For many families, the IEP process feels unclear at the start and demanding as it unfolds. You may know your child needs support, but the steps, timelines, and school expectations can be hard to pin down. An Individualized Education Program is meant to set out clear services and goals, but it only works when the process is followed carefully and the plan reflects your child’s actual needs.
Below is a practical overview of how the IEP process works in New York and where advocacy support can help you stay involved and informed.
How the IEP Process Begins
The process starts when a concern is raised that a child may need special education services. This can come from a teacher, a parent, or school staff who notice academic, behavioral, or developmental challenges. Once a referral is made, the school must seek written parental consent before moving forward.
After consent is given, the district conducts evaluations. These assessments may look at academics, cognition, behavior, communication, or other relevant areas. The purpose is to gather enough information to decide whether the child qualifies for special education and what types of services may be appropriate.
When evaluations are complete, the results are reviewed by a team that includes you. That team decides whether your child is eligible for services under special education law.
Creating the IEP
If eligibility is established, the next step is developing the IEP. This happens during a formal meeting with school staff and parents present. The IEP is a written plan that outlines what services the school will provide and what goals the child is working toward.
Key parts of the IEP include:
A summary of your child’s current academic and functional performance
Annual goals tied to identified needs
Services, accommodations, and supports
The educational setting where services will be delivered
This meeting is your opportunity to ask questions, raise concerns, and request clarity. Decisions made here shape your child’s school experience for the year ahead.
Putting the IEP Into Practice
Once finalized, the IEP must be carried out as written. Services such as specialized instruction, therapy, counseling, or classroom supports should begin according to the plan. Schools are also responsible for tracking progress and sharing updates with parents.
Staying in contact with teachers and service providers helps you confirm that services are actually being delivered. If something listed in the IEP is missed or delayed, it should be addressed promptly and documented.
Reviewing and Updating the Plan
IEPs are reviewed at least once a year, but you do not have to wait for the annual meeting if concerns arise. You can request a review at any point if goals are not being met or your child’s needs change.
Before a review meeting, it helps to gather schoolwork, progress reports, and notes from teachers or providers. These details support meaningful discussion about what is working and what needs adjustment.
Who Is Involved?
The IEP team includes parents, general and special education teachers, and school representatives. Depending on your child’s needs, related service providers such as speech or occupational therapists may also attend.
Your role matters. You bring firsthand knowledge of your child’s strengths, struggles, and daily experiences. That input helps shape goals that are realistic and relevant.
Knowing Your Rights
Federal law gives parents specific rights throughout the IEP process. You have the right to participate in meetings, review records, request evaluations, and challenge decisions you disagree with. When schools fail to provide appropriate services, additional steps may be available.
This can include discussions about private placements, residency placement options, or tuition imbursement when a public program does not meet a child’s needs. These paths involve notice requirements and deadlines, making early guidance important.
Common Issues Families Face
Families often run into IEP problems such as delayed evaluations, vague goals, missing services, or disagreements about placement. Budget concerns or staffing shortages may be raised by schools, but those issues do not remove their obligations.
Having support can help keep conversations focused on documented needs, rather than general explanations.
When to Contact Us for Advocacy
Working with our NYC special education advocate can be useful when:
Evaluations are delayed or incomplete
An IEP does not reflect evaluation results
Services listed in the plan are not provided
A change in placement is proposed
You are considering private school options
At Susan Luger Associates, we support families across New York as they work through each stage of the IEP process. We focus on preparation, documentation, and clear communication so you can take part in decisions that affect your child’s education.
If you have questions about an upcoming IEP meeting or concerns about your child’s current plan, reach out to us. A timely conversation can help you understand your options and decide what steps to take next.
