Meredith Penner, M.Ed.

Program & Training Specialist BCIU #22

   Aids, services and other supports Provided in regular education classes or other related settings Enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate IDEA 2004 Section 602(33)

Collaborative

Personnel and team collaboration

Instructional Social-Behavioral

Delivery of instruction, modified curricular needs, assessment, grading Behavioral supports, self management, peer supports

Physical

Physical environment, mobility, room arrangement, seating

 A multi-step student specific collaborative process  Identifies potential barriers that exist in the general education if nothing is changed  Identifies support options to increase student learning & participation in general education classrooms  Focuses on changing the student, you develop ways of adapting and modifying the environment.

Implementation Sequence

Suggested Personnel

Toolkit Component(s)

Learn About the SAS Consideration Toolkit and Process Compile and organize information about the student Create profile of general education setting(s) Identify potential barriers to learning and curriculum access in the general education classroom Identify strategies and services to eliminate barriers Discuss and analyze appropriate SAS options and determine viable alternatives for implementation

Special education administrators, PaTTAN and IU Technical Assistance Personnel serve as resources to IEP team All team members

Overview and Preparation for Use Student Profile

General and special educator

SAS Consideration Tool, Step 1

compile information and share with team All team members

SAS Consideration Tool, Step 2

All team members; specialists

SAS Consideration Tool, Step 3

as needed to supplement team expertise (e.g., AT

SAS Resource Wheel

specialist, behavior specialist, PaTTAN/IU consultants) All team members and consultants

SAS Consideration Tool, Step 4



SaS should be:

• Available to all students who need them • Designed to provide meaningful educational benefit • Provided in a manner that avoids stigmatizing students

       Scheduled team meetings Co-teaching Friendship facilitation Ongoing consultation Weekly/daily communication Staff training Mentor teachers

         Using keyboard/portable device; instruction in keyboarding skills; use of scribe Reading directions aloud Using special paper or writing tools Simplifying directions Providing visual cues Increasing individualized assistance Presenting instruction differently Allowing students to respond in a different manner Modifying curricular goals

 Behavioral support plan  Social skill training  Scheduled breaks  Friendship facilitation or Circle of Friends  Changing the “rules” (e.g. allowing gum or water bottle to address sensory needs)

      Arrange furniture differently Allow testing in a separate room Allow extended time or multiple sessions to complete tests Provide student requested breaks in pre-set area out of the classroom Allow water bottle or sensory toy at desk Make available an adapted chair

 Listing every accommodation available on the IEP form, hoping “something” will work  Using a standard set of accommodations for each student who has a similar disability label  Making modifications without assessing and discussing thoroughly what the student may need

 Developing an IEP without an analysis of potential general education environments  Limiting consideration of SAS to those that the team has experience in implementing  Beginning the IEP development process with a predetermined placement already in mind, based on whether the student currently is placed and/or his/her disability

Examples:

Use of a calculator TEXT ON TAPE Visual prompts to stay on task Teacher Training Ability Awareness training Fidget seat Extra time to take tests Social Skill Instruction Visual schedule Collaboration time for teachers to talk Adapted seating Textured bulletin board Advance notice for change in routine Modified Curriculum Change in rules or expectations

Provide for Sensory Breaks

Air conditioned Classroom Chunky crayons PRE-TEACHING Private Duty Nurse Teacher Aide Assistance Seating to allow visual access from the right

Parent General Ed Teacher Special Ed Supervisor Special Ed Teacher Principal OT and PT Other Support Staff

 COMPONENT A- provides an overview of the SaS consideration process, describing who is responsible for actions at each step of the process.

Student Profile: Summary of Strengths, Needs, and Learning Characteristics

 COMPONENT B- assists teams in organizing student specific information in a format designated to facilitate instructional planning and problem-solving to support inclusive practices.

COMPONENT C - the tool that guides IEP team members through a four-step process and results in the identification of student-specific, environmentally-referenced supplementary aids and services.

Step 1: Environmental Scan of General Education Classroom

* To be completed by the general education teacher (with input from the special education teacher as needed) prior to the team meeting

Supplementary Aids and Services (SAS) Consideration Tool 1

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

Step 1: Environmental Scan of General Education Classroom

Use, as a reference point, the general classroom(s) this student would attend if he or she did not have a disability. In collaboration with the general education teacher(s), 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.

Date: Completed By:

Step 2: Identify Barriers to Learning and Participation Step 3: Identify Support Strategies

Given what you know about this student, identify any difficulties you can anticipate in this setting, based on his/her current skills, needs, and learning style.

Identify supplementary aids and services that could support this student’s participation and learning in this class. Consider all possibilities, consulting available resources and support personnel.

1.1 Instructional Method/ Materials Printed Materials

 Textbook  Workbook  Trade book  Worksheets  Newspapers/magazines   Other ____________________ Other ____________________

Frequency of Use 2

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

2 Coding Key:

1 = never; 2 = occasionally; 3 = frequently



Self-Check for Teams

 COMPONENT D is a self-assessment tool for teams to use as they move through the SAS Consideration Toolkit to ensure fidelity in the development of an IEP that is focused on maximizing student participation in the LRE and meaningful access to the general education curriculum.

Determine which SaS will be implemented:  Identify the most appropriate supplementary aids and services needed to support this student’s learning in general education settings

 Adults need supports to do things in ways that they have not had previous experience  Identify training, technical assistance, administrative support needs, and other resources that are needed to deliver supplementary aids and services in ways that are new to instructional personnel

Before • All team members receive a copy of the 4 SaS Components to review • Special and General Education teachers complete section 1 of Component C (Profile of General Education Classroom) • Special and General Education teachers complete “Sensory, Motor, and Processing Considerations” (Section B-4) During • Team receives a copy of the completed “Profile of the General Education Classroom” • Team completes the “Strengths and Interests” section of Component B • Team identifies potential barriers within the general education classroom to curriculum access and instruction • Team identifies strategies and services to eliminate barriers • Team identifies viable alternatives for implementation After • Follow up IEP revision meeting to add supports and services as needed • Action plan is implemented based on consensus of team members • Team members receive a copy of the action plan