Supplementary Aids and Services Consideration Toolkit: Overview February 2010 Presenters: Elaine...

Supplementary Aids and Services Consideration

Toolkit: Overview

February 2010Presenters: Elaine Neugebauer

PaTTAN- Pgh/Marianne Trachock

Pittsburgh Public Schools

Pennsylvania’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

Training ObjectivesParticipants will be able to:

• Cite the foundation for use of Supplementary Aids Cite the foundation for use of Supplementary Aids and Services (SaS) in general education classrooms and Services (SaS) in general education classrooms by referencing legal and policy documents;by referencing legal and policy documents;

• Describe the use of supplementary aids and Describe the use of supplementary aids and services to support students with disabilities as services to support students with disabilities as active learners and participants in the general active learners and participants in the general education environmenteducation environment

• Discuss the purpose and role of the Supplementary Discuss the purpose and role of the Supplementary Aids and Services Consideration ToolkitAids and Services Consideration Toolkit

• Identify potential SaS to support inclusive practicesIdentify potential SaS to support inclusive practices

Part 1: Legal/Conceptual Foundations for the Use of Supplementary Aids and

Services

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IDEA on Supplementary Aids and Services

• The term ‘supplementary aids and services' means aids, services, and other supports that are provided in regular education classes and other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate” [§300.42]

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IDEA on LRE

“To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.”

IDEA sec. 612 (5)(A)

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Related Services

Specially Designed Instruction

Supplementary Aids and

Services

The Service Piece…

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IDEA on Placement(b) The child’s placement – (1) Is determined

annually; (2) Is based on the child’s IEP; and (3) Is as close as possible to the child’s home;

(c) Unless the IEP of a child with a disability requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled;

(d) In selecting the LRE, consideration is given to any potential harmful effect on the child or on the quality of services that he or she needs; and

(e) A child with a disability is not removed form education in age appropriate regular classrooms solely because of needed modifications in the general education curriculum [§300.116]

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IDEA on IEPs

• The IEP for each child with a disability includes “A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child to …attain annual goals, be involved in and make progress in the general education curriculum…. To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section; [§300.320(4)].

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General Educatio

n Curriculu

m

Student Needs,

Goals and Objectives

Access to the General

Education Curriculum

The Curriculum Piece …

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Additional Resources

• Inclusion Basic Education Circular (BEC)

• SaS Fact Sheet

Part 2: Defining and the Use of Part 2: Defining and the Use of Supplementary Aids and ServicesSupplementary Aids and Services

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Supplementary Aids and Services

Collaborative Adults working together to support students.

Instructional Development and delivery of instruction that addresses diverse learning needs.

Physical Adaptations and modifications to the physical environment.

Social-Behavioral

Supports and Services to increase appropriate behavior and reduce disruptive or interfering behavior

Source: Etscheidt & Bartlett, 1999

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SaS: Collaborative Examples

•Communication (e.g. supporting use of a “travel card” between teachers/classes)•Professional development related to collaboration•Scheduled time for co-planning and team meetings•Co-teaching; classroom consultation •Scheduled opportunities for parental collaboration

SaS: Instructional Examples

• Using a keyboard/portable device

• Instruction in keyboarding skills; use of a scribe

• Reading directions aloud

• Using special paper or writing tools

• Providing visual cues

• Modify curricular goals.

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SaS: Physical Examples

•Arrange furniture differently•Adaptive equipment•Adjustment to sensory input (e.g., light sound)•Student requested breaks in pre-set area out of the classroom•Water bottle or sensory object at desk•Individualized desk, chair, etc.

SaS: Social –Behavioral Examples

• Modifications of rules and expectations

• Peer supports (e.g., facilitating friendships)

• Individualized behavioral support plan

• Social skills training

• Counseling supports

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SaS: Role of the IEP Team

• It is the IEP team that determines supplementary aids and services necessary for each child to receive specially designed instruction in the least restrictive environment.

• The IEP team decides the educational placement for an individual student.

• Placement determination must be the final component of the IEP development process.

Basic Education Circulars (PA Code)

Question #1• What supplementary aids and services were

considered? • What supplementary aids and services were

rejected?• Explain why the supplementary aids and services

will or will not enable the student to make progress on the goals and objectives (if applicable) in this IEP in the general education class.

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IEP Questions

Question #2

• What benefits are provided in the regular education class with supplementary aids and services versus the benefits provided in the special education class?

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IEP Questions

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Question #3• What potentially beneficial effects and/or harmful

effects might be expected on the student with disabilities or the other students in the class, even with supplementary aids and services?

Question #4• To what extent, if any, will the student participate

with non-disabled peers in extracurricular activities or other nonacademic activities?

IEP Questions

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Through this consideration process….• Begin consideration of student

needs within the context of the regular education curriculum and classroom.

• Consider the interaction between student needs and classroom practices and expectations.

• Identify services necessary for educational benefit/progress.

• Determine placement/amount of time in general education (remove student only when there is no benefit and/or harmful effects).

• If/when removed, align services to support access and participation in general education and provide supports for students to interact with nondisabled peers in nonacademic and extracurricular activities.

Placement in general education to the maximum extent appropriate.

In order to achieve THIS!!!

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Part 3: The Purpose and Role Part 3: The Purpose and Role of the Supplementary Aids of the Supplementary Aids and Services Consideration and Services Consideration

ToolkitToolkit

What is the SaS What is the SaS Consideration Toolkit?Consideration Toolkit?

A multi-step student specific process A multi-step student specific process completed by the IEP team memberscompleted by the IEP team members

Merges information about the Merges information about the student and the general education student and the general education settingsetting

Identifies support options for student Identifies support options for student learning and participation in general learning and participation in general education classroom.education classroom.

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Our Thinking About the Our Thinking About the DesignDesign

Must begin with an Must begin with an understanding of the understanding of the instructional context instructional context of the general of the general education classroomeducation classroom

Universal design for Universal design for learning worklearning work

Organize types of Organize types of supplementary aids supplementary aids and servicesand services

Ecological Inventory Ecological Inventory approach/discrepancy approach/discrepancy analysis analysis (environmental scan)(environmental scan)

Identification of and Identification of and elimination of elimination of curriculum barriers curriculum barriers (CAST)(CAST)

Instructional, social, Instructional, social, physical, and physical, and collaborative domains collaborative domains from the literature from the literature (Etscheidt & Bartlett, 1999)(Etscheidt & Bartlett, 1999)

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Starting with the End in Starting with the End in MindMind

SaS Toolkit structures SaS Toolkit structures consideration of GE consideration of GE classroom option as starting classroom option as starting point of team’s discussion point of team’s discussion of placement--bridging a of placement--bridging a gap between policy and gap between policy and practice.practice.

Intended outcome is a list of Intended outcome is a list of environmentally-referenced environmentally-referenced SaS that enhance SaS that enhance participation and learning participation and learning for a student with a for a student with a disability in the general disability in the general education classroom. education classroom.

Why use the SaS Toolkit?Why use the SaS Toolkit?

SaS Consideration Toolkit utilized by teams SaS Consideration Toolkit utilized by teams duringduring:: planning and placement decision-planning and placement decision-

makingmaking problem-solving for supports within a problem-solving for supports within a

new general education curricular area;new general education curricular area; comprehensive planning for transition to comprehensive planning for transition to

a new school building, grade or a new school building, grade or vocational setting.vocational setting.

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A Multi-Step ProcessA Multi-Step Process

CCompile Information About Student; Identify ompile Information About Student; Identify Student Strengths and NeedsStudent Strengths and Needs

DDevelop Profile of General Education evelop Profile of General Education Classroom(s)Classroom(s)

IIdentify Potential Barriers to Curricular Access dentify Potential Barriers to Curricular Access and Instructionand Instruction

IIdentify Strategies and Services to Eliminate dentify Strategies and Services to Eliminate BarriersBarriers

IIdentify Viable Alternatives for Implementationdentify Viable Alternatives for Implementation

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Components of the ToolkitComponents of the Toolkit A: Introduction and Preparation for A: Introduction and Preparation for

UseUse. This document provides an overview . This document provides an overview of the SaS consideration process, describing of the SaS consideration process, describing whowho does does what what at each step. at each step.

B: Student Profile: Summary of B: Student Profile: Summary of Strengths, Needs, and Learning Strengths, Needs, and Learning CharacteristicsCharacteristics. Teams have much . Teams have much information about a student. This tool helps information about a student. This tool helps them organize student-specific information them organize student-specific information in a format designed to facilitate in a format designed to facilitate instructional planning and problem-solving instructional planning and problem-solving to support inclusive placements. to support inclusive placements.

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Components of the ToolkitComponents of the Toolkit

C: The Supplementary Aids and C: The Supplementary Aids and Services Consideration ToolServices Consideration Tool. .

This tool outlines a This tool outlines a four-stepfour-step process that process that

results in the identification of student-results in the identification of student-specific, environmentally-referenced specific, environmentally-referenced supplementary aids and services. supplementary aids and services.

Components of the ToolkitComponents of the Toolkit

D: Supplementary Aids and D: Supplementary Aids and Services Self-CheckServices Self-Check. As teams . As teams move through the SaS consideration move through the SaS consideration process, this self-assessment tool is a process, this self-assessment tool is a means of ensuring that all steps of means of ensuring that all steps of the process have been completed. the process have been completed.

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Recommended Implementation Recommended Implementation SequenceSequence

Highlighted graphic Highlighted graphic is second page of is second page of each toolkit each toolkit component, component, identifying:identifying: TaskTask Suggested Suggested

personnelpersonnel Which component/ Which component/

sectionsectionFlip ChartResource Document

Supplementary Aids and Services Consideration Toolkit—Component C

4-Step Process

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Step 1: Component CStep 1: Component CDevelop Profile of General Education Develop Profile of General Education Classroom(s)Classroom(s)

Instructional Method and Instructional Method and MaterialsMaterials

Instructional Delivery and Social Instructional Delivery and Social RoutinesRoutines

Setting CharacteristicsSetting Characteristics

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Supplementary Aids and Services (SAS) Consideration Tool1

Completed By:Identify classroom(s) used as a reference point for Step 1:

Date:Student:

2Coding Key: 1 = never; 2 = occasionally; 3 = frequently

1 2 31 2 31 2 31 2 31 2 31 2 31 2 3

Printed Materials Textbook Workbook Trade book Worksheets Newspapers/magazines Other ____________________ Other ____________________

Frequency of Use2

1.1 Instructional Method/ Materials

Identify Supplementary Aids and Services to address potential barriers. Consider all possibilities, consulting available resources and support personnel.

Identify any difficulties you can anticipate for this student (if nothing is changed) based on his/her current skills, needs, and learning profile.

Create a profile of the instructional environment(s) by circling the number that best describes the frequency of use of identified materials and instructional practices.

Step 3: Identify Strategies and Services to Eliminate Barrier

Step 2: Identify Potential Barriers to Curricular Access and Instruction

Step 1: Develop Profile of General Education Classroom(s).

Step 2: Component CStep 2: Component CIdentify Potential Barriers to Curricular Identify Potential Barriers to Curricular Access and Instruction:Access and Instruction:

student skills, student skills, learning characteristics and learning characteristics and priority needs priority needs

in the context of general education in the context of general education classroom.classroom.

**Completed by all team membersCompleted by all team members

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Date:Student:


1 2 31 2 31 2 31 2 31 2 31 2 31 2 3


Frequency of Use2



Identify any difficulties you can anticipate for this student (if nothing is changed) based on his/her current skills, needs, and learning profile


Step 3: Identify Strategies and Services to Eliminate Barrier


Step 1: Develop Profile of General Education Classroom(s).

Step 3: Component CStep 3: Component CIdentify Strategies and Service to Identify Strategies and Service to Eliminate BarrierEliminate Barrier

Support strategies should maximize Support strategies should maximize participation and reduce instructional participation and reduce instructional barriersbarriers

Use student strengths to address Use student strengths to address barriersbarriers

*Completed by all team members*Completed by all team members

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Date:Student:


1 2 31 2 31 2 31 2 31 2 31 2 31 2 3


Frequency of Use2



Identify any difficulties you can anticipate for this student (if nothing is changed) based on his/her current skills, needs, and learning profile..


Step 3: Identify Strategies and Sevices to Eliminate Barriers

Step 2: Identify Barriers to Curricular Access and Instruction

Step 1: Environmental Scan of General Education Classroom

Step 4: Component CStep 4: Component CIdentify Viable Alternatives for Identify Viable Alternatives for ImplementationImplementation

What does the student need to be What does the student need to be successful?successful?

What do the adults need in order to What do the adults need in order to be able to support the student?be able to support the student?

How will we get there?How will we get there?

**Completed by all team membersCompleted by all team members

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Part 4: Identifying Potential SaS As Part 4: Identifying Potential SaS As Guided by the SaS Consideration Guided by the SaS Consideration

ToolkitToolkit

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Identifying Potential SaS Identifying Potential SaS ActivityActivity

Chad :Chad :

Review the scenarioReview the scenario Review the Environmental ScanReview the Environmental Scan Identify Barriers to Learning and Identify Barriers to Learning and

ParticipationParticipation Brainstorm Support Strategies – Brainstorm Support Strategies – accept accept

ALL ideasALL ideas

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Student Scenario Student Scenario ChadChad

Facts about the classroomFacts about the classroom66thth grade science grade science

Textbook written at 6Textbook written at 6thth grade level grade levelPublished chapter tests and Published chapter tests and periodic teacher designed quizzes periodic teacher designed quizzes usedusedStudents take turns reading orallyStudents take turns reading orallyShort answers to text questions Short answers to text questions must be written and turned in must be written and turned in during class or as homeworkduring class or as homeworkExpectation to memorize 15 Expectation to memorize 15 scientific terms and their scientific terms and their definitions per unit.definitions per unit.Small group activities/labs done Small group activities/labs done weeklyweeklyOral report on related topics of Oral report on related topics of own choiceown choiceTeacher frequently uses board, Teacher frequently uses board, lecture, handouts, demonstrations lecture, handouts, demonstrations and occasionally videos to share and occasionally videos to share informationinformationClass rules are posted and Class rules are posted and enforcedenforced

Facts about ChadFacts about Chad

Reads and writes independently Reads and writes independently at 2at 2ndnd grade level (nonfiction) grade level (nonfiction)Resists activities involving Resists activities involving handwritinghandwritingLikes being in a leadership roleLikes being in a leadership roleRelates well with younger childrenRelates well with younger childrenWalks out of classroom when Walks out of classroom when frustratedfrustratedEnjoys computer video gamesEnjoys computer video gamesNever completes homeworkNever completes homeworkExpresses fear of testingExpresses fear of testingIntolerant of misbehavior of Intolerant of misbehavior of othersothersResponds well to visual cuesResponds well to visual cuesHigh interest with science topicsHigh interest with science topicsLikes to put things together and Likes to put things together and take aparttake apartFollows posted class rulesFollows posted class rules

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Completed By:Identify classroom(s) Science Classroom

Date:Student: Chad


1 2 31 2 31 2 31 2 31 2 31 2 31 2 3

Printed Materials Textbook Workbook Trade book Worksheets Newspapers/magazines Other Charts and Posters Other ____________________

Frequency of Use2


Identify Supplementary Aids and Services to address potential barriers. Consider all possibilities, consulting available resources and support personnel

Identify any difficulties you can anticipate for this student (if nothing is changed) based on his/her current skills, needs, and learning profile.


Step 3: Identify Strategies and Services to Eliminate Barriers


Step 1: Develop Profile of General Education Classroom(s)

Points to RememberPoints to Remember

SaS Fact Sheet and Consideration SaS Fact Sheet and Consideration Toolkit help structure thinking Toolkit help structure thinking regarding SaS considerationsregarding SaS considerations

SaS are designed to provide SaS are designed to provide meaningful educational benefitmeaningful educational benefit

SaS are provided in a manner that SaS are provided in a manner that avoids stigmatizing studentsavoids stigmatizing students

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References CitedReferences Cited

Center for Applied Special Technology Center for Applied Special Technology (CAST). (CAST). http://www.cast.org/teachingeverystudent/http://www.cast.org/teachingeverystudent/

Etscheidt, S. K., & Bartlett, L. (1999). The Etscheidt, S. K., & Bartlett, L. (1999). The IDEA Amendments: A four-step approach IDEA Amendments: A four-step approach for determining supplementary aids and for determining supplementary aids and services. services. Exceptional Children, 65(2), Exceptional Children, 65(2), 163-163-174.174.

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Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary

Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary Education

John J. Tommasini, DirectorBureau of Special Education

Bureau of Special EducationPennsylvania Training and Technical Assistance Network

PaTTAN Contact Information www.pattan.net

Pittsburgh: Elaine Neugebauer [email protected]

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