The IEP must indicate the recommended program and services as defined in law and regulation from the options set forth in sections 200.6 and 200.16 of the Regulations of the Commissioner; 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 and/or supports for school personnel that will be provided for the student:

• to advance appropriately toward his or her annual goals;
• to be involved and progress in the general curriculum (or for preschool students, in appropriate activities);
• to participate in extracurricular and other nonacademic activities; and
• to be educated and participate in activities with other students with disabilities and with nondisabled students in the activities.

The regulations require that the IEP must state:

• the projected date for initiation of special education and related services and supplementary aids and services;
• the recommended special education programs and services, (special education and related services) specified from the options set forth in Regulations for the continuum of services (section 200.6 for school-age students and section 200.16 for preschool students);
• the frequency, location, duration and projected initiation date 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; for preschool students, the reasons the student needs a 12-month program.
• the class size, if appropriate;
• the supplementary aids and services to be provided to the student or on behalf of the student;
• a statement of the program modifications to be provided on behalf of the student;
• supports for school personnel that will be provided for the student;
• the general education classes in which the student will receive consultant teacher services;
• any assistive technology devices or services needed for the student to benefit from education;
• a statement of any individual testing accommodations to be used that are needed in order for the student to participate in assessments;
• if the student will not participate in particular State or local assessments (or part of an assessment), why the assessment is not appropriate for the student and how the student will be assessed.
• an explanation of the extent to which the student will not participate in general education programs (or for preschool students, in appropriate activities with age-appropriate nondisabled peers); and
• if the student is not participating in a general physical education program, the extent to which the school-age student will participate in specially-designed instruction in physical education, including adapted physical education.

In addition, for preschool students, the IEP must:

• identify an appropriate program and/or service selected from the lists of approved preschool programs;
• identify the child care location arranged by the parent or other site at which each service will be provided if the recommendation is for one or more related services selected from the list maintained by the municipality or itinerant services;
• define the extent to which the preschool student’s parents will receive parent counseling and training, when appropriate; and
• identify the transportation option for the preschool child to receive programs and services.

Devices or Services to Address Unique Needs

The IEP must include a statement (under the applicable sections of the IEP) if the student needs a particular device or service (including an intervention, accommodation or other program modification) to address one or more of the following needs in order for the student to receive a free appropriate public education.

Strategies, including positive behavioral intervention and supports to address the behavior when a student has behavior that impedes his or her learning or that of others

The Committee must determine what special education programs, services, supports, program modifications, accommodations and/or supports for school personnel are needed to address those behaviors that are impeding learning. The behavioral interventions and/or supports should be indicated under the applicable section of the IEP. For example, a Committee may determine that the positive behavioral supports a student needs require a special education service (e.g., consultant teacher), a related service (e.g., counseling), a program modification (e.g., special seating arrangements), assistive technology (e.g., communication board) and/or supports for school personnel (e.g., consultation with the school psychologist).

To ensure that all services recommended to address a student’s behavior are clearly understood by the student’s parent and school personnel, the IEP could include a summary statement (in the field entitled "Other Information") that specifies the combination of services, including interventions, accommodations and/or other program modifications to be provided.

Language needs of the student with limited English proficiency, as such needs relate to the student’s IEP

In developing an IEP for a student with limited English proficiency (LEP), the Committee must consider how the student’s level of English language proficiency affects the special education services that the student needs, including:

• whether a student with LEP may need special education services for those aspects of his or her educational program that addresses the development of English language skills and other aspects of the student’s educational program (e.g., consultant teacher to be provided in the student’s English as a second language course); and
• whether the special education services will be provided in a language other than English (e.g., bilingual speech and language therapy).

Communication needs of the student

For each student with a disability, the Committee must consider whether a student needs a particular device or service to address the student’s communication needs.

For a student who is deaf or hard-of-hearing, such consideration must also include:

• the opportunities the student needs for direct communications with peers and professional personnel in the student’s language and communication mode; and
• the student’s academic level and full range of needs, including opportunities for direct instruction in the student’s language and communication mode.

The communication needs of the student would be addressed on the IEP under the applicable sections. For example:

• "Annual Goals/ Short Term Objectives/Benchmarks" (e.g., reflecting instruction in sign language or use of an augmentative communication device).
• "Related Services" (e.g., reader)
• "Program Modifications/Accommodations/Supplementary Aids and Services" (e.g., instructional materials in alternative formats: audio text)
• "Assistive Technology Devices/Services" (e.g., tape recorder, computer, speech synthesizer, headphones; related hardware and software; instruction in the use of speech synthesizer software).
• "Testing Accommodations" (e.g., separate location with double time)

In the case of a student who is blind or visually impaired, the student’s need for instruction in Braille and the use of Braille

• "Annual Goals/ Short Term Objectives/Benchmarks" (e.g., reflecting instruction in the use of Braille and/or instruction in the use of a related assistive technology device).
• "Related Services" (e.g., teacher of the blind and visually impaired; parent counseling and training in use of the Braille Lite).
• "Program Modifications/Accommodations/Supplementary Aids and Services" (e.g., instructional materials in alternative formats: Braille text).
• "Assistive Technology Devices/Services" (e.g., Braille Lite; refreshable Braille notetaker; related hardware and software; instruction in the use of Braille).
• Supports for School Personnel" (e.g., training in the use of the Braille Lite).

The student’s need for assistive technology devices and services

The Committee must consider each student’s need for assistive technology devices and/or services. If a student needs such devices and/or services the IEP must specify:

• the nature of the assitive technology to be provided;
• the services the student needs to use the assistive technology device;
• the frequency, duration of such services;
• the location where the assistive technology devices and/or services will be provided; and
• whether such device is required to be used in the student’s home or another setting in order for the student to receive a free appropriate public education.

(Attachment 2 provides additional guidance on the consideration of these special factors.)

In all cases, the determination of programs and services must be individually determined on the basis of each student’s abilities and needs. The recommendations of the programs and services a student needs cannot be based solely on factors such as the category of the student’s disability, the availability of special education programs or related services or personnel, the current availability of space, administrative convenience, or how the district/agency has configured its special education service delivery system.

Projected date of initiation of services

The IEP must indicate the projected date of the initiation of each of the services, supports, program modifications and accommodations recommended on the IEP. Some of the services may pertain specifically, for example, to the student’s July/August program or to a general education summer school academic program the student must attend.

	Frequency	Duration	Location	Initiation Date
Speech/Lang Therapy-Ind	2x week	30 min.	Therapy room	10/14/02-6/24/03
Speech/Lang Therapy-Group	2x week	30 min.	Therapy room	7/5/03-8/14/03

The IEP must specify the special education program and/or services needed by the student. Special education programs and services include:

• special classes,
• resource rooms,
• direct and/or indirect consultant teacher services,
• travel training,
• home instruction, and
• special teachers, including itinerant teachers.

There are additional special education programs/services (e.g., transitional support services, assistive technology services, and transition services) that will be documented in other sections of the IEP.

In recommending special education services for a preschool student, the CPSE must first consider the appropriateness of providing (1) related services only or (2) special education itinerant services only, or (3) related services in combination with special education itinerant services or (4) a half-day preschool program or (5) a full day program.

Special education itinerant teacher (SEIT)

For preschool students, SEIT services are provided for the purpose of providing specialized individual or group instruction and/or indirect services. Indirect SEIT services means consultation provided by a certified special education teacher to assist the student’s teacher in adjusting the learning environment and/or modifying the teacher’s instructional methods to meet the student’s individual needs. SEIT services may be provided to a preschool student with a disability who attends an early childhood program (or with documented medical or special needs, SEIT may be provided in the student’s home). Recommendations for SEIT services should specify if the service will be provided on an individual or group basis.

Consultant teacher services

Consultant teacher services are defined as direct and/or indirect services provided to a school-age student with a disability who attends general education classes, including career and technical education classes, and/or to such student’s general education teachers.

• Direct consultant teacher services means specially designed individualized or group instruction provided by a certified special education teacher to a student with a disability to aid the student to benefit from the student’s general education classes.
• Indirect consultant teacher services means consultation provided by a certified special education teacher to general education teachers to assist them in adjusting the learning environment and/or modifying their instructional methods to meet the individual needs of a student with a disability who attends their classes.

If the student’s IEP indicates consultant teacher services, the IEP must specify the general education class(es) (including career or technical education classes, as appropriate) where the student will receive the services.

A student could receive both direct and indirect consultant teacher services. It is recommended that the IEP specify the type of consultant teacher services the student will receive (i.e., direct or indirect) so that it is clear to parents and educators the extent to which such services will be provided. If indirect consultant teacher services are to be provided, the IEP must indicate the general education class being taught by the teacher receiving the consultation (e.g., Consultant Teacher – indirect for English).

The effective implementation of this service requires general and special education teachers to work cooperatively to address the needs of students with disabilities. Following the development of an IEP in which consultant teacher services are recommended, the general education teachers of the student for whom the service will be provided must be given the opportunity to participate in the instructional planning process with the consultant teacher to discuss the objectives and to determine the methods and schedules for such services.

Resource room program

A resource room program is a special education program for a student with a disability who needs specialized supplementary instruction (i.e., in addition to the student’s general education instruction) in an individual or small group setting for a portion of the school day. As examples, a resource room program might be recommended for students who need specialized supplementary instruction in organization skills, reading, the use of an assistive technology device, the use of Braille or the use of a compensatory strategy.

Special class

Special class means an instructional group consisting of students with disabilities who have been grouped together because of similar individual needs for the purpose of being provided specially designed instruction. A special class may be provided as a separate class or as a class within a general education class.

If the student’s IEP indicates special class, the IEP must describe the special class size. Special class size is defined as the maximum number of students who can receive instruction together in a special class and the number of teachers and paraprofessionals assigned to the special class (e.g., six students to one teacher and one paraprofessional). For preschool students, the IEP must also indicate if the special class is a half-day or a full-day program.

Travel training

Travel training is a special education service that means providing instruction, as appropriate, to students with significant cognitive disabilities and any other students with disabilities who require this instruction to enable them to develop an awareness of the environment in which they live and learn the skills to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

Adapted physical education

Adapted physical education means a specially designed program of developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the general physical education program.

Related Services

Related services means developmental, corrective and other supportive services as required to assist a student with a disability. The IEP must indicate the specific related services, if any, needed by the student based on the individual student’s need for the service. The IEP should specify if the services will be provided in individual or small group sessions. Related services include, but are not limited to, such services as:

• speech/language pathology
• audiology services
• psychological services
• counseling services
• physical therapy
• orientation and mobility services
• parent counseling and training¹
• school health services
• school social work
• assistive technology services
• rehabilitation counseling
• occupational therapy

¹Parent counseling and training means assisting parents in understanding the special needs of their child; providing parents with information about child development; and helping parents to acquire the necessary skills that will allow them to support the implementation of their child’s IEP. While parent counseling and training may be recommended for any student, the regulations require that provision must be made for parent counseling and training, as appropriate, to enable parents to perform appropriate follow-up intervention activities at home:

• for parents of students placed in certain special classes;
• for students with autism; and
• for preschool students.

Program Modifications, Accommodations, Supplementary Aids and Services

Supplementary aids and services and/or program modifications or supports means aids, services and other supports that are provided in general education classes or other education-related settings to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate in the least restrictive environment. The IEP must specify the projected date for initiation of services and the frequency, location and duration of such services. Following are examples of supplementary aids and services, accommodations and program modifications:

• A note taker
• Instructional materials in alternative formats (e.g., Braille, large print, books on tape)
• Extra time to go between classes
• Special seating arrangements
• Highlighted work
• Books on tape
• Study guide outlines of key concepts
• Use of a study carrel for independent work
• Assignment of paraprofessional staff
• Behavior management/support plan
• Extra time to complete assignments

Assistive Technology Devices and Services

The IEP must describe any assistive technology devices and/or services needed for the student to benefit from education, including whether the use of a school-purchased assistive technology device is required to be used in the student’s home or in other settings in order for the student to receive a free appropriate public education.

• Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of a student with a disability. Assistive technology devices can range from "low technology" items like pencil grips, markers or paper stabilizers to "high technology" items such as voice synthesizers, Braille readers or voice activated computers.
• Assistive technology service means any service that directly assists a student with a disability in the selection, acquisition or use of an assistive technology device.

When a student needs an assistive technology device or service, the Committee needs to consider what instruction the student might require to use the assistive technology device as well as any supports and services the student and/or the student’s teachers may need related to the use of the device.

Supports for School Personnel on Behalf of the Student

Supports for school personnel are those that would help them to more effectively work with the student. This could include, for example, special training for a student’s teacher to meet a unique and specific need of the student. The IEP must describe the supports for school personnel that will be provided on behalf of the student in order for the student to advance toward attaining the annual goals, to be involved in and progress in the general curriculum and to participate in extracurricular and other nonacademic activities. These supports for school personnel are those that are needed to meet the unique and specific needs of the student.

Examples of supports that may be provided for school personnel include:

• information on a specific disability and implications for instruction;
• training in use of specific positive behavioral interventions;
• training in the use of American Sign Language;
• assistance with curriculum modifications;
• behavioral consultation with school psychologist, social worker or other behavioral consultant;
• transitional support services.

Transitional support services

Transitional support services may be recommended for a student’s general or special education teacher(s) to aid in the provision of appropriate services to a school age student with a disability transferring to a general education program or to a program or service in a less restrictive environment.

Frequency, Duration and Location

The IEP must indicate how often, how long and where each recommended service is needed by the student. These must be stated with sufficient clarity to be understood by all persons involved in the development and implementation of the IEP. This quantifies the school’s commitment of resources to address the student’s needs.

The frequency and/or duration of services must be specific enough so that the extent to which services will be provided is clear. Only in unique situations when the frequency or duration of a service may vary because of a student’s unique needs may frequency or duration be indicated on the IEP as a range (e.g., 30 – 40 minutes per day as determined by the student’s evidence of fatigue). A range may not be indicated for reasons other than to address a student’s unique needs (e.g., personnel availability or administrative convenience).

To be considered a special education program or service, the Regulations require a minimum frequency and/or duration for certain special education programs and related services:

• SEIT – minimum two hours per week
• Consultant teacher – minimum two hours each week (in any combination of direct and/or indirect services)
• Speech and language services – minimum two 30-minute sessions per week
• Resource room programs – minimum three hours per week

Frequency

Frequency is the number of sessions a service will be provided during a particular time period (e.g., 3 times per week). This must be stated on the IEP in a manner that is appropriate to the type of service being provided. Frequency can be stated, for example, as the number of times per day, week or month that a service will be provided.

Duration / intensity

Duration or intensity is the amount of time within a time period that a service will be provided. Duration can be stated, for example, as the number of minutes per session or per week (e.g., 3 hours per week) or the duration of an activity (e.g., for all writing assignments).

Location

The determination of location for the special education services may influence decisions about the nature and amount of these services and when they should be provided. For example, an appropriate location for the related service of occupational therapy may be the English class during which the student may have opportunities for writing activities.

• The location where services will be provided needs to be stated specifically enough so the Committee’s recommendations regarding location of services is clear (e.g., English class; gymnasium; separate therapy room; cafeteria; playground; community; special class; general education summer school academic program).
• It is generally not sufficient to simply state "within general education classes or outside general education classes" for the location of services.
• The location of services should be more specific than simply stating the provider of services or where the student attends school (e.g., within the public school, at the BOCES Center, at the approved private school).

For preschool students, if the recommendation is for one or more related services or itinerant services, the IEP must indicate the child care location arranged by the parent or other site at which each service will be provided. The location must also indicate where, within that site, the services will be provided (e.g., speech and language therapy in the preschool class).

Special Transportation Needs

The IEP must specify any special transportation, including any specialized transportation equipment (such as special or adapted buses, lifts and ramps), needed by the student based on his or her unique needs related to the student’s disability to:

• travel to and from school (including such school-related programs as work programs and settings other than the school where the student receives education or special education services); and, as appropriate,
• to travel in and around the school.

In developing its recommendation for a preschool student with a disability, the CPSE must identify transportation options for the student and encourage parents to transport their child at public expense where cost-effective. The IEP must indicate how the preschool student will be transported to his or her special education program (e.g., parent transportation or transportation arranged by the county).

The IEP must indicate the needed individual testing accommodations, if any, to be used consistently by the student:

• in his or her recommended education program;
• in the administration of districtwide assessments of student achievement; and
• consistent with Department policy, in State assessments of student achievement that are needed by the student to participate in the assessment.

Testing accommodations must be clearly stated to ensure a consistent understanding by the Committee, school principal, teacher(s), paraprofessionals, student and the student’s parents. Specific testing accommodations (e.g., use of word processor) should be indicated, not generic test accommodation categories (e.g., answers recorded in any manner).

It is appropriate to indicate the conditions or types of tests that will require testing accommodations. Such conditions may include the length of the test, the purpose of the test, presentation of test items and the method of response required by the student. As examples: a student with a motor impairment may need a scribe for tests requiring extensive writing such as essay writing, but not for multiple-choice tests; a student may need breaks at certain intervals for tests longer than an hour in length but not for 40 minute classroom tests.

A particular test accommodation may also be needed due to and in conjunction with the provision of another accommodation. For example, separate setting may be needed when the student has the use of a scribe. In such instances, both accommodations must be indicated on the IEP and qualifying conditions would be indicated as appropriate.

If it is determined that the student needs a particular testing accommodation for all tests, then qualifying conditions are not indicated or would indicate "all tests."

When documenting the following accommodations, the following specifications should be included

• When documenting extended time, specify the amount of extended time (e.g., time and a half, double time).
• When documenting breaks, specify the duration of break and at what intervals (e.g., ten-minute break every 40 minutes).
• When documenting directions read or signed or listening passages read or signed more than the standard number of time, specify the number of times (e.g., directions read two more times than the standard number of times provided for all students as per Department directions).
• When documenting separate setting, specify individual or small group.
• When documenting adaptive furniture, special lighting or acoustics, specify type (e.g., study carrel).

Qualifying terms such as "as appropriate" or "when necessary" should not be used on the IEP.

Testing accommodations should not be indicated in a test-specific manner (e.g., "calculator with fraction capability," not "calculator with fraction capability on Regents examination in mathematics").

Example:

Participation in State and Districtwide Assessments

All students with disabilities must be included in State or districtwide assessment programs. If the Committee determines that the student will not participate in a particular State or districtwide assessment, or a portion of the assessment, the IEP must:

• specify the State or districtwide tests or portions of tests that the student will not participate in;
• include a statement of why that assessment (or specific portions) is not appropriate for the student; and
• indicate how the student will be assessed.

If the student meets the criteria for participation in the New York State Alternate Assessment for Students with Severe Disabilities (NYSAA), the IEP must indicate that the student will not be participating in the State assessments administered to general education students, and the IEP must indicate that the student will participate in the NYSAA.

There are some students with disabilities who may not be appropriate for participation in the State assessments and who do not meet the participation criteria for the NYSAA. For these students, other assessments must be identified in accordance with the March 2002 "Supplemental Guidelines for Participation of Students with Disabilities in State Assessments: Locally Selected Assessments" and any subsequent guidelines.

This section of the IEP would be completed for preschool students only if there is an assessment program for nondisabled preschool students.

Participation in General Education Programs, including Extra-curricular and Other Nonacademic Activities

Removal from the general educational 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.

• The IEP must provide an explanation of the extent, if any, to which a student will not be educated in general education classes and/or participating in extracurricular and nonacademic activities with nondisabled peers. The explanation would identify the general education classes, extracurricular and nonacademic activities in which the student will not participate, as a result of his or her disability, and explain why the Committee made those decisions based on the unique needs of the student. For example:

Richard needs a special class for each subject area because he is very distractible, even with small group work or working at a study carrel in a general education class; his tantrums and self-stimulatory behaviors necessitate a small student-teacher ratio.

• For preschool students, the IEP must provide an explanation of the extent, if any, to which the student will not be participating in age-appropriate activities with nondisabled peers and indicate if the special education services will be provided in a setting with no regular contact with age-appropriate peers without disabilities. For example:

Darcy's hypersensitivity to noise and visual distractions requires extensive environmental modifications that an integrated setting could not provide. her screaming and running behaviors significantly impact the learning of others.

If a student is not participating in a general physical education program, the IEP must indicate the extent to which the student will participate in specially designed instruction in physical education, including adapted physical education.

Language Other than English Exemption

A student identified as having a disability which adversely affects the ability to learn a language may be excused from the language other than English requirement if such student's IEP indicates that such requirement is not appropriate to the student's special educational needs. For further information, refer to: http://www.emsc.nysed.gov/ciai/lote.html.

The recommended special education programs and services, as documented on the student’s IEP:

• Specify resources needed to accomplish goals and to participate in general education curriculum (or, for preschool students, to participate in age-appropriate activities).
• Address transition needs, as appropriate.
• Reflect educational needs identified in present levels of performance (i.e., identifies the supports and services to be provided to the student to address each of the student’s identified needs).
• Reflect input from parents.
• Are only as "special" as are needed by the student.
• Promote the student’s participation in the least restrictive environment.
• Are age-appropriate.
• Facilitate active participation by the student.
• Are written in language the parents and educators can understand.
• Are clearly stated as to identify the district’s commitment of resources to assist the student in reaching his or her goals.
• Identify the programs and services a student will receive using terminology from law and regulation.

• Sections 200.1, 200.4, 200.6 and 200.13 and 200.16 of the Regulations of the Commissioner of Education
• Amendment to Section 200.2 of the Regulations of the Commissioner Implementing Chapter 377 of the Laws of 2001: Plans to Provide Instructional Materials in Alternative Formats for Students with Disabilities – Policy 02-05; May 2002
• Assistive Technology Devices and Services – September 1995
• Braille Instruction for Students who are Blind and Visually Impaired – Policy 98-01, April 1998
• Educating Blind and Visually Impaired Students: Policy Guidance - Federal Register/ Vol. 65
• The State Alternate Assessment for Students with Severe Disabilities, March 2001
• Supplemental Guidelines for Participation of Students with Disabilities in State Assessments: Locally Selected Assessments, March 2002
• Test Access and Modification for Individuals with Disabilities, December 1995
• Changes in Allowable Testing Accommodations on Elementary and Intermediate-level Tests, Effective September 2002, February 2002
• Transition Services: A Planning and Implementation Guide – July 1994
• The Committee on Special Education Program: A Parent’s Guide Videotape, 2002
• Access to General Education Curriculum: Building Opportunities for Participation, Dec. 2001*
• Alternate Assessment: Assessing Students with Severe Disabilities, April 2001*
• Assistive Technology – The New Power Tools, January 2001*
• Effective Models in Transition Planning for Students with Disabilities, April 2002*

* Tools for Schools Broadcasts

See Attachment 5

Recommended Special Education Programs and Services

Special Education Program/Services

Frequency

Duration

Location

Initiation Date

Resource Room

5X week

40 minutes

Resource room 

10/14/02

Consultant teacher (direct)

3X week

40 minutes

English class

10/14/02

Related Services

Frequency

Duration

Location

Initiation Date

Speech and Language Therapy - Group

2x week

30 minutes

Therapy room

10/14/02

Counseling - individual

1x week

30 minutes

Counselor’s office

10/14/02

Program Modifications/Accommodations/Supplementary Aids and Services

Frequency

Duration

Location

Initiation Date

Use of graphic organizers for writing assignments

Daily

Writing assignments

English class
History class

10/14/02

Extended time for writing assignments

Daily

Writing assignments

English class
History class

10/14/02

Scheduled rest periods for fatigue

Daily every 2 hours

20 minutes

Nurse's office

10/14/02

Presentation of curricula content organized into smaller parts.

Daily

New lessons

All academic classes

10/14/02

Teacher provided notes or outlines of unit information

Once a week

New lessons & units

All academic classes

10/14/02

Assistive Technology Devices/Services

Frequency

Duration

Location

Initiation Date

Computer program graphic organizer

Daily

English class
History class

10/14/02

Supports for School Personnel On Behalf of Student

Frequency

Duration

Location

Initiation Date

Consult with behavior management counselor

1X month for 3 months

30 minutes

Staff meeting room

10/14/02

Special Transportation Needs: None

Other: Assignment notebook; written schedule to assist Kevin to transition from class to class.

The following testing accommodations will be used consistently:

• in the student’s education program,
• in the administration of districtwide assessments of student achievement and,
• in the administration of State assessments of student achievement, consistent with State Education Department policy.

Testing Accommodation

Conditions

Specifications

Extended time

For tests requiring extended writing (essay) responses

Double Time

Separate setting

All tests

Small group- quiet with limited visual distractions

Breaks

For tests longer than 40 minutes in length

10 minute break every 40 minutes

Participation in Assessments

[X] Student will participate in the same State or local assessments that are administered to general education students.

[  ] The following State or local assessments (or part of an assessment) that are administered to general education students are not appropriate for the student: 

Assessment(s):___________________________________
Reason not appropriate:____________________________
How student will be assessed:
 [  ] New York State Alternate Assessment for Students with Severe Disabilities
 [  ] Other ________________________

[X] Explanation of the extent, if any, to which the student will not participate in general education programs, including extra curricular and other nonacademic activities: Kevin will receive resource room services for supplementary instruction on organizational strategies, counseling and speech and language therapy in lieu of study halls. These services will be provided in place of study halls due to Kevin’s problems with new learning and organization and to meet his need for structured small group and individual instruction and counseling. Kevin cannot participate in contact sports without prior medical clearance.

[  ] The student will not participate in the general physical education program, but will participate in specially designed or adapted physical education. Not applicable

Language other than English exemption  [  ] No

 [X] Yes, the student’s disability adversely affects the ability to learn a language, and the student is excused from the language other than English requirement.