Section 5: Supplementary Aids and Services

Podcast Script

Laura LaMore, Consultant, OSE-EIS

August 4, 20101

Via Podcast

Welcome

• On behalf of the Office of Special Education and Early Intervention Services (OSE-EIS) at the Michigan Department of Education (MDE) WELCOME!

• This podcast details Supplementary Aids and Services and is part of a series of 9 podcasts designed to walk and talk you through the state model forms for Individualized Education Program (IEP) and Notice

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Getting Started • We want to thank you for tuning in

• My name is Laura LaMore and I am a consultant with the OSE-EIS

• Before we get started, if you have not already done so, we recommend that you download the Quick Reference Guide, Section 5: Supplementary Aids and Services, to view with this podcast

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Foundation• Supplementary Aids and Services are unique in the

IEP process and include but are not limited to:– Strengths

– Consideration of Present level

– Goals/Objectives

– Consideration of Assessment-Participation and Provisions

• They support and promote independence and reinforce instruction across environments

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Purpose

• The purpose of this section is to identify the supplementary aids and services that will be provided to the student

• Aids and services are developed to enable the student to make progress in the general education curriculum and advance appropriately toward his or her goals

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• There are three primary purposes for developing supplementary aids and services as identified above

• Aids and services may be provided in any of the following settings: general education, special education, nonacademic, and extracurricular

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Supplementary Aids and Services

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Determine Necessity

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Determine Necessity• Determine if supplementary aids or services are

necessary to address the student’s needs identified in the present level section

• To facilitate development of aids and services, the team must consider the student’s unique needs specific to accessing instruction, accommodations to content, environmental adjustments, etc.

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In the first column, identify and provide a clear and detailed description of the aid or service

Determine Necessity

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• In the second column, identify the time (i.e., minutes/hours), the frequency (e.g., daily, weekly), or under what condition (specific circumstances) that applies to the provision of the aid or service

• It is important to identify the time, frequency, or condition with sufficient detail and measurability to ensure understanding for consistent implementation

Determine Necessity

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Note:

The phrase “as needed” lacks sufficient detail and measurability.

Use of the phrase “as needed” will not meet compliance standards.

Determine Necessity

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In the third column, identify all locations (e.g., cafeteria, math class, English class, etc.) where the service will be provided

Determine Necessity

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• The IEP team may find that aids and services can be logically identified under more than one heading

• In this case, the IEP team is to identify the aid or service under the most appropriate heading, as determined by the IEP team

• There is no need to identify the aid or service more than once

Determine Necessity

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Content Requirements • When developing supplementary aids and

services, it is important that they be written with sufficient description and measurability

• This ensures appropriate access to and progress in the general education curriculum

• Indicate if aids and services are determined not necessary

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Content Requirements

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Least Restrictive Environment

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Section 5: Supplementary Aids and Services

Thank You• Thank you for participating in this podcast

detailing Supplementary Aids and Services

• As a reminder, this is part of a series of 9 podcasts designed to walk and talk you through the state model forms for IEP and Notice

• The next podcast in the series is titled Section 6: Assessment – Participation and Provisions

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Contact

• OSE-EIS – Main (517) 373-0923–www.michigan.gov/ose-eis

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