The paper presents guidelines to assist Virginia's local education agency (LEA) personnel, particularly teachers, administrators, counselors, and test providers, in the implementation of the minimum competency program for handicapped students. An introduction traces the history of graduation requirements, outlines revised graduation eligibility, and mentions the rationale for inclusion of the handicapped in the minimum competency program. Section I focuses on foundations of the minimum competency program for the handicapped with sections on pedagogical implications, the basic learning skills program, and the individualized education program. Section II reviews pretest activities, including scheduling the handicapped student for testing, preparing the student, and selection special accommodations. Covered in Section III are such posttest activities as remediation, counseling, and retesting. A large part of the document consists of a diagram which illustrates a convergent relationship between the intent of the Basic Learning Skills Objectives and the Minimum Reading Competencies. (SB)