“We do not have a provider yet” may explain why a service has not started, but it leaves parents with important unanswered questions. Which IEP service is affected? How long has it been unavailable? What is the school doing to arrange it? What support is the child receiving in the meantime? A useful response turns a staffing statement into a specific plan for the child.
Identify the exact IEP mandate
Find the current IEP and note the service or support, frequency, duration, setting, and start date. The answer will differ if the issue is speech therapy, an individual paraprofessional, counseling, or a specialized transportation arrangement. Do not assume one staffing process applies to all services.
Ask whether the school is describing a temporary absence, a long-term vacancy, or a service that has never been assigned. Find out whether any sessions were delivered by a substitute, agency provider, or another qualified person. Record what the school confirms and what remains uncertain.
Ask five questions in writing
Send a short email to the case manager or appropriate school contact: Who is responsible for arranging the service? When was the gap identified? What provider or coverage options have been tried? What is the next step and expected update date? How will the school review services already missed? Ask for a written response and keep it with the IEP.
You can be collaborative while asking for specifics. “I understand that staffing is difficult. My child’s IEP calls for two speech sessions each week. Please tell me the current plan for delivering them and the date by which I will receive an update” is a focused request. Avoid agreeing that a vague assurance resolves the matter if the service is still absent.
Related services may have an additional route
For school-age related services, NYC Public Schools describes a provider sequence: a DOE therapist, a contracted agency, and then a Related Services Authorization when those options are unavailable. An RSA can let a family seek an eligible independent provider. The school or CSE issues the authorization and can help with the search. Preschool services follow a different process. Ask whether this route applies to your child’s specific service; it is not a universal solution to every staffing problem.
If you receive an RSA but cannot secure a provider, keep a record of providers contacted and their responses. Tell the school or CSE about the barrier. If the missing support is a paraprofessional rather than a therapy service, ask about coverage that matches the type and period of support in the IEP rather than assuming an RSA is the correct instrument.
Match the question to the missing support
For speech, OT, PT, or another related service, ask about the provider sequence and whether an RSA is appropriate. For a paraprofessional, ask who covers the specific student and times named in the IEP, including absences. For an accommodation used by several teachers, ask how those staff members receive and apply the plan. For transportation, ask the school who is responsible for the route or support described in the IEP. These are different operational problems; a single answer such as “we are hiring” may not address each one.
Track the gap and the child’s access
Keep a dated service log. Record the sessions or periods the school confirms were not delivered and any interim support provided. Note relevant effects on classroom participation, communication, safety, or progress, without assuming that every difficulty has one cause. Save provider-vacancy notices, school emails, and progress reports. These records help the IEP team understand both the current problem and whether an earlier gap needs review.
If the school does not give a clear plan, contact the CSE or NYC Public Schools’ published special-education and related-services contacts. You can also request an IEP-team meeting when the child’s needs or service plan require discussion. Do not wait for a full school year of missing support before asking questions.
NYC IEP Advocacy offers a free 15-minute screening for families whose child has an existing NYC IEP and required support is not being delivered. Bring the IEP and the school’s written explanation. This article is general information, not legal advice. NYC IEP Advocacy is not a law firm.
