Navigating the IEP Evaluation Process in New York State: A Guide for Parents

Navigating the IEP Evaluation Process in New York State: As a parent in New York, it’s crucial to understand that all children with disabilities are entitled to a Free and Appropriate Public Education (FAPE). This right ensures that they receive education and services tailored to their individual needs at no cost to you. Moreover, it emphasizes the importance of educating children with disabilities alongside their peers without disabilities to the greatest extent possible.

If you believe your child may require special education services, the first step is to have a conversation with your child’s current teacher(s). Teachers can provide valuable insights into your child’s school performance and behavior. This conversation is also an opportunity for you to share observations from home, helping to create a comprehensive understanding of your child’s needs.

IEP Evaluation Questionnaire

1. Does the student have difficulty with reading comprehension?

Never

Sometimes

Often

Always

Question 1 of 25

2. Does the student struggle with basic math skills?

Never

Sometimes

Often

Always

Question 2 of 25

3. Is the student having trouble with writing tasks?

Never

Sometimes

Often

Always

Question 3 of 25

4. Does the student avoid or show a strong dislike for academic tasks?

Never

Sometimes

Often

Always

Question 4 of 25

5. Can the student follow multi-step instructions?

Never

Sometimes

Often

Always

Question 5 of 25

6. Does the student have difficulty making friends?

Never

Sometimes

Often

Always

Question 6 of 25

7. Does the student struggle with playing cooperatively with others?

Never

Sometimes

Often

Always

Question 7 of 25

8. Is the student able to understand social cues?

Never

Sometimes

Often

Always

Question 8 of 25

9. Does the student often interrupt or intrude on others?

Never

Sometimes

Often

Always

Question 9 of 25

10. Does the student respond appropriately to adult authority?

Never

Sometimes

Often

Always

Question 10 of 25

11. Does the student have frequent outbursts or tantrums in school?

Never

Sometimes

Often

Always

Question 11 of 25

12. Is the student easily distracted or unable to concentrate for long periods?

Never

Sometimes

Often

Always

Question 12 of 25

13. Does the student act impulsively, without considering consequences?

Never

Sometimes

Often

Always

Question 13 of 25

14. Does the student have difficulty transitioning from one activity to another?

Never

Sometimes

Often

Always

Question 14 of 25

15. Is the student overactive or excessively restless?

Never

Sometimes

Often

Always

Question 15 of 25

16. Does the student have trouble expressing themselves clearly?

Never

Sometimes

Often

Always

Question 16 of 25

17. Does the student have difficulty understanding what others say to them?

Never

Sometimes

Often

Always

Question 17 of 25

18. Is the student able to follow conversations with multiple exchanges?

Never

Sometimes

Often

Always

Question 18 of 25

19. Does the student have difficulty with nonverbal communication (e.g., gestures, facial expressions)?

Never

Sometimes

Often

Always

Question 19 of 25

20. Can the student engage in storytelling or recounting an event?

Never

Sometimes

Often

Always

Question 20 of 25

21. Does the student need help with personal care tasks (e.g., dressing, eating)?

Never

Sometimes

Often

Always

Question 21 of 25

22. Does the student demonstrate age-appropriate safety awareness?

Never

Sometimes

Often

Always

Question 22 of 25

23. Can the student organize personal materials, like a backpack or binder?

Never

Sometimes

Often

Always

Question 23 of 25

24. Does the student have difficulty completing homework or chores?

Never

Sometimes

Often

Always

Question 24 of 25

25. Is the student able to manage time effectively

Never

Sometimes

Often

Always

Question 25 of 25

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Response to Intervention (RtI): A Proactive Approach

Before moving towards a special education evaluation, schools in New York often implement the Response to Intervention (RtI) model. RtI is a multi-tiered approach:

1. Tier 1: Quality, differentiated instruction in the general education classroom.
2. Tier 2: Additional support for some students, like small group instruction.
3. Tier 3: Intensive instruction for students needing more focused assistance.

Teachers using RtI will assess your child’s skills and behaviors to determine if they require more support than what is provided in the general education setting.

Evaluating the Need for Additional Supports

If, after discussions with teachers and observing RtI in action, you still feel your child requires more support, it may be time to consider a special education evaluation. This evaluation is a series of assessments to determine if your child is eligible for special education services. Remember, you can request an evaluation at any time.

The Initial Referral Process

Initiating the special education evaluation process begins with an initial referral. This referral must be in writing and can be made by you, the principal, or the Committee on Special Education (CSE) Chairperson. Your referral should include:

• Concerns about your child’s development, learning, and/or behavior.
• A request for a special education evaluation.
• Any services your child has received or is currently receiving.
• Essential details like your child’s full legal name, date of birth, and your contact information.
• Your preferred language if it’s not English.

Understanding Parent Rights

Your involvement in your child’s education is vital, especially during the IEP process. You have the right to participate in all educational decision-making and attend IEP meetings. You can bring individuals who have knowledge about your child or their disability to these meetings. If needed, the Department of Education (DOE) must provide an interpreter.

You have the right to challenge decisions made about your child’s education. This can be through mediation or an impartial hearing. Additionally, you can appeal the decision of an Impartial Hearing Officer to the New York State Review Officer, and even to federal court if necessary.

Navigating the IEP Evaluation Process in New York can be challenging, but understanding your rights and the available procedures can make a significant difference. Remember, you are not alone in this journey. There are resources and support systems in place to help you advocate effectively for your child’s educational needs.

Special Education New York State Regional Offices Contact Numbers

Central Regional Office 

NYS Education Department
Office of Special Education
Special Education Quality Assurance (SEQA)
Hughes State Office Building
333. E. Washington St., Suite 210
Syracuse NY 13202
Telephone: (315) 428-4556 — Fax: (315) 428-4555

Eastern Regional Office 

NYS Education Department
Office of Special Education
Special Education Quality Assurance (SEQA)
89 Washington Avenue, Room 309 EB
Albany NY 12234
Telephone: (518) 486-6366 — Fax: (518) 402-3582

Hudson Valley Regional Office

Albany Location

NYS Education Department
Office of Special Education – SEQA
89 Washington Avenue, Room 309 EB
Albany NY 12234
Telephone: (518) 473-1185 — Fax: (518) 402-3582

Peekskill Location

NYS Education Department
Office of Special Education
Special Education Quality Assurance (SEQA)
1 Park Place, 3rd Floor
Peekskill, NY 10566
Telephone: (914) 940-2900 — Fax: (914) 402-2180

Long Island Regional Office

NYS Education Department
Office of Special Education
Special Education Quality Assurance (SEQA)
Perry B. Duryea, Jr. State Office Building
Room 2A-5
250 Veterans Memorial Highway
Hauppauge, NY 11788
Telephone: (631) 952-3352 — Fax (631) 952-3834

New York City Regional Office

NYS Education Department
Office of Special Education
Special Education Quality Assurance (SEQA)
Room 545
55 Hanson Place
Brooklyn NY 11217-1580
Telephone: (718) 722-4544 — Fax: (718) 722-2032

Western Regional Office

NYS Education Department
Office of Special Education
Special Education Quality Assurance (SEQA)
2A Richmond Avenue
Batavia NY 14020
Telephone: (585) 344-2002 — Fax: (585) 344-2422