IEP Accommodations in New Hampshire
What IEP accommodations are available in New Hampshire?
In New Hampshire, accommodations are defined in Ed 1102.01(b) as any change in instruction, materials, or assessment that does not alter the rigor, validity, or both, of the subject matter being taught or assessed. Accommodations allow students to access the curriculum and demonstrate knowledge without changing what is being learned or measured. Under Ed 1109 and 34 CFR 300.320, every IEP must include a statement of individual appropriate accommodations necessary for the child to participate in state and districtwide assessments—including New Hampshire's Statewide Assessment System (NHSAS) and any alternate assessments. The IEP team, which includes parents, teachers, the district representative, and other qualified personnel, determines appropriate accommodations based on the child's individual needs and disability. Accommodations must be consistently implemented across all settings and must not invalidate the assessment. Progress toward goals with accommodations in place is measured and reported to parents at least as frequently as report cards are issued to nondisabled peers.
What New Hampshire Requires
The IEP must include a statement of any individual appropriate accommodations necessary to measure the child's academic and functional performance on state and districtwide assessments, including the NH Statewide Assessment System (NHSAS), as required by Ed 1109 and 34 CFR 300.320(a)(6).
Accommodations are defined as changes in instruction, materials, or assessment that do not impact the rigor, validity, or both, of the subject matter being taught or assessed—they allow access to the curriculum without modifying learning standards (Ed 1102.01(b)).
The IEP team must document how accommodations will help the child advance toward annual goals, be involved in the general education curriculum, and participate in extracurricular and nonacademic activities (Ed 1109; 34 CFR 300.320(a)(4)).
Progress toward goals with accommodations in place must be measured and reported to parents at least as frequently as report cards are issued to nondisabled students, using quarterly or other periodic reports (34 CFR 300.320(a)(3)).
All regular education teachers, special education teachers, and service providers must be informed of the specific accommodations documented in the IEP and their responsibility for implementing them (34 CFR 300.323(d)).
If a student is to take an alternate assessment instead of the regular grade-level assessment, the IEP must include a statement explaining why the student cannot participate in the regular assessment and why the chosen alternate assessment is appropriate (34 CFR 300.320(a)(6)(ii); Ed 1109).
Key Timelines
IEP must be in effect at the beginning of each school year for every child with a disability within the district's jurisdiction (34 CFR 300.323(a); Ed 1109.03).
Progress reports on accommodations and goal achievement must be provided at least as frequently as report cards are issued to nondisabled peers—typically quarterly or per district report card schedule (34 CFR 300.320(a)(3)).
IEP must be reviewed and revised at least annually, and more frequently if the parent or school district requests a review of accommodations or services (Ed 1109; 34 CFR 300.324).
When a parent rejects a proposed IEP (including proposed accommodations), the school district must notify the NH Department of Education within 5 instruction days and provide the parent with available dispute resolution information within 30 business days (Ed 1120.04(c)).