Individualized Education Plan


  1. Make an appointment with your child's teacher to determine whether your concerns are valid.
  2. Try strategies with assistance of classroom teacher.
  3. If after the implementation of the strategies your child is still having difficulty, then it is suggested that the general education programs be implemented such as RTI interventions or at-risk SETSS.


  1. If after several weeks of the above support, your child is still demonstrating delays in specific areas such as reading, writing, math, or any other areas including visual/motor and speech/language, a letter from the parent coupled with a referral from the teacher should be sent to the PPT (Planning & Placement Team).
  2. Following this letter/referral, the Social Worker will set up an interview to obtain consent for an evaluation as well as administer a social history.
  3. Following this meeting, if consent is given, the School Psychologist will evaluate your child administering a cognitive assessment test, visual/perceptual test, and an academic achievement test. A classroom observation will also be conducted. There may be two observations – one in a structured environment and one in an unstructured one such as lunch/recess. This observation is conducted in an obscure manner and your child would not feel singled out. This information will help determine where the problem is, if there is any, and would give the teacher important information as to specific teaching strategies unique for your child.
  4. A meeting is then set up with the IEP team, which includes the parents, Social Worker, School Psychologist, classroom teacher, relevant service providers, and possibly one of the administrators. This meeting is called an Educational Planning Conference. At this time, it will be determined whether or not special education services are warranted and this decision will be a group decision including all members of the team. If it is determined that services are warranted, the parent must sign a final notice accepting this decision, otherwise services cannot begin.​


  1. If it is determined that special education services are warranted, an Individualized Education Plan will be developed along with goals specifically to meet your child’s needs and calculate his/her progress.
  2. If services are warranted and accepted, every year your child will have an Annual Review to determine whether these services have been beneficial, whether your child needs more support, or if your child is ready for these services to be terminated. This meeting includes the parents, teachers, and providers. It should be noted that any time during the year if a parent feels a change in services is warranted, they must write a letter to express their concerns and they will be contacted to discuss their child’s situation. Follow up will take place to determine whether a change is warranted.
  3. Every three years, if your child is still receiving services, he/she will have a triennial evaluation. At this time the psychologist will review your child’s progress by obtaining teacher reports, observations, and administering standardized testing, primarily an academic achievement test. 


12:1 - Self-Contained Classroom
APE - Adaptive Physical Education
AR - Annual Review
CO - Counseling
CSE - Committee on Special Education
EPC - Educational Planning Conference
HES - Hearing Educational Services
ICT - Integrated Co-Teaching
IDEAIA - Individuals with Disabilities Education Improvement Act
IEP - Individualized Education Program
LRE - Least Restrictive Environment
OSE - Office of Student Enrollment
OT - Occupational Therapy
PT - Physical Therapy
RS - Related Services
SAT - School Assessment Team (formerly School Based Support Team)
SESIS - Special Education Student Information System
SETSS - Special Education Teacher Support Services
SP - Speech and Language Therapy