should be individualized, meaning it should reflect the student in front of the committee, not a generic program or one-size-fits-all recommendation.
In New York, the IEP is developed through a committee process. Parents are members of the CSE or CPSE and must be given meaningful opportunities to participate in the discussion and decision-making process. NYSED’s Procedural Safeguards Notice states that parents are vital members of the CSE or CPSE and that the committee is responsible for developing recommendations for special education programs and services.
A strong IEP should answer several basic questions. What are the student’s current strengths and needs? How does the disability affect learning and participation in school? What annual goals will the student work toward? What services will the school provide? Where will those services take place? How often will the services be provided? How will the school measure progress? What supports are needed for testing, behavior, communication, mobility, health, or assistive technology?
The IEP may include services such as consultant teacher services, resource room, integrated co-teaching, special class placement, speech-language therapy, occupational therapy, physical therapy, counseling, parent counseling and training, assistive technology, special transportation, or other supports. The specific services depend on the student’s evaluations, needs, progress, and the committee’s recommendations.
Parents should review the IEP carefully after each meeting. Important details include the student’s classification, present levels of performance, annual goals, frequency and duration of services, testing accommodations, program modifications, management needs, placement recommendation, and progress reporting schedule. If a parent believes something is missing or inaccurate, they can contact the district’s special education office, CSE chairperson, or CPSE chairperson to ask questions or raise concerns.
Suggested NYSED resource: NYSED Parent’s Guide to Special Education.
