Amendments to Part 200 Regulations

(dd) Mediator means a qualified and impartial individual who is trained in effective mediation techniques to resolve disputes in accordance with Education Law, section 4404-a and 200.5(h) of this Part and who is knowledgeable in laws and regulations relating to the provision of special education services. An individual who serves as a mediator may not have a personal or professional interest which would conflict with his or her objectivity in the mediation process and may not be an employee of a State educational agency that is providing direct services to a student who is the subject of the mediation process or a school district or program serving students with disabilities, provided that a person who otherwise qualifies to conduct mediation under section 200.5(h) of this Part shall not be deemed an employee of the State, a school district, school or a program serving students with disabilities solely because he or she is paid by a community dispute resolution center through grant funds provided by the State Education Department to serve as a mediator.

(ii) (1) Parent means a [natural] birth or adoptive parent, a guardian, a person in parental relationship to the child as defined in Education Law section 3212, an individual designated as a person in parental relation pursuant to Title 15-A of the General Obligations Law including an individual so designated who is acting in the place of a birth or adoptive parent (including a grandparent, stepparent, or other relative with whom the child resides), or a surrogate parent who has been appointed in accordance with section [200.5(m)] 200.5(n) of this Part. The term does not include the State if the student is a ward of the State.

(2) A foster parent may act as a parent [if the natural parent's authority to make educational decisions on the student's behalf has been extinguished under State law; and the foster parent has an ongoing, long-term parental relationship with the student; is willing to make the educational decisions required of parents; and has no interest that would conflict with the interests of the student] unless State law, regulations or contractual obligations with a State or local entity prohibit the foster parent from acting as a parent.

(3) Except as provided in subparagraph (4) of this paragraph, when one or more than one party is qualified under paragraph (1) of this section to act as a parent, the birth or adoptive parent must be presumed to be the parent unless the birth or adoptive parent does not have legal authority to make educational decisions for the student.

(4) If a judicial decree or order identifies a specific person or persons to act as the parent or make educational decisions on behalf of the student, then such person or persons shall be determined to be the parent for purposes of this Part, except that a public agency that provides education or care for the student, or a private agency that contracts with a public agency for such purposes, shall not act as the parent.

(oo) Prior written notice means written statements developed in accordance with section 200.5(a) of this Part, and provided to the parents of a student with a disability a reasonable time before the school district proposes to or refuses to initiate or change the identification, evaluation, or educational placement of the student or the provision of a free appropriate public education to the student.

(qq) Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, medical services as defined in this section, parent counseling and training, school health services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, [appropriate access to recreation] and other appropriate support services and includes the early identification and assessment of disabling conditions in students. The term does not include a medical device that is surgically implanted, or the replacement of such device.

(ss) School health services means nursing services provided by a qualified school nurse or other health services provided by a qualified person designed to enable a student with a disability to receive a free appropriate public education as described in the individualized education program of the student.

(ww) Special education means specially designed individualized or group instruction or special services or programs, as defined in subdivision 2 of section 4401 of the Education Law, and special transportation, provided at no cost to the parent, to meet the unique needs of students with disabilities.

(1) . . . .

(2) . . . .

(3) For purposes of this definition:

(i) The individual needs of a student shall be determined by a committee on special education in accordance with the provisions of section 200.4 of this Part upon consideration of the present levels of performance and expected learning outcomes of the student. Such individual-need determinations shall provide the basis for written annual goals, direction for the provision of appropriate educational programs and services and development of an individualized education program for the student. The areas to be considered shall include:

(a) academic [or educational] achievement, functional performance and learning characteristics which shall mean the 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;

(b) . . . .

(d) . . . .

(ii) . . . .

(zz) Student with a disability means a student with a disability as defined in section 4401(1) of the Education Law, who has not attained the age of 21 prior to September 1st and who is entitled to attend public schools pursuant to section 3202 of the Education Law and who, because of mental, physical or emotional reasons, has been identified as having a disability and who requires special services and programs approved by the department. The terms used in this definition are defined as follows:

(1) . . . .

(2) . . . .

(3) . . . .

(4) . . . .

(5) . . . .

(6) Learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, as determined in accordance with section 200.4(c)(6) of this Part. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. [A student who exhibits a discrepancy of 50 percent or more between expected achievement and actual achievement determined on an individual basis shall be deemed to have a learning disability.]

(7) . . . .

(8) . . . .

(9) . . . .

(10) . . . .

(11) . . . .

(12) . . . .

(13) . . . .

(ccc) Surrogate parent means a person appointed to act in place of parents or guardians when a student's parents or guardians are not known, or when after reasonable efforts, the board of education cannot discover the whereabouts of a parent, the student is an unaccompanied homeless youth or the student is a ward of the State and does not have a parent who meets the definition in subdivision (ii) of this section, or the rights of the parent to make educational decisions have been subrogated by a judge in accordance with State law.

(fff) Transition Services means a coordinated set of activities for a student with a disability, designed within [an outcome-oriented] a results-oriented process that [promotes movement] is focused on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school activities, including, but not limited to, post-secondary education, vocational [training] education, integrated competitive employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities must be based on the individual student's needs, taking into account the student's strengths, preferences and interests, and shall include needed activities in the following areas:

(1) . . . .

(2) . . . .

(3) . . . .

(4) . . . .

(5) [if] when appropriate, acquisition of daily living skills and functional vocational evaluation.

(hhh) Homeless youth means the same as the term ‘homeless child’ as defined in section 100.2(x) of this Title.

(iii) Limited English proficient student means the same as the term ‘pupils with limited English proficiency’ as defined in section 154.2(a) of this Title.

(jjj) Universal design means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies.

(kkk) Ward of the State means a child or youth under the age of twenty-one:

(1) who has been placed or remanded pursuant to section 358-a, 384 or 384-a of the Social Services Law, or article 3, 7, or 10 of the Family Court Act, or freed for adoption pursuant to section 383-c, 384 or 384-b of the Social Services Law; or

(2) who is in the custody of the Commissioner of Social Services or the Office of Children and Family Services; or

(3) who is a destitute child under section 398(1) of the Social Services Law.

5. Subdivisions (a), (b), (d), (e) and (h) and of section 200.2 of the Regulations of the Commissioner of Education are amended and a new subdivision (j) is added, effective September 13, 2005, as follows:

(a) Census and register of students with disabilities. (1) The board of education or trustees of each school district shall conduct a census in accordance with Education Law, sections 3240, 3241 and 3242, to locate and identify all students with disabilities who reside in the district and shall establish a register of such students who are entitled to attend the public schools of the district or are eligible to attend a preschool program in accordance with section 4410 of the Education Law during the next school year, including students with disabilities who are homeless or who are wards of the State. The register of such students and others referred to the committee as possibly having a disability shall be maintained and revised annually by the district committee on special education or the committee on preschool special education, as appropriate. Procedures shall be implemented to assure the availability of statistical data to readily determine the status of each student with a disability in the identification, location, evaluation, placement and program review process. Census data shall be reported by October 1st to the committee on special education or committee on preschool special education, as appropriate.

(2) Data requirements. (i) Procedures shall be designed to record data on each student, and shall include at least the following types of data:

(a) . . . .

(b) . . . .

(d) . . . .

(e) site where the student is currently receiving an educational program; [and]

(f) other student information as required by the Individuals with Disabilities Education Act (20 U.S.C. 1400 et. seq.) and federal regulations, including but not limited to the student’s race, ethnicity, limited English proficiency status, gender and disability category;

[(f)] (g) . . . .

(ii) . . . .

(3) . . . .

(4) Data reporting. The reporting of data shall be conducted in accordance with the following policies and procedures:

(i) . . . .

(ii) . . . .

(5) . . . .

(6) . . . .

(7) [The procedures] Procedures to locate, identify, and evaluate all nonpublic private elementary and secondary school students with disabilities, including religious-school children [residing in the school district,] as required by the Education Law must be established to ensure the equitable participation of parentally placed private school students with disabilities and an accurate count of such students. The child find activities must be [comparable] similar to activities undertaken for students with disabilities in public schools and must be completed in a time period comparable to that for other students attending public schools in the school district. The [board of education] school district shall consult with [appropriate] representatives of private [school students with disabilities, that may include representatives of organizations of nonpublic school groups, selected parents of students with disabilities enrolled in nonpublic schools and selected representatives of the nonpublic schools in the school district, on how to carry out the activities described in this section] schools and representatives of parents of parentally placed private school students with disabilities on the child find process. The school district shall maintain in its records and report to the commissioner, in a manner prescribed by the commissioner, on the number of students enrolled in such private schools by their parents who are evaluated to determine if they are students with disabilities, the number of such students who are determined to have a disability and the number of such students who received special education services under this Part.

(b) Written policy. Each board of education or board of trustees shall adopt written policy that:

(1) . . . .

(2) . . . .

(3) . . . .

(4) . . . .

(5) . . . .

(6) . . . .

(7) . . . .

(8) . . . .

(9) establishes administrative procedures for the selection and board appointment of an impartial hearing officer consistent with the procedures in paragraph (e)(1) of this section and section [200.5(i)] 200.5(j) of this Part; [and]

(10) establishes a plan [by July 1, 2002], pursuant to sections 1604(29-a), 1709(4-a), 2503(7-a) and 2554(7-a) of the Education Law, to ensure that all instructional materials to be used in the schools of the district are available in a usable alternative format, which shall meet the National Instructional Materials Accessibility Standard as defined in 20 U.S.C. section 1474(e)(3)(B) (Public Law section 108-446, section 674, 118 STAT. 2792; Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001; 2004; available at the Office of Vocational and Educational Services for Individuals with Disabilities, Room 1624, One Commerce Plaza, Albany, New York 12234), for each student with a disability in accordance with the student's educational needs and course selections at the same time that such materials are available to nondisabled students. For purposes of this paragraph, alternative format is defined as any medium or format for the presentation of instructional materials, other than a traditional print textbook, that is needed as an accommodation for a student with a disability enrolled in the school district, including but not limited to Braille, large print, open and closed captioned, audio, or an electronic file. An electronic file must be compatible with at least one alternative format conversion software program that is appropriate to meet the needs of the individual student. The plan shall:

(i) . . . .

(ii) . . . .

(iii) . . . .

(iv) . . . .

(v) . . . .

(11) establishes administrative practices and procedures to ensure that:

(i) each regular education teacher, special education teacher, related service provider and/or other service provider, as defined in clause (a) of this subparagraph, who is responsible for the implementation of a student’s individualized education program (IEP) is provided a paper or electronic copy of such student’s IEP, including amendments to the IEP made pursuant to section 200.4(g) of this Part, prior to the implementation of such program:

(a) . . . .

(ii) . . . .

(iii) . . . .

(12) identifies the measurable steps it shall take to recruit, hire, train and retain highly qualified personnel to provide special education programs and services;

(13) describes the guidelines for the provision of appropriate accommodations necessary to measure the academic achievement and functional performance of the student in the administration of districtwide assessments; and

(14) identifies how the district, to the extent feasible, will use universal design principles in developing and administering any districtwide assessment programs.

(d) Approval of services. (1) Approval of services for students with disabilities. The board of education or board of trustees of each school district shall, upon completion of its review of the [IEP] recommendation of the committee on special education for special education programs and services, including changes to the committee on special education’s recommendation made pursuant to section 200.4(g) of this Part, in accordance with section 200.4(e)(1) and (2) of this Part, arrange for the appropriate special education programs and services to be provided to a student with a disability as recommended by the committee on special education. The board shall notify the parent of its action in accordance with section 4402(2)(b)(2) of the Education Law.

(2) Approval of services for preschool students with disabilities. The board of education or the board of trustees of each school district shall, upon completion of the [IEP] recommendation of the committee on preschool special education for special education programs and services, including changes to the committee’s recommendation made pursuant to section 200.4(g) of this Part, arrange for appropriate special education programs and services for a preschool student with a disability, as recommended by the committee on preschool special education, from among the services and programs approved for such purpose by the commissioner. The board shall notify the parent, the municipality and the commissioner of its action in accordance with section 4410 of the Education Law.

(e) Maintenance of lists. The board of education or trustees of each school district shall establish a list of:

(1) the name and statement of the qualifications of each impartial hearing officer who is:

(i) . . . .

(ii) available to serve in the district in hearings conducted pursuant to Education Law, section 4404(1). Appointment of impartial hearing officers pursuant to Education Law, section 4404(1) shall be made only from such list and in accordance with the rotation selection process prescribed herein and the timelines and procedures in section [200.5(i)] 200.5(j) of this Part. Such names will be listed in alphabetical order. Selection from such list shall be made on a rotational basis beginning with the first name appearing after the impartial hearing officer who last served or, in the event no impartial hearing officer on the list has served, beginning with the first name appearing on such list. Should that impartial hearing officer decline appointment, or if, within 24 hours, the impartial hearing officer fails to respond or is unreachable after reasonable efforts by the district that are documented and can be independently verified, each successive impartial hearing officer whose name next appears on the list shall be offered appointment, until such appointment is accepted. The name of any newly certified impartial hearing officer who is available to serve in the district shall be inserted into the list in alphabetical order;

(2) persons from whom the district shall choose a surrogate parent pursuant to section 200.5(n) of this Part; and

(3) . . . .

(h) [Local comprehensive system of personnel development (CSPD) plan.] The board of education or trustees of each school district and each board of cooperative educational services shall [submit to the State Education Department annually, by a date prescribed by the commissioner, a local CSPD] develop and implement a plan as part of the professional development plan pursuant to section 100.2(dd) of this Title [containing the information demonstrating that all personnel providing services to students with disabilities are adequate as prescribed by the commissioner. The CSPD plan] that shall include, but is not [be] limited to, a description of the professional development activities provided to all professional staff and supplementary school personnel who work with students with disabilities to assure that they have the skills and knowledge necessary to meet the needs of students with disabilities. [A school district or BOCES may include the local CSPD plan as part of the professional development plan pursuant to section 100.2(dd) of the commissioner’s regulations.]

(i) Responsibility of boards of cooperative educational services (BOCES). (a) Responsibility for ensuring the availability of instructional materials in alternative formats for students with disabilities. By July 1, 2002, each BOCES shall establish a plan to ensure that all instructional materials to be used in the programs of the BOCES are available in a usable alternative format, which shall meet the National Instructional Materials Accessibility Standard as defined in 20 U.S.C. section 1474(e)(3)(B) (Public Law section 108-446, section 674, 118 STAT.2792; Superintendent of Documents, Stop SSOP, U.S. Government Printing Office, Washington, DC 20402-0001; 2004; available at the Office of Vocational and Educational Services for Individuals with Disabilities, Room 1624, One Commerce Plaza, Albany, New York 12234), for each student with a disability in accordance with the student’s educational needs and course selections at the same time that such materials are available to nondisabled students. For purposes of this subdivision, alternative format is defined as any medium or format for the presentation of instructional materials, other than a traditional print textbook, that is needed as an accommodation for a student with a disability enrolled in a program of the BOCES, including but not limited to Braille, large print, open and closed captioned, audio, or an electronic file. An electronic file must be compatible with at least one alternative format conversion software program that is appropriate to meet the needs of the individual student. The plan shall:

(1) . . . .

(2) . . . .

(3) . . . .

(4) . . . .

(5) . . . .

(b) Responsibility to identify and take measurable steps to recruit, hire, train and retain highly qualified personnel. Each BOCES shall identify and take steps recruit, hire, train and retain highly qualified personnel to provide special education programs and services to students with disabilities served by the BOCES.

6. Section 200.3 of the Regulations of the Commissioner of Education is amended, effective September 13, 2005, as follows:

(a) Each board of education or board of trustees shall appoint:

(1) committees on special education in accordance with the provisions of Education Law, section 4402, as necessary to ensure timely evaluation and placement of students. The membership of each committee shall include, but not be limited to:

(i) . . . .

(ii) [at least] not less than one regular education teacher of the student whenever the student is or may be participating in the regular education environment;

(iii) not less than one special education teacher of the student, or, if appropriate, [a] not less than one special education provider of the student;

(iv) . . . .

(v) a representative of the school district who is qualified to provide or supervise special education and who is knowledgeable about the general education curriculum and the availability of resources of the school district, provided that an individual who meets these qualifications may also be the same individual appointed as the special education teacher or the special education provider of the student or the school psychologist;

(vi) . . . .

(vii) . . . .

(viii) an additional parent member of a student with a disability residing in the school district or a neighboring school district, provided that the additional parent member may be the parent of a student who has been declassified within a period not to exceed five years or the parent of a student who has graduated within a period not to exceed five years. [such] Such parent is not a required member if the parents of the student request that the additional parent member not participate in the meeting;

(ix) . . . .

(x) . . . .

(2) committees on preschool special education in accordance with provisions of Education Law, section 4410 to implement the provisions of section 200.16 of this Part. The membership of each committee on preschool special education shall include, but not be limited to:

(i) . . . .

(ii) [a] not less than one regular education teacher of the child whenever the child is or may be participating in the regular education environment;

(iii) [a] not less than one special education teacher of the child, or, if appropriate, [a] not less than one special education provider of the child;

(iv) a representative of the school district who is qualified to provide or supervise special education and who is knowledgeable about the general education curriculum and the availability of preschool special education programs and services and other resources of the school district and the municipality. The representative of the school district shall serve as the chairperson of the committee;

(v) . . . .

(vi) . . . .

(vii) . . . .

(viii) . . . .

(ix) . . . .

(b) . . . .

(c) The board of education in a city school district in a city having a population in excess of 125,000 inhabitants shall appoint subcommittees on special education to the extent necessary to ensure timely evaluation and placement of students with disabilities. Boards of education or trustees of any school district outside of a city having a population in excess of 125,000 inhabitants may appoint subcommittees on special education to assist the board of education in accordance with Education Law, section 4402(1)(b)(1)(b) and the provisions of this subdivision.

(1) . . . .

(2) The membership of each subcommittee shall include, but not be limited to:

(i) . . . .

(ii) not less than one regular education teacher of the student whenever the student is or may be participating in the regular education environment;

(iii) not less than one of the student’s special education [teacher] teachers or, if appropriate, [a] not less than one special education provider of the student;

(iv) a representative of the school district who is qualified to provide, administer or supervise special education and who is knowledgeable about the general education curriculum and who is knowledgeable about the availability of resources of the school district, who may also fulfill the requirement of subparagraph (iii) or (v) of this paragraph;

(v) . . . .

(vi) . . . .

(vii) . . . .

(viii) . . . .

(3) . . . .

(4) . . . .

(5) . . . .

(6) . . . .

(d) . . . .

7. Section 200.4 of the Regulations of the Commissioner of Education is amended, effective September 13, 2005 as follows:

(a) . . . .

(1) . . . .

(2) . . . .

(3) . . . .

(4) . . . .

(5) . . . .

(6) . . . .

(7) . . . .

(8) In the absence of a written agreement to withdraw a referral, as described in paragraph (7) of this subdivision, and in the event that parental consent is not obtained within 30 days of the date of receipt of referral, the chairperson shall document attempts made by the chairperson or other representatives of the committee to obtain parental consent, and shall [request that the board of education initiate an impartial hearing in accordance with section 200.5(b)(1)(i)(c)] notify the board of education that they may utilize the due process procedures described in section 200.5 of this Part to permit the district to conduct an evaluation of the student without the consent of the parent.

(9) . . . .

(b) Individual evaluation and reevaluation. (1) Unless a referral is withdrawn pursuant to paragraph (a)(7) or (9) of this section, an individual evaluation of the referred student shall be initiated by a committee on special education and shall include a variety of assessment tools and strategies, including information provided by the parent, to gather relevant functional, [and] developmental and academic information about the student [and] that may assist in determining whether the student is a student with a disability and the content of the student’s individualized education program, including information related to enabling the student to participate and progress in the general education curriculum (or for a preschool child, to participate in appropriate activities). The individual evaluation must be at no cost to the parent, and the initial evaluation must include at least:

(i) . . . .

(ii) . . . .

(iii) . . . .

(iv) . . . .

(v) . . . .

(2) . . . .

(3) . . . .

(4) A committee on special education shall arrange for an appropriate reevaluation of each student with a disability if [conditions] the school district determines that the educational or related services needs, including improved academic achievement and functional performance of the student warrant a reevaluation, or if the student’s parent or teacher requests a reevaluation, but not more frequently than once a year, unless the parent and representative of the school district appointed to the committee on special education agree otherwise; and at least once every three years. The reevaluation shall be conducted by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of the student’s disability. In accordance with paragraph (5) of this subdivision, the reevaluation shall be sufficient to determine the student’s individual needs, educational progress and achievement, the student’s ability to participate in instructional programs in regular education and the student’s continuing eligibility for special education. The results of any reevaluations must be addressed by the committee on special education in a meeting to [reviewing] review and, as appropriate, [revising] revise the student’s IEP. To the extent possible, the school district shall encourage the consolidation of reevaluation meetings for the student and other committee on special education meetings for the student.

(5) Determination of needed evaluation data.

(i) As part of an initial evaluation, if appropriate, and as part of any reevaluation in accordance with section 200.4(b)(4) of this Part, a group that includes the committee on special education, and other qualified professionals, as appropriate, shall review existing evaluation data on the student, including evaluations and information provided by the parents of the student, current classroom-based assessments, local or State assessments, [and] classroom-based observations, and observations by teachers and related services providers. The group may conduct its review without a meeting.

(ii) On the basis of that review, and input from the student’s parents, the committee on special education and other qualified professionals, as appropriate, shall identify what additional data, if any, are needed to determine:

(a) whether the student has a [particular category of] disability as defined in section 200.1(mm) or (zz) of this Part, or, in the case of a reevaluation of a student, whether the student continues to have such a disability;

(b) the present levels of [performance] academic achievement and related [educational] developmental needs of the student, including the four areas listed in section 200.1(ww)(3)(i) of this Part;

(d) . . . .

(iii) . . . .

(iv) If additional data are not needed, the school district must notify the parents of that determination and the reasons for it and of the right of the parents to request an assessment to determine whether, for purposes of services under this Part, the student continues to be a student with a disability and to determine the student’s educational needs. The school district is not required to conduct the assessment unless requested to do so by the student’s parents.

(6) School districts shall ensure that:

(i) [tests and other assessment procedures] assessments and other evaluation materials used to assess a student under this section:

(a) are provided and administered in the student’s native language or other mode of communication and in the form most likely to yield accurate information on what the student knows and can do academically, developmentally and functionally, unless it is clearly not feasible to [do] so provide or administer;

(b) [have been validated for the specific purpose for which they are used] are used for purposes for which the assessments or measures are valid and reliable;

(c) are administered by trained and knowledgeable personnel in accordance with the instruction provided by those who developed such [tests or procedures] assessments; and

(d) are selected and administered so as not to be [racially or culturally] discriminatory on a racial or cultural basis;

(ii) . . . .

(iii) tests and other [assessment procedures] evaluation materials include those tailored to assess specific areas of educational need and not merely those which are designed to provide a general intelligence quotient;

(iv) . . . .

(v) no single [procedure] measure or assessment is used as the sole criterion for determining whether a student is a student with a disability [and] or for determining an appropriate educational program for a student;

(vi) . . . .

(vii) . . . .

(viii) . . . .

(ix) . . . .

(x) . . . .

(xi) . . . .

(xii) the results of the evaluation are provided to the parents [or persons in parental relationship] in their native language or mode of communication, unless it is clearly not feasible to do so;

(xiii) . . . .

(xiv) . . . .

(xv) the procedures for conducting expedited evaluations are conducted pursuant to Part 201 of this Title; [and]

(xvi) materials and procedures used to assess a student with limited English proficiency are selected and administered to ensure that they measure the extent to which the student has a disability and needs special education, rather than measure the student's English language skills[.] and

(xvii) assessments of students with disabilities who transfer from one school district to another school district in the same academic year are coordinated with such student's prior and subsequent schools, as necessary, and as expeditiously as possible to ensure prompt completion of full evaluations.

(7) The initial evaluation to determine if a student is a student with a disability must be completed within 60 days of receiving parental consent for the evaluation. The 60-day timeframe shall not apply if:

(i) a student enrolls in a school served by the school district after the relevant timeframe in this paragraph has begun and prior to a determination by the student's previous school district as to whether the student is a student with a disability, but only if the subsequent school district is making sufficient progress to ensure a prompt completion of the evaluation, and the parent and subsequent school district agree to a specific time when the evaluation will be completed; or

(ii) the parent of a student repeatedly fails or refuses to produce the student for the evaluation.

(8) The screening of a student by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation shall not be considered to be an evaluation for eligibility for special education.

(9) No student shall be required to obtain a prescription for a drug or other substance identified under schedule I, II, III, IV, or V in section 202(c) of the Controlled Substances Act (21 U.S.C. 812(c)) as a condition of receiving an evaluation under this Part (United States Code, 2000 edition, volume 11; Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, D.C. 20402-0001; available at the Office of Vocational and Educational Services for Individuals with Disabilities, Room 1624, One Commerce Plaza, Albany, NY 12234).

(1) . . . .

(2) A student [may] shall not be determined [to be] eligible for special education if the determinant factor [for that eligibility determination] is:

(i) lack of appropriate instruction in reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies;

(ii) lack of instruction in [or] math; or

(iii) limited English proficiency.

(3) A school district must evaluate a student with a disability prior to determining that the student is no longer a student with a disability, in accordance with paragraph (b)(4) of this section, and the school district must provide a copy of the evaluation report and the documentation of eligibility to the student's parent.

(4) A school district is not required to conduct a reevaluation of a student before the termination of a student's eligibility due to graduation with a local high school or Regents diploma or exceeding the age eligibility for a free appropriate public education but is required to provide such student with a summary of the student's academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting his or her postsecondary goals.

[(4)] (5) . . . .

(6) Learning disabilities. In determining whether a student has a learning disability as defined in section 200.1(zz)(6) of this Part, the school district:

(i) may use a process that determines if the student responds to scientific, research-based intervention as part of the evaluation procedures pursuant to paragraph (b) of this section; and

(ii) is not required to consider whether a student has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation or mathematical reasoning.

(d) Recommendation. [Individualized education program (IEP).] For a student not previously identified as having a disability, the committee on special education shall provide a recommendation to the board of education, which shall arrange for the appropriate special education programs and services to be provided to the student with a disability within 60 school days of the receipt of consent to evaluate. For a student with a disability referred for review pursuant to subdivision (f) of this section, a recommendation shall be provided to the board of education, which shall arrange the appropriate special education programs and services to be provided to the student with a disability within 60 school days of the referral for review of the student with a disability. Prior to development of a recommendation, the committee shall ensure that the appropriateness of the resources of the regular education program, including educationally related support services, and academic intervention services, has been considered.

(1) . . . .

(2) Individualized education program (IEP). If the student has been determined to be eligible for special education services, the committee [must] shall develop an [individualized education program (IEP)] IEP. In developing the recommendations for the IEP, the committee must consider the results of the initial or most recent evaluation; the student's strengths; the concerns of the parents for enhancing the education of their child; the academic, developmental and functional needs of the student, including, as appropriate, the results of the student's performance on any general State or districtwide assessment programs; and any special considerations in paragraph (3) of this subdivision. The recommendation shall include the following.[:]

(i) Present levels of performance. The IEP shall report the present levels of academic achievement and functional performance and indicate the individual needs of the student according to each of the four areas listed in section [200.1(ww)] 200.1(ww)(3)(i) of this Part, including:

(a) how the student’s disability affects involvement and progress in the general education curriculum; or

(b) for preschool students, as appropriate, how the disability affects the student’s participation in appropriate activities[; or].

[(c) for students age 15 (and at a younger age, if determined appropriate), a statement of the student's needs, taking into account the student's preferences and interests, as they relate to transition from school to post-school activities as defined in section 200.1(fff);]

(ii) Disability classification. The IEP shall indicate the classification of the disability pursuant to section 200.1(mm) or (zz) of this Part.

(iii) Measurable annual goals. (a) The IEP shall list measurable annual goals, consistent with the student's needs and abilities[, including benchmarks or short-term instructional objectives and evaluative criteria, evaluation procedures and schedules to be used to measure progress toward the annual goals and to be followed during the period beginning with placement and ending with the next scheduled review by the committee. Such benchmarks or short-term instructional objectives shall be measurable, intermediate steps between present levels of educational performance and the annual goals that are established for a student with a disability]. The measurable annual goals must relate to:

[(a)] (1) meeting the student's needs that result from the student's disability to enable the student to be involved in and progress in the general education curriculum; and

[(b)] (2) meeting each of the student's other educational needs that result from the student's disability;

(b) Each annual goal shall include the evaluative criteria, evaluation procedures and schedules to be used to measure progress toward meeting the annual goal during the period beginning with placement and ending with the next scheduled review by the committee.

(c) The IEP shall identify when periodic reports on the progress the student is making toward the annual goals (such as through the use of quarterly or other periodic reports that are concurrent with the issuance of report cards) will be provided to the student’s parents.

(iv) Short-term instructional objectives and benchmarks. For a student who takes a New York State alternate assessment and for each preschool student with a disability, the IEP shall include a description of the short-term instructional objectives and/or benchmarks that are the measurable intermediate steps between the student’s present level of performance and the measurable annual goal.

(v) Special education program and services. (a) The IEP shall indicate the recommended special education program and services as defined in sections 200.1(qq) and 200.1(ww) of this Part from the options set forth in section 200.6 of this Part or, for preschool students from those options set forth in section 200.16(h) of this Part[; the class size, if appropriate; the supplementary aids and services to be provided to the student, or on behalf of the student; and a statement of the program modifications or supports for school personnel] that will be provided for the student:

[(a)] (1) to advance appropriately toward attaining the annual goals;

[(b)] (2) to be involved and progress in the general education curriculum and to participate in extracurricular and other nonacademic activities; and

[(c] (3)) to be educated and participate with other students with disabilities and nondisabled students in the activities described in this section[;].

[(v)] (b) The recommended program and services shall, to the extent practicable, be based on peer-reviewed research, and as appropriate indicate:

(1) the regular education classes in which the student will receive consultant teacher services;

(2) the class size, as defined in section 200.1(i) of this Part, if appropriate;

(3) the supplementary aids and services and program modifications to be provided to the student or on behalf of the student;

(4) a statement of supports for school personnel on behalf of the student;

(5) the extent to which the student's parents will receive parent counseling and training as defined in section 200.1(kk) of this Part, when appropriate;

(6) any assistive technology devices or services needed for the student to benefit from education, including the use of such devices in the student’s home or in other settings;

(7) the anticipated frequency, duration and location and, for a preschool student with a disability, the intensity for each of the recommended programs and services, including the supplementary aids and services and program modifications to be provided to or on behalf of the student;

(8) if the recommendation for a preschool student is for one or more related services selected from the list maintained by the municipality, or itinerant services, the child care location arranged by the parent or other site at which each service shall be provided; and

(9) the projected date for initiation of the recommended special education program and services.

(vi) Testing accommodations. The IEP shall provide a statement of any individual testing accommodations to be used consistently by the student in the recommended educational program and in the administration of districtwide assessments of student achievement and, in accordance with department policy, State assessments of student achievement that are necessary to measure the academic achievement and functional performance of the student.

[(vi)] (vii) Participation in State and districtwide assessments. [indicate if] If the student will [not] participate in an alternate assessment on a particular State or [local] districtwide [assessments (or part of an assessment), why the assessment is not appropriate for the student and how the student will be assessed] assessment of student achievement, the IEP shall provide a statement of why the student cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the student.[;]

[(vii)] (viii) Participation in regular programs. The IEP shall provide:

(a) an explanation of the extent, if any, to which the student will not participate in the regular education programs; or

(b) for preschool students, an explanation of the extent, if any, to which the student will not participate in appropriate activities with age-appropriate nondisabled peers;

(c) identify if the provision of IEP services for a preschool child with a disability will be in a setting with no regular contact with age-appropriate peers without disabilities; and

(d) if a student is not participating in a regular physical education program, the extent to which the student will participate in specially-designed instruction in physical education, including adapted physical education[;].

[(viii) provide for those students age 14 and updated annually, a statement of the transition service needs of the student under applicable components of the student's IEP that focuses on the student's courses of study, such as participation in advanced-placement courses or a vocational education program;]

(ix) Transition services. [provide, for] For those students 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), and updated annually, the IEP shall, under the applicable components of the student’s IEP, include: [a statement of the student's projected post-school outcomes, based on the student's needs, preferences, and interests, in the areas of employment, post secondary education, and community living and a statement of the needed transition services as defined in section 200.1(fff) of this Part, including]

(a) under the student’s present levels of performance, a statement of the student's needs, taking into account the student's strengths, preferences and interests, as they relate to transition from school to post-school activities as defined in section 200.1(fff) of this Part;

(b) appropriate measurable postsecondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills;

(c) a statement of the transition service needs of the student that focuses on the student's courses of study, such as participation in advanced-placement courses or a vocational education program;

(d) needed activities to facilitate the student’s movement from school to post-school activities, including instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation; and

(e) a statement of the responsibilities of the school district and, when applicable, participating agencies for the provision of such services and activities that promote movement from school to postschool opportunities, or both, before the student leaves the school setting. [Needed activities shall be provided in each area specified in section 200.1(fff)(1) through (4) and, as appropriate, (5) of this Part;]

(x) [provide a statement of how the student's parents will be regularly informed of their child's progress, at least as often as parents are informed of their nondisabled student's progress, toward the annual goals and the extent to which that progress is sufficient to enable the student to achieve the goals by the end of the year; (xi)] 12-month services. For students eligible for 12-month service and/or program, the IEP shall indicate the [projected date for initiation of special education and related services and supplementary aids and services, the frequency, location and duration of such services, whether the student is eligible for a 12-month special service and/or program and the] identity of the provider of services during the months of July and August, and, for preschool students determined by the committee on preschool special education to require a structured learning environment of 12 months duration to prevent substantial regression, a statement of the reasons for such recommendation.