Parent Resource Guide

The basics

What is an IEP?

An Individualized Education Program — IEP — is a legal document created for a child who has been found eligible for special education services. It describes your child's current abilities, their goals for the school year, and the specific supports and services the school must provide. It is not a diagnosis. It is a plan.

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What's actually in an IEP?

An IEP includes your child's present levels of performance, annual goals, special education services, related services (like speech therapy or OT), testing accommodations, and placement in the least restrictive environment appropriate for them.

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Who creates it?

In NYC, an IEP is created by a team that includes you (the parent), your child's teachers, a special education teacher, a school psychologist, and sometimes a district representative. You are a full member of this team — not just an observer.

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Is it a legal document?

Yes. Once an IEP is in place, the school is legally required to provide the services listed in it. If services are not being delivered, parents have rights and can request meetings or take additional steps to address it.

Note: An IEP is different from a 504 Plan. A 504 Plan provides accommodations (like extra time on tests) but does not include specialized instruction or related services. This guide focuses on the IEP process.

The legal foundation

The 6 Pillars of IDEA

The Individuals with Disabilities Education Act (IDEA) is the federal law that guarantees every eligible child a free, appropriate public education. Every IEP meeting, every service, every accommodation is built on these six pillars. Knowing them gives you the language to advocate for your child.

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FAPE — Free Appropriate Public Education

Free means no cost to parents. Appropriate means the IEP is designed for your child's individual needs. Public means your child has the same right to public schooling as any other child. Education includes related services like speech, OT, and PT — not just academics.

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Appropriate Evaluation

Evaluations must be nondiscriminatory, multidisciplinary, and designed to identify a disability — not to penalize a lack of instruction, limited English proficiency, or cultural difference. (IDEA §300.304)

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Individualized Education Program (IEP)

The IEP is a legal document developed by the team — including you. It describes your child's present level of performance and the goals, supports, and services needed to make progress. The key word is individualized.

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Least Restrictive Environment (LRE)

To the maximum extent appropriate, your child should be educated alongside children without disabilities. Separate classes or schools happen only when general education with supports cannot meet your child's needs. (IDEA §300.114)

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Parent and Student Participation

You and the school district have equal status in IEP meetings. You're encouraged to share your child's strengths, weigh in on goals, and participate in every eligibility, service, and placement decision.

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Procedural Safeguards

A specific set of rules protects your rights and your child's privacy: full access to school records, prior notice before any change to services, FERPA confidentiality, and the right to due process if you disagree with a decision.

Why this matters at meetings. If a school says they "can't" do something for your child, ask which of these six pillars supports their answer. Often, the law gives you more leverage than the meeting room makes obvious.

Sources: IDEA 20 U.S.C. §1400 et seq.; IDEA §300.114; NYS Education Department; understood.org. Course material: Pineda, P. V. (2026), BBSQ 5210 Module 2, Teachers College Columbia.

Step one

How to request an evaluation

If you're concerned about your child's development, learning, or behavior at school, you have the right to request a free evaluation. You don't need a doctor's note or a teacher's recommendation — you can start the process yourself.

1

Put your request in writing

A verbal request is harder to track. Write a letter or email to your child's school principal or the Committee on Special Education (CSE) in your district. State clearly that you are requesting a full evaluation for special education eligibility. Keep a copy and note the date you sent it. NYC Public Schools notes that referral requests should be directed to the school's IEP team if your child attends a public school.

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Know who to contact based on your child's school

If your child attends a NYC public school, send your request to the school's IEP team. If your child attends a private school, contact the CSE in the district where that private school is located. If your child attends a charter school, requests go to the Charter School CSE.

3

Wait for the consent form

Within 10 school days of your request, the school or CSE must send you a Consent for Initial Evaluation form. You sign and return it to give permission for the evaluation to begin. The clock starts when you sign — so keep track of that date.

4

Request a confirmation in writing

After you submit your signed consent, follow up by email to confirm receipt. This creates a paper trail if there are any delays. It's also helpful to send your written referral request by email rather than just a physical letter, so you have a timestamped record.

Information about the referral process is drawn from NYC Public Schools' guidance on Making a Referral and INCLUDEnyc's Special Education Initial Steps Timeline.

Know your rights

NYC special education timelines

The special education process has legally defined deadlines. Knowing them helps you make sure the process stays on track — and gives you a basis for following up if it doesn't.

1

You submit a written evaluation request

This is the starting point. The clock begins from the date the school or CSE receives your written referral request. Keep a copy and note the date.

Day 0 — Your request

2

Consent for evaluation sent to you

The IEP team or CSE must send you a Consent for Initial Evaluation form within 10 school days of receiving your referral request. This form gives the school permission to evaluate your child.

Within 10 school days

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You sign and return the consent form

Once you sign and return the consent, the evaluation process officially begins. A new timeline starts from your signature date. Request email confirmation that the school received your signed form.

⏱ Evaluation clock starts here

4

Evaluations must be completed

All evaluations — which may include a psychoeducational evaluation, speech/language evaluation, or other assessments depending on your child's needs — must be completed within 60 calendar days from the date you signed the consent form.

Within 60 calendar days of consent

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Eligibility meeting and IEP (if eligible)

After evaluations are complete, the CSE or IEP team holds a meeting to determine whether your child is eligible for special education services. If eligible, an IEP is developed. The entire process — from consent through evaluation and the offer of services — should be completed within 60 school days of your signed consent.

Within 60 school days of signed consent

⚠️ Important: "School days" and "calendar days" are different. The 60-day limit for completing the evaluation uses calendar days. The broader 60-day limit covering the full process through the offer of services uses school days. If deadlines are missed, you can request an explanation in writing and follow up with your school or CSE office.

Timeline information is based on NYC DOE evaluation requirements and INCLUDEnyc's Special Education Initial Steps Timeline guide.

Before you walk in

What to expect at an IEP meeting

An IEP meeting can feel intimidating, especially if it's your first one. Here's what typically happens — and what you're entitled to as a parent.

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You must be notified in advance

The school must inform you of the IEP meeting at least 5 days before it takes place. The notice should include the date, time, location, and the names and roles of the people who will attend.

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You are a full team member

Parents are not just guests at an IEP meeting — you are a required member of the IEP team. You have the right to ask questions, request changes, disagree with proposed services, and ask for time to review documents before signing.

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You can ask for evaluation results beforehand

You have the right to review the evaluation reports before the meeting. Ask in advance so you have time to read through them and prepare questions — rather than seeing them for the first time in the room.

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You do not have to sign on the spot

You are not required to sign the IEP on the day of the meeting. You can take the document home to review it. Signing gives consent to the proposed services — take the time you need to understand what you're agreeing to.

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Interpretation services are available

If English is not your primary language, you have the right to request an interpreter for IEP meetings. Contact your child's school or CSE office in advance to arrange this.

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You can bring someone with you

You are allowed to bring a support person — a family member, a trusted friend, or anyone you want — to your child's IEP meeting. You do not need to ask permission. Let the school know in advance as a courtesy.

💡 From our experience: Many parents find IEP meetings easier when they've read the evaluation reports ahead of time. If you'd like a plain-language breakdown of what the reports say before you walk in, that's exactly what we're here for.

Submit an intake form →

After the evaluation

The 13 IDEA eligibility categories

If your child is found eligible for special education, the IEP team selects one (or sometimes more than one) of the 13 disability classifications defined by IDEA. The category determines what services your child can access — but it does not define your child.

Autism AU

A developmental disability affecting communication, social interaction, and behavior — usually identified before age 3. Eligibility is educational, not a medical diagnosis.

Speech or Language Impairment SLI

A communication disorder — articulation, fluency, voice, or language — that affects educational performance. The most common SLP-related classification.

Specific Learning Disability SLD

A disorder in one or more of the basic psychological processes involved in understanding or using language — often appears as a gap between ability and academic performance (dyslexia, dyscalculia, dysgraphia fall here).

Other Health Impairment OHI

Limited strength, vitality, or alertness — including heightened alertness to environmental stimuli — that affects learning. ADHD is most commonly classified here.

Emotional Disturbance ED

A condition exhibiting characteristics like inappropriate behaviors, pervasive unhappiness, or physical symptoms tied to school problems over a long period.

Intellectual Disability ID

Significantly below-average general intellectual functioning along with deficits in adaptive behavior, manifested during the developmental period.

Hearing Impairment

An impairment in hearing, whether permanent or fluctuating, that affects educational performance but does not meet the definition of deafness.

Deafness

A hearing impairment severe enough that the child cannot process linguistic information through hearing, even with amplification.

Visual Impairment VI

An impairment in vision that, even with correction, adversely affects educational performance. Includes partial sight and blindness.

Deaf-Blindness

Concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs.

Orthopedic Impairment OI

A severe orthopedic impairment that adversely affects educational performance — congenital, disease-caused, or from other causes.

Traumatic Brain Injury TBI

An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment.

Multiple Disabilities

Two or more impairments occurring together, the combination of which causes severe educational needs that cannot be served in a program for just one impairment.

Important: The eligibility category is a school-based educational label — not a medical diagnosis. A child can have a medical diagnosis (like autism) but not qualify for school services if the diagnosis doesn't affect their educational performance. Conversely, a child without a medical diagnosis may still qualify educationally.

Sources: IDEA 34 CFR §300.8; NYC Department of Education classification guidance; NYS Education Department eligibility regulations.

Where the services happen

NYC placement options

"Placement" is where your child receives their education and services. NYC offers a range of settings on a continuum from least restrictive (general education) to most restrictive (specialized schools). The IEP team chooses based on Least Restrictive Environment (LRE) — the setting where your child can succeed with as much access to general education peers as possible.

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General Education with Related Services

Your child attends their regular classroom and receives services like speech, OT, or PT either pushed into the classroom or pulled out to a separate room for short periods. The least restrictive option.

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SETSS — Special Education Teacher Support Services

A special education teacher works with your child either in the general education classroom (push-in) or in a small group outside it (pull-out). Useful when a child needs targeted academic support but not a full special class.

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ICT — Integrated Co-Teaching

One classroom with two teachers — a general education teacher and a special education teacher — and a mix of students with and without IEPs. Often part-time (some periods) or full-day. Strong access to general education peers with built-in special education support.

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Special Class — 12:1, 12:1:1, 8:1:1, or 6:1:1

A smaller classroom of students who all have IEPs, with one teacher and possibly one or more paraprofessionals. The numbers refer to students-per-teacher-per-paraprofessional. Smaller ratios = more individualized support, but also more restrictive setting.

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District 75

NYC's specialized district for students with significant disabilities who need more intensive support than a district school can provide. Serves students with autism spectrum disorders, significant cognitive delays, emotional disabilities, sensory impairments, or multiple disabilities.

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Specialized programs — Nest, Horizon, AIMS, ACES

Nest is an ICT-based program for students with autism who can participate in general education with support. Horizon is a self-contained program for students with autism needing more intensive support. AIMS (Academics, Independence, Meaningful Supports) serves students with significant cognitive needs. ACES (Academics, Career, and Essential Skills) is a District 75 program preparing students for post-secondary life.

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NYSED-Approved Non-Public School

For students whose needs cannot be met in public school, the IEP team may recommend a state-approved non-public school. Day programs or, rarely, residential. The DOE funds the placement.

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Home / Hospital Instruction

Temporary placement when a child cannot attend school due to medical reasons. Instruction is delivered at home or in a hospital. Reviewed regularly to plan transition back to school.

How placement is decided. The IEP team must consider general education with supports first. More restrictive settings are recommended only when the team determines a child cannot make adequate progress in general education even with the addition of supplementary aids and services. You have the right to ask why each option was considered or rejected.

Sources: NYC Department of Education Special Education Continuum of Services; NYC Public Schools District Schools, District 75, and Specialized Programs guidance; IDEA §300.114 (LRE).

The Supreme Court ruling that changed IEPs

Endrew F. v. Douglas County

In 2017, the Supreme Court raised the standard for what schools must provide under FAPE. Every parent should know this case — it's the legal basis for expecting meaningful progress, not just minimal advancement.

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The case

Endrew F. is an autistic and ADHD student. His parents felt his IEP wasn't helping him make meaningful progress. After years of stagnation, they withdrew him from public school and enrolled him in a private school where he made substantial gains — and then sued the district for reimbursement, arguing the school had failed to provide a Free Appropriate Public Education (FAPE) under IDEA.

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The ruling

The Supreme Court unanimously ruled in favor of Endrew F. To meet the FAPE standard, the Court said, an IEP must be "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." This raised the bar above the previous "merely more than de minimis" (more than minimal) progress requirement.

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What it means for parents

Schools must offer an ambitious and individualized program — not just minimal advancement. If your child's IEP isn't producing meaningful progress, the school is required to explain why the program is still appropriate. You can ask: "How is this IEP reasonably calculated to enable my child to make meaningful progress?"

How to use this in a meeting. If services feel "good enough" but your child isn't really progressing, you can quote the Endrew F. standard: "Under Endrew F. v. Douglas County, this IEP needs to be reasonably calculated to enable meaningful progress in light of my child's circumstances. Can you walk me through how it does that?" That single sentence often shifts the conversation.

Sources: Endrew F. v. Douglas County School District RE-1, 580 U.S. ___ (2017); IDEA §1414(d).

Procedural safeguards

Your due process rights

Under IDEA, parents have specific rights that cannot be waived or signed away. These rights exist precisely because the special education process is complex and the school system holds most of the institutional power. Know them — and use them.

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The right to be fully informed

You have the right to all written notices in your primary language, free translation and interpretation services at meetings, and Prior Written Notice (PWN) before any change is made to your child's services or placement.

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The right to participate

You are an equal member of the IEP team — not an observer. You have the right to be present at every meeting, share your child's strengths and concerns, propose goals, and participate in every placement and service decision.

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The right to give or withhold consent

The school must obtain your written consent before evaluating your child for special education, before providing services for the first time, and before making certain changes to the IEP. You can withdraw consent at any time.

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The right to challenge through mediation

If you disagree with the school's decisions, you have the right to request mediation — a neutral third party helps both sides resolve the disagreement. Mediation is voluntary and free.

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The right to an impartial hearing

If mediation doesn't resolve the disagreement, you can request a formal due process impartial hearing. An impartial hearing officer reviews both sides' evidence and issues a binding decision.

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The right to records and confidentiality

You have the right to inspect and copy every record the school keeps about your child. Under FERPA, those records are confidential and cannot be shared without your written consent (with limited exceptions).

Where to find the official version. Every parent of a child with an IEP should receive the NYS Education Department's Special Education Procedural Safeguards Notice at least once a year. If you haven't gotten a copy, ask your CSE office in writing — they're required to provide it.

Sources: IDEA §300.500–300.520 (procedural safeguards); §300.506–300.511 (mediation and impartial hearings); FERPA 20 U.S.C. §1232g; NYS Education Department Special Education Procedural Safeguards Notice; NYC Public Schools "Your Rights" guidance.

Plain-language definitions

Key terms decoded

Special education documents are full of acronyms and jargon. Here are the ones you're most likely to encounter — explained in plain language.

IEP Individualized Education Program

A legal document that outlines your child's learning needs, annual goals, and the specific services and supports the school must provide. It is reviewed and updated at least once a year.

CSE Committee on Special Education

The NYC Department of Education committee responsible for determining eligibility for special education services and developing IEPs for school-age students (ages 5–21).

CPSE Committee on Preschool Special Education

The committee that handles special education evaluations and services for preschool-age children (typically ages 3–5) in NYC.

FAPE Free Appropriate Public Education

Every eligible student with a disability is entitled to a free, appropriate public education in the least restrictive setting. This is a federal right — it means the school cannot charge you for special education services.

LRE Least Restrictive Environment

Federal law requires that students with disabilities be educated in settings as close to a general education classroom as possible. "Least restrictive" doesn't mean one-size-fits-all — it means the right setting for each child.

PLOP / PLAAFP Present Levels of Performance

A required section of every IEP that describes how your child is currently performing academically and functionally. It's the starting point from which all goals are built.

SLT Speech-Language Therapy

A related service in which a speech-language pathologist works with your child to address communication needs — including speaking, listening, reading, writing, or social communication skills.

OT Occupational Therapy

A related service focused on helping your child develop the skills needed for everyday activities — including fine motor skills, handwriting, sensory processing, and self-care routines in a school context.

PT Physical Therapy

A related service that addresses your child's gross motor skills, movement, coordination, and physical functioning in ways that affect their ability to participate in school.

ICT Integrated Co-Teaching

A classroom setting with two teachers — one general education teacher and one special education teacher — working together. Students with IEPs and students without IEPs are both in the same classroom.

12:1:1 Class Size Ratios

A notation for self-contained special education classroom sizes. "12:1:1" means up to 12 students, 1 teacher, and 1 paraprofessional. These ratios appear in IEPs to describe the recommended classroom setting.

Standard Scores Test Score Format

Most evaluations report results as "standard scores." The average range is typically 85–115, with a mean of 100. Scores below or above this range indicate areas of strength or difficulty relative to same-age peers.

IEE Independent Educational Evaluation

If you disagree with the school's evaluation, you have the right to request an IEE — an evaluation conducted by a qualified professional outside the school system. In some cases, the school district must pay for this.

Prior Written Notice Formal School Communication

A document the school must send you whenever they propose or refuse to make a change to your child's evaluation, eligibility, placement, or services. It explains the reasoning behind the decision.

Common questions

Questions parents ask us most

These are the questions we hear most often from families navigating the IEP process for the first time — and answers in plain language.

No. You do not need to wait for the school to refer your child. As a parent, you have the right to request an evaluation yourself at any time — even if no one at the school has raised concerns. Put your request in writing and send it to the school or your district's CSE office. The school is then legally required to respond.

If the CSE determines your child is not eligible for special education services, they must provide you with a written explanation (called Prior Written Notice) explaining why. You have the right to disagree. You can request a reconsideration, seek an Independent Educational Evaluation (IEE), or explore whether your child might be eligible for a 504 Plan instead. If you feel the decision was wrong, speaking with an advocate or reviewing the evaluation reports carefully is a good next step.

Yes. You have the right to review all evaluation reports before the meeting takes place. Ask in writing in advance of the meeting. Reviewing the reports ahead of time — rather than for the first time in the meeting room — gives you a much better chance to understand the findings and prepare questions.

Most scores in school evaluations are reported as "standard scores," where 100 is the average and the typical range is 85–115. Scores above 115 often indicate a relative strength; scores below 85 indicate an area of difficulty. Reports also frequently include percentile ranks (what percentage of same-age peers scored the same or lower) and sometimes scaled scores or T-scores, which follow different scales. If any of these numbers are confusing, translating them into plain language is exactly what our services are designed to help with.

No. You are not required to sign or agree to anything on the day of the meeting. You can take the IEP document home to review it, consult with someone you trust, and ask follow-up questions before signing. Signing the IEP indicates consent to the proposed services — so it's worth taking the time to understand what you're agreeing to before you do.

An evaluation (sometimes called a "psychoeducational evaluation" or "educational evaluation") is the assessment process — tests and observations conducted by school professionals to understand your child's strengths and areas of difficulty. An IEP is the plan that is developed after eligibility is determined, based on the evaluation results. Not every child who is evaluated will have an IEP — only those who are found eligible for special education services.

An IEP must be reviewed at least once a year at an annual review meeting. Parents must be invited and may request changes at any time — not just at the annual meeting. Additionally, a full reevaluation is required at least once every three years (called a "triennial") to determine whether your child is still eligible for special education services and whether their needs have changed.

You have the right to an interpreter at your child's IEP meeting. Contact your child's school or CSE office in advance and request an interpreter in your language. NYC Public Schools serves families in many languages — this is a right, not a special accommodation.

Start with whatever document is in front of you right now. If you received an evaluation report you don't understand — start there. If you have an IEP meeting coming up — start with preparing for that. You don't need to become an expert in all of this at once. If you want someone to walk through the document with you and explain what it actually says about your child, that's what we're here for.

NYC IEP Meeting Prep Checklist