Section 5: Supplementary Aids and Services Podcast Script
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Transcript of Section 5: Supplementary Aids and Services Podcast Script
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Section 5: Supplementary Aids and Services
Podcast Script
Laura LaMore, Consultant, OSE-EIS
August 4, 20101
Via Podcast
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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
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• 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
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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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