Student Individualized Education Program | Policy 7613

Development of Individualized Education Program

The Board of Education directs that the Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE) shall have prepared a written statement (program) for each child with a disability.

Such an Individualized Educational Program (IEP) will be developed by the CSE or CPSE upon referral, and reviewed or revised, whichever is appropriate, for every child with a disability at least annually or in the event that the program no longer appears to be appropriate to meet the student’s needs and ability level.

Provision of Individualized Education Program

The Board of Education shall provide a copy of each student’s IEP, prior to implementation of the program, to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for the implementation of a student’s IEP.

The Chairperson of the Committee on Special Education shall designate a professional employee of the School District with knowledge of the student’s disability and education program to inform each teacher, assistant and support staff person and other service provider of his/her responsibility relating to the implementation of the IEP and the specific accommodations, modifications and supports that must be provided for the student in accordance with the IEP. This must be done prior to the implementation of the IEP.

Any copy of a student’s IEP provided to teachers and other service providers shall remain confidential and shall not be re-disclosed to any other person, in compliance with federal and state laws and regulations, including the Individuals with Disabilities Education Act and the Family Educational Rights and Privacy Act.

Individual Re-evaluations of Individualized Education Program

The CSE shall arrange for an appropriate re-evaluation of each student with a disability if conditions warrant a re-evaluation, or if the student’s parent or teacher requests a re-evaluation; however, a re-evaluation must take place at least once every three years. The re-evaluation will be conducted by a multi-disciplinary team or group of persons, including at least, one teacher or other specialist with knowledge in the area of the student’s disability. The re-evaluation 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 re-evaluations must be addressed by the committee on special education in reviewing and, as appropriate, revising the student’s IEP.

Use of Recording Equipment at IEP Meetings

The Board of Education shall allow recording equipment to be used at meetings regarding individualized education programs (IEPs) for students with disabilities.

Education Law Section 4402(7)
8 New York Code of Rules and Regulations
(NYCRR) Sections 200.2(b)(l 1), 200.4(b)(4),
200.4(e)(3), and 200.4(f)
Alternative Formats for Students with Disabilities

Adopted 05/24/04

Alternative Formats for Students with Disabilities

Targeted Population:

1) Identification of the needs of students residing in the District or attending BOCES.
2) For students with Individualized Education Programs (IEPs).

For students with IEPs, the student case manager will collect the necessary information regarding alternate format needs (e.g., type of format, specifications of the format such as font size for large print, courses the student will be enrolled in, State and District-wide assessments the student is expected to participate in, etc.) and convey it to the building level principal by May 15 of each year.

For students with Section 504 Accommodation Plans, the student case manager will collect the necessary information regarding alternate format needs (e.g., type of format, specifications of the format such as font size for large print, courses the student will be enrolled in, State and District-wide assessments the student is expected to participate in, etc.) and convey it to building level principal by May 15 of each year.

Access to and Conversion of Electronic Files

Students will access electronic files for screen and/or text readers and alternative display (e.g., computers, printers, scanners, closed circuit televisions, alternative keyboards, Braille note-takers, tape recorders, etc.) and software (e.g., screen readers, speaking browsers, screen magnification devices, scan and read, Braille translation, etc.) as indicated in their IEP or Section 504 Plan.

The CSE/CPSE or District designated contact person will work collaboratively with the Assistive Technology Team and the Technology Department to ensure articulation between the instructional materials needed by the student and the tools to access them, by the designated deadlines. Electronic files will be converted to Braille, large print, audio, or alternative displays when needed by media specialist or appropriate contracted service, prior to its being assigned/used in the classroom.

Ordering Timelines

In order to ensure that all identified students will have access to appropriate alternative formats for the State assessments, those assessments will be ordered per State Education Department (SED) Guidelines.

The Director of Special Programs will follow SED guidelines to seek permission to reproduce or reformat State assessment test booklets.

Braille and large print conversions will be requested from the NYS Resource Center located in Batavia (716-343-8100) at the NYS School for the Blind (NYSSB) at least three months prior to the date needed. Request for Braille or large print conversion made to vendors will be made at the same time regular materials are ordered.

Requests for conversion of Braille and large print made to an in-District employee will be made at least ten (10) business days prior of the date needed. Procurement of the alternate instructional materials will follow the same timeline as for the textbooks and instructional materials for non-disabled students (consistent with District purchasing policy/guidelines/timelines, etc.). Selection and

Procurement of Instructional Materials

Each District will annually inform all stakeholders about the requirement to provide alternative formats for instructional materials and its implications for instruction and the procedure for District policy. Each staff member shall be informed of student specific needs for alternative instructional materials at the same time they are informed of other classroom/testing accommodations, strengths, and the teacher’s responsibilities to meet the IEP as per the Individuals with Disabilities Education Act and Part 200 of Commissioner’s Regulations.

Materials Selection Process

Textbooks are selected by department committees. Special education teachers at the appropriate grade levels are included on these committees.

As a part of the materials review criteria the alternate format information will be collected and considered in the decision making process.

Preference will be given to vendors who agree to provide materials in a useable alternative format.

Procedures for New Entrant Students during the School Year

Alternate format of instructional materials and related technologies will be identified at the child’s initial CSE/CPSE meeting. The CSE/CPSE will convey this information to all stakeholders (e.g., classroom teacher, curriculum coordinator, testing coordinator, principal, purchasing, special education teacher, etc.) within five (5) days of the meeting.

For procurement of necessary materials:

The CSE/CPSE will contact the previous school district to determine if the materials are available for loan (or purchase) until appropriate materials can be procured (purchased or developed) by the District.

Adopted 05/24/04