Student Name:
LEXINGTON CITY SCHOOLS
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
COVER PAGE
SCHOOL YEAR:
School:
STI 10-Digit Number:
Grade:
DOB:
Age:
Primary Disability:
Percent of day receiving Special Education Services:
Secondary Disability:
Percent of day receiving Special Education Services:
Tertiary Disability:
Page:
of
Race:
Percent of day receiving Special Education Services:
Percent of day spent in a Regular Classroom Setting:
Related Services:
The following two questions only apply to students under the age of 6:
Does the student spend 10 or more hours a week in the Regular Early Childhood Setting?
Yes or
No
Does the student receive the majority of their special education & related services in the Regular Early Childhood Setting?
Yes or
No
Medications:
Parent/Guardian Name:
Home Address:
Phone # (H):
Phone # (W):
Email:
Most recent eligibility date:
Date of IEP meeting:
Next triennial due before this date:
Beginning date of IEP:
2nd contact
Date parent notified: 1st contact
Next IEP due by this date:
3rd contact
Date student notified of IEP meeting:
Case Manager:
School Phone Number:
Copy of IEP given to parent/student by (Name):
On (Date):
PARTICIPANTS INVOLVED:
The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not
authorize consent. Parent or student (age 18 or older) consent is indicated on the “Prior Notice/Consent” page.
SIGNATURE OF PARTICIPANT
POSITION
PARENT/GUARDIAN
STUDENT
ADMINISTRATOR/DESIGNEE
SPECIAL EDUCATION CASE MGR.
GENERAL EDUCATION TEACHER
* The student must be informed at least one year prior to turning 18 that the IDEA procedural safeguards (rights) transfer to
him/her at age 18 and be provided with an explanation of those procedural safeguards. Date informed
School Staff Use Only:
Cc: Parent(s)/Central Office on
Central Office Use Only:
O PowerSchool on
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
FACTORS FOR IEP TEAM CONSIDERATION
Student Name:
Date:
Page:
of
During the IEP meeting the following factors must be considered by the IEP team. Best practice suggests that the IEP team
document that the factors were considered and any decision made relative to each. The factors are addressed in other
sections of the IEP if not documented on this page. (For example: see Present Level of Performance)
1.
Results of the initial or most recent evaluation of the student;
2.
The strengths of the student;
3.
The academic, developmental, and functional needs of the student;
4.
The concerns of the parent(s) for enhancing the education of their child;
5.
The communication needs of the student;
6.
The student's needs for benchmarks or short-term objectives;
7.
Whether the student requires assistive technology devices and services;
8.
In the case of a student whose behavior impedes his or her learning or that of others, consider the use of
positive behavioral interventions, strategies, and supports to address that behavior;
9.
In the case of a student with limited English proficiency, consider the language needs of the student as those
needs relate to the student's IEP;
10.
In the case of a student who is blind or is visually impaired, provide for instruction in Braille and the use of
Braille unless the IEP team determines, after an evaluation of the student’s reading and writing skills, needs, and
appropriate reading and writing media, including an evaluation of the student’s future needs for instruction in
Braille or the use of Braille, that instruction in Braille or the use of Braille is not appropriate for the student; when
considering that Braille is not appropriate for the child the IEP team may use the Functional Vision and Learning
Media Assessment for Students who are Pre-Academic or Academic and Visually Impaired K-12 (FVLMA) or
similar instrument; and
11.
In the case of a student who is deaf or hard of hearing, consider the student’s language and communication
needs, opportunities for direct communications with peers and professional personnel in the student’s language
and communication mode, academic level, and full range of needs, including opportunities for direct instruction in
the student’s language and communication mode. The IEP Team may use the Virginia Communication Plan when
considering the student's language and communication needs and supports that may be needed.
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Student Name:
Date:
Page:
of
The Present Level of Academic Achievement and Functional Performance summarize the results of assessments that
identify the student’s interests, preferences, strengths and areas of need. It also describes the effect of the student’s
disability on his or her involvement and progress in the general education curriculum, and for preschool children, as
appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s
performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also
includes the student’s performance in functional areas, such as self-determination, social competence, communication,
behavior and personal management. Test scores, if included, should be self-explanatory or an explanation should be
included, and the Present Level of Academic Achievement and Functional Performance should be written in objective
measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level
of Academic Achievement and Functional Performance, and all other components of the IEP.
__________________________________________________________________________________________
Testing information and explanation:
Effect of the student’s disability on his/her involvement and progress in the general education curriculum and area(s) of
need:
Writing:
Reading:
Math:
Science:
History/Social Sciences:
Additional Comments:
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE, CONTINUED
Student Name:
Date:
Page:
of
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE, CONTINUED
Current performance in functional areas Functional Academics:
Self-Determination:
Social Competence:
Communication:
Behavior:
Personal Management:
Additional Comments:
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
MEASURABLE ANNUAL GOALS, PROGRESS REPORT
Student Name:
Date:
Page:
of
Area of Need:
#
MEASURABLE ANNUAL GOAL:
The IEP Team considered the need for short-term objectives/benchmarks.
Short-term objectives/benchmarks are included for this goal (required for students participating in the VAAP)
Short-term objectives/benchmarks are not included for this goal.
How will progress toward this annual goal be measured? (check all that apply)
Classroom Participation
Observation
Checklist
Special Projects
Criterion-referenced test:
Classwork
Tests and Quizzes
Norm-referenced test:
Homework
Written Reports
Other:
Progress on this goal will be reported to the Parent or adult student using the following codes. Attach comments
using progress report comment section below
SP -The student is making Sufficient Progress to achieve
this annual goal within the duration of this IEP.
IP -The student has demonstrated Insufficient Progress
to meet this annual goal and may not achieve this goal
within the duration of this IEP.
ES - The student demonstrates Emerging Skill but may not
achieve this goal within the duration of this IEP.
M -The student has Mastered this annual goal.
NI -The student has Not been provided Instruction on
this goal.
Anticipated Date of Progress
Report*
Actual Date of Progress Report
Progress Code
*Progress reports will be provided at least as often as parents are informed of the progress of their children without
disabilities
COMMENTS
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
SHORT TERM OBJECTIVES OR BENCHMARKS, as determined by IEP Team
(Required for students participating in the VAAP)
Student Name__________________________________________________________ Date____/____/____ Page ___of___
Goal # _____
Area of Need: ___________________________
Short Term Objectives or Benchmarks, as needed
Objective/Benchmark #___
Objective/Benchmark #___
Objective/Benchmark #___
Objective/Benchmark #___
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, Continued
ACCOMMODATIONS/MODIFICATIONS
Student Name:
Date:
Page:
of
This student will be provided access to general education classes, special education classes, other school services and
activities including nonacademic activities and extracurricular activities, and education related settings:
___ with no accommodations/modifications
___ with the following accommodations/modifications
Accommodations/modifications provided as part of the instructional and testing/assessment process will allow the student
equal opportunity to access the curriculum and demonstrate achievement. Accommodations/modifications also provide
access to nonacademic and extracurricular activities and educationally related settings. Accommodations/modifications
based solely on the potential to enhance performance beyond providing equal access are inappropriate.
Accommodations may be in, but not limited to, the areas of time, scheduling, setting, presentation and response. The impact
of any modifications listed should be discussed.
ACCOMMODATIONS/MODIFICATIONS (list, as appropriate)
Accommodation(s)/Modification(s)
Frequency
Location
(name of school *)
Instructional
Setting
Duration
m/d/y to m/d/y
* IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the
location of the services or refuses the proposed site. A listing of more than one anticipated location is permissible, if the
parents do not indicate that they will object to any particular school or state that the team should identify a single school.
Supports for School Personnel: (Describe supports such as equipment, consultation, or training for school staff to meet the unique
needs for the student)
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
SERVICES-LEAST RESTRICTIVE ENVIRONMENT-PLACEMENT, CONTINUED
PARTICIPATION IN THE STATE AND DIVISION-WIDE ACCOUNTABILITY/ASSESSMENT SYSTEM
Student Name:
Date:
Page:
of
This student’s participation in state and division-wide assessments must be discussed annually. During the duration of this
IEP:
Will the student be at a grade level for which the student must participate in a state and/or divisionwide assessment? If yes, continue to next question.
Based on the Present Level of Academic Achievement and Functional Performance, is this student
being considered for participation in the Virginia Alternate Assessment Program (VAAP), which is
based on Aligned Standards of Learning? If yes, complete the “VAAP Participation Criteria”.
Does the student meet the VAAP participation criteria? If yes, refer to the Aligned Standards of
Learning for development of annual goals and short-term objectives or benchmarks.
Based on the Present Level of Academic Achievement and Functional Performance, is this student
being considered for participation in the Virginia Substitute Evaluation Program (VSEP)? If yes,
complete the “VSEP Participation Criteria” for each content considered and attach justification
statement. Note- Available in math only during the 2011-2012 school year
Does the student meet the VSEP participation criteria?
Based on the Present Level of Academic Achievement and Functional Performance, is this student
being considered for participation in the Virginia Grade Level Alternative (VGLA)? If yes, complete
the “VGLA Participation Criteria” for each content considered and attach justification statement.
Does the student meet the VGLA participation criteria? If yes, determine for specific content area.
Based on the Present Level of Academic Achievement and Functional Performance, is this student
being considered for participation in the Virginia Modified Achievement Standards Test (VMAST)?
If yes, complete the “VMAST Participation Criteria” for each content considered.
Does the student meet the VMAST participation criteria? If yes, determine for specific content area.
Note: The VMAST assessments will only be available to eligible students with disabilities during the
2012-2013 and 2013-14 school years. Beginning in 2014-2015, the VMAST will no longer be
available as a separate alternate assessment.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
If “yes” to any of the above, check the assessment(s) chosen and attach (or maintain in student’s educational record)
the assessment page(s), which will document how the student will participate in Virginia’s accountability system and
any needed accommodations and/or modifications.
 State Assessments:
___ SOL Assessments and retake (SOL)  Reading  Math  Science  History/Social Science  Writing
___ Virginia Substitute Evaluation Program* (VSEP)  Math
___ Virginia Grade Level Alternative* (VGLA)  Science  History/Social Science  Writing
___ Virginia Modified Achievement Standards Test* (VMAST)  Math  Reading
___ Virginia Alternate Assessment Program** (VAAP)
___ Other State Approved Substitute(s): ______________________________
 Division-wide Assessment (list):
___________________________________________________________________________________________________
__________________________________________________________________________________________
* Refer to Procedures for Determining Participation in the Assessment Component of Virginia’s Accountability System
and the Implementation Manual for VGLA, VSEP and/or VMAST. Note: The VGLA is no longer available in reading and
math for students with disabilities.
** Refer to Virginia Alternate Assessment Program (VAAP) Participation Criteria and Implementation Manual.
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, CONTINUED
PARTICIPATION IN THE STATE AND DIVISION-WIDE ACCOUNTABILITY/ASSESSMENT SYSTEM
(CONTINUED)
Student Name:
Date:
Page:
of
PARTICIPATION IN STATEWIDE ASSESSMENTS
Assessment Type*
(SOL, VGLA, VSEP, VMAST1,VAAP, or
Board of Education Approved Substitute)
Test
Reading
Accommodations**
 _______________________________________
If yes, list accommodation(s)
Yes No
 Not Assessed at this Grade Level
Math
 _______________________________________
Yes No
 Not Assessed at this Grade Level
Science
 _______________________________________
Yes No
 Not Assessed at this Grade Level
History/SS
 _______________________________________
Yes No
 Not Assessed at this Grade Level
Writing
 _______________________________________
Yes No
 Not Assessed at this Grade Level
* An IEP team may not exempt a student from participation in a content area assessment, only determine how the student will be assessed.
** Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment. For
the accommodations that may be considered, refer to “Accommodations/Modifications” page of the IEP.
1
VMAST is available in mathematics 3-8 and EOC Algebra I and grades 3-8 and end-of-course (EOC) reading only.
Beginning in 2014-2015, the VMAST will no longer be available as a separate alternate assessment.
 Division-wide Assessment (list):
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
EXPLANATION FOR NON-PARTICIPATION IN REGULAR STATE OR DIVISION-WIDE ASSESSMENTS
If an IEP team determines that a student must take an alternate assessment instead of a regular state assessment, explain in
the space below why the student cannot participate in this regular assessment; why the particular assessment selected is
appropriate for the student, including that the student meets the criteria for the alternate assessment; and how the student’s
nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the VDOE’s
Procedures for Participation of Students with Disabilities in Virginia’s Accountability System for guidance.
 Alternate/Alternative Participation Criteria is attached or maintained in the student’s educational record
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT
Student Name:
Date:
Page:
of
Least Restrictive Environment (LRE)
When discussing the least restrictive environment and placement options, the following must be considered:
 To the maximum extent appropriate, the student is educated with children without disabilities.
 Special classes, separate schooling or other removal of the student from the regular educational environment occurs only when the
nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be
achieved satisfactorily.
 The student’s placement should be as close as possible to the child’s home and unless the IEP of the student with a disability requires
some other arrangement, the student is educated in the school that he or she would attend if he or she did not have a disability.
 In selecting the LRE, consideration is given to any potential harmful effect on the student or on the quality of services that he/she
needs.
 The student with a disability shall be served in a program with age-appropriate peers unless it can be shown that for a particular
student with a disability, the alternative placement is appropriate as documented by the IEP.
Free Appropriate Public Education (FAPE)
When discussing FAPE for this student, it is important for the IEP team to remember that FAPE may include, as appropriate:

Educational Programs and Services
 Nonacademic and Extracurricular Services and Activities

Proper Functioning of Hearing Aids
 Physical Education

Assistive Technology
 Extended School Year Services

Transportation
 Length of School Day
SERVICES: Identify the service(s), including frequency, duration and location, that will be provided to or on behalf of the student in
order for the student to receive a free appropriate public education. These services are the special education services and as necessary, the
related services, supplementary aids and services based on peer-reviewed research to the extent practicable, assistive technology,
supports for personnel*, accommodations and/or modifications* and extended school year services* the student will receive that will
address area(s) of need as identified by the IEP team. Address any needed transportation and physical education services including
accommodations and/or modifications.
Special Education and Related Service(s)
Frequency
Location
(name of school**)
Duration
m/d/y to m/d/y
Percent of Day Receiving Special Education Services for Primary Disability:
Percent of Day Receiving Special Education Services for Secondary Disability:
Percent of Day Receiving Special Education Services for Tertiary Disability:
PERCENT OF DAY SPENT IN A REGULAR CLASSROOM SETTING:
* These services are listed on the “Accommodations/Modifications” page and “Extended School Year Services” page, as needed.
** IEP teams are required to identify the specific school site (public or private) when the parent expresses concerns about the location of
the services or refuses the proposed site. A listing of more than one anticipated location is permissible, if the parents do not indicate that
they will object to any particular school or state that the team should identify a single school.
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ELEMENTARY INDIVIDUALIZED EDUCATION PROGRAM (IEP)
SERVICES – LEAST RESTRICTIVE ENVIRONMENT – PLACEMENT, CONTINUED
Student Name_________________________________________________________ Date____/____/____ Page ___of___
PLACEMENT
No single model for the delivery of services to any population or category of children with disabilities is acceptable for
meeting the requirement for a continuum of alternative placements. All placement decisions shall be based on the
individual needs of each student. The team may consider placement options in conjunction with discussing any needed
supplementary aids and services, accommodations/modifications, assistive technology, and supports for school personnel.
In considering the placement continuum options, check those the team discussed. Then, describe the placement selected in
the PLACEMENT DECISION section below. Determination of the Least Restrictive Environment (LRE) and placement
may be one or a combination of options along the continuum.
Placement Continuum Options Considered (check all that have been considered):
Services provided in:
___ general education class(es)
___ special class(es)
___ special education day school
___ state special education program / school
___ residential facility
___ home-based
___ hospital
___ other (describe):
PLACEMENT DECISION: ____________________________________
Based upon identified services and the consideration of least restrictive environment (LRE) and placement continuum
options, describe in the space below the placement. Additionally, summarize the discussions and decision around LRE and
placement. This must include an explanation of why the student will not be participating with students without disabilities
in the general education class(es), programs, and activities. Attach additional pages as needed.
Explanation of Placement Decision:
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
PRIOR NOTICE/CONSENT
Student Name:
Date:
Page:
of
PRIOR NOTICE
The school division proposes to implement this IEP. This proposed IEP will allow the student to receive a free appropriate
public education in the least restrictive environment. This decision is based upon a review of current records, current
assessments and the student’s performance as documented in the Present Level of Academic Achievement and Functional
Performance. Other options considered, if any, and the reason(s) for rejection is attached, or can be found in the Placement
Decision section of this IEP. Additionally, other factors, if any that are relevant to this proposal are attached. Parent and
adult student rights are explained in the Procedural Safeguards. If you, the parent(s) and adult student, need another copy of
the Procedural Safeguards or need assistance in understanding this information please contact
________________________________ at (___) ____________ or e-mail ________________________________ or
________________________________ at (___) ____________ or e-mail ________________________________ .
____ Parent(s) initials here indicate that the parent(s) has read the above prior notice and attachments, if any, before giving
permission to implement this IEP.
PARENT/ADULT STUDENT CONSENT: Indicate your response by checking the appropriate space and sign
below.
___ I give permission to implement this IEP.
___ I do not give permission to implement this IEP.
____________________________________________________
Parent Signature
____/____/____
Date
TRANSFER OF RIGHTS AT THE AGE OF MAJORITY
(This must occur at least one year prior to the age of 18)
Indicate the date that the student and parent were informed of the transfer of parental rights under IDEA to the adult student at the age of
18.
_____________________
Date
___________________________________________________
School Official Signature
I was informed of the parental rights under IDEA and that these rights transfer to me at age 18.
_____________________
Date
___________________________________________________
Student Signature
I was informed of the parental rights under IDEA that transfer to my child at age 18.
_____________________
Date
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Parent Signature
CONFIDENTIAL
6/2013
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
PRIOR NOTICE
Student Name__________________________________________________________ Date____/____/____ Page ___of___
Student ID Number___________________________________
Describe the action that the school division proposes or refuses to take:
Explanation of why the school division is proposing or refusing to take action:
Description of each evaluation procedure, assessment, record or report the school division used in deciding to propose or
refuse the action:
Description of any other choices that the Individualized Education Program (IEP) team considered and the reasons why
those choices were rejected:
Description of other reasons or other factors relevant as to why the school division proposed or refused the action:
Resources for the parent to contact for help in understanding the Individuals with Disabilities Education Act (IDEA) and
the related federal and Virginia Regulations:
If this notice is not the initial referral for evaluation, document when the parent was provided a copy of the procedural
safeguards:
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INDIVIDUALIZED EDUCATION PROGRAM (IEP)
VIRGINIA’S STANDARDS OF LEARNING ASSESSMENTS
Student Name:
Date:
Page:
of
PARTICIPATION IN THE STANDARDS OF LEARNING (SOL) ASSESSMENTS
For the student who will be (1) in a grade level for which the student is eligible to participate in the SOL
Assessment; (2) enrolled in a course for which there is an SOL end-of-course test; (3) participating in a remediation
recovery program or (4) needs to take a SOL Assessment as a requirement to earn a Modified Standard Diploma,
Standard Diploma or Advanced Studies Diploma; and (5) is not participating in the Virginia Alternate Assessment
Program (VAAP), list each test below. Next determine if the student will participate in the SOL test and then list the
accommodation(s) that will be made based upon those the student generally uses during classroom instruction and
assessment.
 State Assessments:
SOL Assessments and retake (Regular SOL Tests)
Virginia Grade Level Alternative Assessment (VGLA)*
Virginia Substitute Evaluation Program (VSEP)*
Virginia Alternate Assessment Program (VAAP)*
Virginia Modified Achievement Standards Test (VMAST)*
Other State Approved Substitute(s):
* Refer to Procedures for Determining Participation in the Assessment Component of Virginia’s Accountability System
and the Procedural Manuals for VGLA, VSEP, VAAP, and VMAST.
SOL TESTS
PARTICIPATION
ACCOMMODATIONS
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
If YES, List Accommodation(s)by Test
Mark any nonstandard administration with an asterisk*. These test scores will be reported as scores that result
from a nonstandard administration. A student with a disability who has passed an SOL assessment utilizing any
accommodation including a non-standard accommodation has passed for all purposes.
PARTICIPATION IN THE VIRGINIA ALTERNATE ASSESSMENT PROGRAM (VAAP)
Does the student meet the criteria for the VAAP?
Yes
No
If yes, the student will participate in the VAAP. If the criteria are not met, determine and document above how the
student will participate in the SOL assessment.
EXPLANATION FOR NON-PARTICIPATION AND HOW THE STUDENT WILL BE ASSESSED
If no is checked for any SOL Test, explain in the space below why the student will not participate in this test, the
impact relative to promotion or graduation, how the student will be assessed in these areas, and why the particular
alternate or alternative assessment selected is appropriate.
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Accommodations Allowed
For the Standards of Learning Assessments
Accommodations based solely on the potential to enhance performance
beyond providing equal access are inappropriate
Accommodations in Timing/Scheduling
time of day
breaks during test
multiple test sessions
order of tests administered with minimal
distractions
Setting
preferential seating
individual testing
adaptive/special furniture
tests administered in location
Presentation
magnifying glass
amplification equipment(hearing aid/auditory trainer)
templates
masks or markers to maintain place
large print test and answer document
simplifying directions
Braille
reading of test items (if on English: Reading/Literature, and
Research tests - NSA)
written directions
interpreting (signing, cued speech) test items (if on English:
Reading/Literature, and Research tests - NSA)
reading directions to student
interpreting directions (signing, cued speech)
clarify directions
audio-tape version of test items (if on the English: Reading/
Reading/Literature, and Research tests - NSA)
Plain English math version (grade 3,5,8)
NSA: Designated Nonstandard Administration. If a
student utilizes a nonstandard accommodation, the
record of that score will be accompanied by a notation
explaining that the score resulted from a nonstandard
administration. A student with a disability, who has passed
an SOL assessment utilizing any accommodation, including
a nonstandard accommodation, has passed for all purposes
including earning a verified credit.
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small group
special lighting
noise buffers
hospital/home/
non-school setting
Response
student marks booklet and teacher/proctor transfers
answers to answer sheet
spell check
spelling dictionary
typewriter
augmentative communication device
arithmetic tables (SA only if subtest allows a
calculator
Brailler
word processor
large diameter/special grip pencil
pencil grip
student responds verbally and teacher/proctor marks
answer sheet
tape recorder (pre-writing activity)
dictation to scribe (writing sample component of the
writing test only-NSA)
use of a calculator on mathematics tests in which
calculators are not routinely supplied to all
students (grd. 3 math and grd. 5 computation
section - NSA)
use of arithmetic tables on math tests in which calculators are not routinely used grd. 5 computation
section - NSA)
abacus
Use of calculator with additional functions than those
routinely supplied to all students (NSA)
Use of scientific or graphing calculator on grade 8
math, science, or EOC science
Use a calculator with additional functions than those
routinely supplied to all students (NSA)
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