IEP CRITICAL THINKING QUESTIONS

DIRECTIONS: WHEN COLLABORATIVELY WORKING AS A TEAM, USE THIS CRITICAL THINKING GUIDE TO ENSURE THAT ALL
SECTIONS OF THE IEP ARE COMPLETED. AS A TEAM, BE SURE TO CONSTANTLY ASK THE QUESTIONS: WHY ARE WE DOING
THIS AND WHAT DOES IT LOOK LIKE?

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

DISABILITY CLASSIFICATION:
STUDENT NAME:
DATE OF BIRTH:
LOCAL ID #:

PROJECTED DATE IEP IS TO BE IMPLEMENTED:

PROJECTED DATE OF ANNUAL REVIEW:

STUDENT NAME:

ID:

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS

DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

EVALUATION RESULTS (INCLUDING FOR SCHOOL-AGE STUDENTS, PERFORMANCE ON STATE AND

DISTRICT-WIDE ASSESSMENTS)
In this section, be sure to include all evaluations used/referenced while creating this IEP.

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS

DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

Identify the name of the evaluation tool, date it was conducted and a brief statement regarding results.
Also be sure to identify the students current reading and math levels? How were levels determined?
EXAMPLE:
Student Interview Conducted November 2016
RISA (Report Individual Student Attendance) Evaluation November 2016
Transcript Evaluation November 2016
Parent, Teacher, Student Vocational Assessments conducted November 2016.
WAIT-III conducted October 2013 overall functioning below average.
Teacher Reports conducted in November 2014. Teachers feel that student A is struggling and his learning 2 grade levels below nondisabled peers.
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING CHARACTERISTICS
LEVELS OF KNOWLEDGE AND DEVELOPMENT IN SUBJECT AND SKILL AREAS INCLUDING ACTIVITIES OF DAILY
LIVING, LEVEL OF INTELLECTUAL FUNCTIONING, ADAPTIVE BEHAVIOR, EXPECTED RATE OF PROGRESS IN
ACQUIRING SKILLS AND INFORMATION, AND LEARNING STYLE:
In this section be sure to include answer the following questions:
What is the students Intellectual functioning? Where did you obtain this information from and when was the evaluation conducted?
What are the students activities of daily living and how does the student adapt to new people, environments and situations?
What is the students expected rate of progress with regards to the general education curriculum?
What is the students learning style? How was this determined?
STUDENT STRENGTHS, PREFERENCES, INTERESTS: (In this section Bring the Vocational Assessments to life)
What is the student good at?
What does the student prefer with regard to learning?
What is this student interested in?
What does this student want to be when he/she is an adult?
Reflective Question: Has the IEP team incorporated information that reflects student and parent voice in this section?

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS

DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF

STUDENT NEEDS THAT ARE OF CONCERN TO THE PARENT:
What program is this student participating in?
Why is this program beneficial at this time?
What types of related services does the student receive?
Why is the level of service warranted for this student?
What deficits prevent this student from being successful in General Education?
How is performance and progress impacted by the disability?
What skill sets does this student show weakness in and how do these deficits affect the students ability to be successful with the
Common Core Curriculum?
How did the team determine that these skill sets are areas of need?
Do these weaknesses present themselves across curriculums?
How do these weaknesses affect the student in testing environments?
What strategies work best for this particular student? How does the team know that these strategies work?
Why is the team using these particular strategies and tools and what do they look like?
What management needs should the team put into place to help address this weakness?
What information have the parents and the student shared with regard to areas of need and performance in the classroom?
Alignment: Has the team created a goal for each skill that needs to be targeted?

SOCIAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENTS RELATIONSHIPS WITH PEERS AND ADULTS; FEELINGS
ABOUT SELF; AND SOCIAL ADJUSTMENT TO SCHOOL AND COMMUNITY ENVIRONMENTS:
How does this particular student interact with others?

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS

DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

How does this student feel about his or herself and about others?
How has this student adjusted to school and community environments?
Reflective Question: Has the IEP team incorporated information that reflects student and parent voice in this section?
STUDENT STRENGTHS:
What are some of this students strengths with regard to social development? What do these strengths look like in observable terms?
How do these strengths affect others?
Reflective Question: Has the IEP team incorporated information that reflects student and parent voice in this section?
SOCIAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE OF
CONCERN TO THE PARENT:
What are this students weaknesses with regard to social development?
How do these deficits affect the students ability to be successful when trying to master the Common Core curriculum?
What skills need to be improved to help the student be successful regarding social development?
What strategies will be used to target deficit areas?
Why are these strategies most beneficial when working with this particular student?
Reflective Question: Has the IEP team incorporated information that reflects student and parent voice in this section?

PHYSICAL DEVELOPMENT
THE DEGREE (EXTENT) AND QUALITY OF THE STUDENTS MOTOR AND SENSORY DEVELOPMENT, HEALTH,
VITALITY AND PHYSICAL SKILLS OR LIMITATIONS WHICH PERTAIN TO THE LEARNING PROCESS:
What physical limitations affect this particular students ability to learn?
STUDENT STRENGTHS:

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS

DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

What are the students strengths with regard to physical development?

Has the IEP team incorporated information that reflects student and parent voice in this section?
PHYSICAL DEVELOPMENT NEEDS OF THE STUDENT, INCLUDING CONSIDERATION OF STUDENT NEEDS THAT ARE
OF CONCERN TO THE PARENT:
What deficits does this student exhibit with regard to physical development?
How do these deficits affect the students ability to be successful when trying to master the Common Core curriculum?
How were deficits determined?
What skills does the student need to work on to improve physical development?
What strategies will be used for this particular student to ensure that the skills are being delivered to the student in the most beneficial
manner?
Reflective Question: Has the IEP team incorporated information that reflects student and parent voice in this section?
MANAGEMENT NEEDS
THE NATURE (TYPE) AND DEGREE (EXTENT) TO WHICH ENVIRONMENTAL AND HUMAN OR MATERIAL
RESOURCES ARE NEEDED TO ADDRESS NEEDS IDENTIFIED ABOVE:
What environmental accommodations need to be implemented for the student to be most successful during the school day?
Why is this accommodation warranted?
What does this accommodation look like?
What human or material resources/ accommodations need to be implemented for the student to be most successful during the school
day?
Why is this accommodation warranted?
What does this accommodation look like?
EFFECT OF STUDENT NEEDS ON INVOLVEMENT AND PROGRESS IN THE GENERAL EDUCATION
CURRICULUM OR, FOR A PRESCHOOL STUDENT, EFFECT OF STUDENT NEEDS ON PARTICIPATION IN

PRESENT LEVELS OF PERFORMANCE AND INDIVIDUAL NEEDS

DOCUMENTATION OF STUDENT'S CURRENT PERFORMANCE AND ACADEMIC, DEVELOPMENTAL AND FUNCTIONAL NEEDS

APPROPRIATE ACTIVITES
What are the students needs?
How do these needs effect this particular students involvement in the General Education curriculum or any other activities?
Example:
Due to delays in (whatever delays are presented because of the students disability)_______________________________________,
Student's Name is unable to (add major skill sets here)______________________________________, therefore involvement in the
General Education Curriculum is impacted.

STUDENT NAME:

ID:

BE SURE TO CHECK ALL OF THE APPROPRIATE BOXES.

STUDENT NEEDS RELATING TO SPECIAL FACTORS
BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A
PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION
OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED:

Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that
impede the student's learning or that of others?
Yes
No

STUDENT NEEDS RELATING TO SPECIAL FACTORS

BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A
PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION
OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED:

Does the student need a behavioral intervention plan?

No

Yes

For a student with limited English proficiency, does he need a special education service to address his language needs as they relate to
the IEP?
Yes
No
Not Applicable
For a student who is blind or visually impaired, does he need instruction in Braille and the use of Braille?
Applicable
Does the student need a particular device or service to address his communication needs?

Yes

Yes

No

Not

No

In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the
student's language and communication needs, opportunities for direct communications with peers and professional personnel in the
student's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in
the student's language and communication mode?
Yes
No
Not Applicable

Does the student need an assistive technology device and/or service?

Yes

No

STUDENT NEEDS RELATING TO SPECIAL FACTORS

BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A
PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION
OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED:

If yes, does the Committee recommend that the device(s) be used in the student's home?

Yes

No

STUDENT NAME:

ID:

Section is only to be filled out when the student is 14 years old and older.
BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF
DETERMINED APPROPRIATE)
MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT

EDUCATION/TRAINING: What type of education or training will this student be involved in after high school? What postsecondary options are available to this student?
EMPLOYMENT: What type of employment will the student seek?
INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE): What type of living skills will the student need in order to be
successful as an independent adult?
TRANSITION NEEDS
In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study,
taking into account the students strengths, preferences and interests as they relate to transition from school to post-school activities:

BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF
DETERMINED APPROPRIATE)
MEASURABLE POSTSECONDARY GOALS
LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT

What is the students vision for his/her future? What skills are necessary for this vision to come alive? What classes is the student
participating in currently that will help support this vision?
STUDENT NAME:

ID:
MEASURABLE ANNUAL GOALS

ANNUAL GOALS
WHAT THE STUDENT WILL BE EXPECTED TO
ACHIEVE BY THE END OF THE YEAR IN WHICH THE
IEP IS IN EFFECT

CRITERIA
MEASURE TO
DETERMINE IF GOAL
HAS BEEN ACHIEVED

METHOD
HOW PROGRESS WILL
BE MEASURED

SCHEDULE
WHEN PROGRESS WILL
BE MEASURED

How/who will progress

be monitored?

How many times will

progress be monitored?

Align to Common Core Standards (Use the same

vernacular)

What is the accuracy

level of mastery?

What will the student accomplish?

What will the student use to accomplish this?
BE SPECIFIC and use terms that are observable!

How many trials will the What tool will be used to

student have to
measure progress?
demonstrate mastery?

STUDENT NAME:

ID:

REPORTING PROGRESS TO PARENTS

Identify when periodic reports on the student's progress toward meeting the annual goals will be provided to the students parents:
When will progress be of goals be given to the parents?
STUDENT NAME:

ID:

RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES

SPECIAL EDUCATION
PROGRAM/SERVICES

PROJECTED
FREQUENCY
LOCATION
BEGINNING /
SERVICE DELIVERY HOW OFTEN
DURATION
WHERE SERVICE
SERVICE
RECOMMENDATIONS* PROVIDED LENGTH OF SESSION WILL BE PROVIDED
DATE(S)

SPECIAL EDUCATION PROGRAM:

RELATED SERVICES:
SUPPLEMENTARY AIDS AND
SERVICES/PROGRAM
MODIFICATIONS/ACCOMMODATIONS:
ASSISTIVE TECHNOLOGY DEVICES
AND/OR SERVICES:
SUPPORTS FOR SCHOOL PERSONNEL
ON BEHALF OF THE STUDENT:

* Identify, if applicable, class size (maximum student-to-staff ratio), language if other than English, group or individual services,
direct and/or indirect consultant teacher services or other service delivery recommendations.

STUDENT NAME:

ID:

12-MONTH SERVICE AND/OR PROGRAM - Student is eligible to receive special education services and/or program during
July/August:
No
Yes
If yes:
Student will receive the same special education program/services as recommended above.
OR
Student will receive the following special education program/services:

SPECIAL EDUCATION
PROGRAM/SERVICES

SERVICE DELIVERY
RECOMMENDATIONS FREQUENCY

DURATION

LOCATION

PROJECTED
BEGINNING /
SERVICE
DATE(S)

Name of school/agency provider of services during July and August:

For a preschool student, reason(s) the child requires services during July and August:
STUDENT NAME:

ID:

TESTING ACCOMMODATIONS (TO BE COMPLETED FOR PRESCHOOL CHILDREN ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR
NONDISABLED PRESCHOOL CHILDREN): INDIVIDUAL TESTING ACCOMMODATIONS, SPECIFIC TO THE STUDENTS DISABILITY AND
NEEDS, TO BE USED CONSISTENTLY BY THE STUDENT IN THE RECOMMENDED EDUCATIONAL PROGRAM AND IN THE
ADMINISTRATION OF DISTRICT-WIDE ASSESSMENTS OF STUDENT ACHIEVEMENT AND, IN ACCORDANCE WITH DEPARTMENT POLICY,
STATE ASSESSMENTS OF STUDENT ACHIEVEMENT.
TESTING ACCOMMODATIONS

CONDITIONS*

IMPLEMENTATION
RECOMMENDATIONS**

NONE
What accommodations are needed?
like?

When are the accommodations needed?

What does the accommodation look

Why is the accommodation needed?

*Conditions Test Characteristics: Describe the type, length, purpose of the test upon which the use of testing accommodations is
conditioned, if applicable.
**Implementation Recommendations: Identify the amount of extended time, type of setting, etc., specific to the testing
accommodations, if applicable.

STUDENT NAME:

ID:

BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE, IF
DETERMINED APPROPRIATE).
COORDINATED SET OF TRANSITION ACTIVITIES
NEEDED ACTIVITIES TO FACILITATE THE
STUDENTS MOVEMENT FROM SCHOOL
TO POST-SCHOOL ACTIVITIES

Instruction
Related Services
Community Experiences
Development of Employment and Other
Post-school Adult Living Objectives
Acquisition of Daily Living Skills (if
applicable)
Functional Vocational Assessment (if
applicable)

STUDENT NAME:

SERVICE/ACTIVITY

What activities will the student be involved

in during the school day?
What related services will the student
receive during the school day?
What types of community experiences will
the student be encouraged to participate in?
What types of activities will the student
participate in that will help development
post-secondary objectives?
What activities will the student be involved
in that help foster daily living skills?
What types of vocational assessments will
the student complete and why are these
assessments warranted for this particular
student?

SCHOOL DISTRICT/AGENCY
RESPONSIBLE

XX16XXX
XX16XXX
XX16XXX
Good Shepherds Services
XX16XXX
Good Shepherds Services
XX16XXX

XX16XXX

NYC ID:

PARTICIPATE IN STATE AND DISTRICT-WIDE ASSESSMENTS

(TO BE COMPLETED FOR PRESCHOOL STUDENTS ONLY IF THERE IS AN ASSESSMENT PROGRAM FOR NONDISABLED PRESCHOOL
STUDENTS)

The student will participate in the same State and district-wide assessments of student achievement that are administered to
general education students.
The student will participate in an alternate assessment on a particular State or district-wide assessment of student
achievement.

NYC ID:

STUDENT NAME:

PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES

REMOVAL FROM THE GENERAL EDUCATION ENVIRONMENT OCCURS ONLY WHEN THE NATURE OR SEVERITY OF
THE DISABILITY IS SUCH THAT, EVEN WITH THE USE OF SUPPLEMENTARY AIDS AND SERVICES, EDUCATION
CANNOT BE SATISFACTORILY ACHIEVED.
FOR THE PRESCHOOL STUDENT:
Explain the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled
peers (e.g., percent of the school day and/or specify particular activities):
Is the student of preschool age?

PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES

Think to yourself, what activities will the student not be able to participate in?
Why is the student unable to participate in these activities?
FOR THE SCHOOL-AGE STUDENT:
Explain the extent, if any, to which the student will not participate in regular class, extracurricular and other nonacademic
activities (e.g., percent of the school day and/or specify particular activities):
Think to yourself, is the student not able to participate in regular class, extracurricular and other nonacademic activities?
Why is the student unable to participate in these activities?

If the student is not participating in a regular physical education program, identify the extent to which the student will participate
in specially-designed instruction in physical education, including adapted physical education:
Does the student participate in regular physical education program?
If not, why is the student unable to participate in regular physical education?
Does the student participate in adaptive physical education? If yes, why is this program warranted?
EXEMPTION FROM LANGUAGE OTHER THAN ENGLISH DIPLOMA REQUIREMENT:
No
Yes - The Committee has determined that the student's disability adversely affects his/her ability to learn a language
and recommends the student be exempt from the language other than English requirement.

PARTICIPATION WITH STUDENTS WITHOUT DISABILITIES

STUDENT NAME:

NYC ID:

SPECIAL TRANSPORTATION
TRANSPORTATION RECOMMENDATION TO ADDRESS NEEDS OF THE STUDENT RELATING TO HIS/HER DISABILITY

None.
Student needs special transportation accommodations/services as follows:
Student needs transportation to and from special classes or programs at another site:
PLACEMENT RECOMMENDATION

SUMMARY
STUDENT INFORMATION
Student Name:
NYC ID:
DOB:

Gender:
Parents Language(s) Spoken/Mode Communication:
IEP INFORMATION
Date of IEP Meeting:
IEP Amendment:

Yes

No

Reconvene of IEP Meeting:

Yes

No

INSTRUCTIONAL/FUNCTIONAL LEVELS
Reading:
Math:
SUMMARY OF RECOMMENDATIONS
Classification of Disability:
Recommended Services:
12-Month Services:
Does the student have a Behavioral Intervention Plan?
Recommended for Specialized Transportation:
None
School Type:
Medical Alert: The student has

medical conditions and/or

Student needs specialized transportation

physical limitations which affect his

learning,

behavior and/or

participation

in school activities.
The student requires

medical and/or

health care treatment(s) or procedure(s) during the school day.

PROMOTION CRITERIA
CURRENT YEAR

Standard

Modified
NEXT YEAR

Standard

Modified

Parent Concerns:
OTHER OPTIONS CONSIDERED
Reason(s) for Rejection:

STUDENT NAME:
DATE OF IEP:

NYC ID:

ATTENDANCE PAGE

PLEASE NOTE THAT YOUR SIGNATURE REFLECTS YOUR PARTICIPATION AT THE CONFERENCE AND DOES NOT
NECESSARILY INDICATE AGREEMENT WITH THE INDIVIDUALIZED EDUCATION PROGRAM.
ROLE (INDICATE IF BILINGUAL)
NAME
SIGNATURE