NYSED Guidance Documents

  • Guide to Quality Individualized Education Program (IEP) Development and Implementation

    The IEP is the cornerstone of the special education process for each individual student.  It is the tool to document how one student’s special needs related to his/her disability will be met within the context of an educational environment.  This guidance document provides important information for Committees on Preschool Special Education (CPSE) and Committees on Special Education (CSE)1 in developing IEPs that are reasonably calculated to result in educational benefit to a student.

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  • Test Access & Accommodations for Students with Disabilities

    This manual provides information and tools to assist Committees on Special Education (CSEs) and Section 504 Multidisciplinary Teams (MDT) in making appropriate decisions for determining needed testing accommodations for individual students with disabilities. The manual also provides policy and guidelines for documenting and implementing testing accommodations for classroom, districtwide and State assessments. This document is intended to be used in conjunction with the following documents:

    School Administrator’s Manuals distributed by the Office of State Assessment for:

    • Elementary and Intermediate-Level Tests

    • Regents Examinations, Regents Competency Tests, and Proficiency Examinations 

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  • Response to Intervention Guidance for NYS Districts

    The purpose of this guidance document is to describe features or components of an effective RtI model by defining RtI as a multi-tiered early prevention system designed to improve outcomes for all students.  The chapters of this document provide guidance on:

    • minimum requirements of an RtI program:
    • appropriate instruction,
    • screenings applied to all students,
    • instruction matched to student needs,
    • repeated assessments of student achievement,
    • application of student information to make educational decisions, and
    • notification to parents;
    • school district selection of a specific structure and its components;
    • staff knowledge and skills needed to implement an RtI program; and
    • use of RtI data in determining if a student has a learning disability.
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