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Supplementary Aids and Services Consideration Toolkit: Overview February 2010 Presenters: Elaine Neugebauer PaTTAN- Pgh/ Marianne Trachock Pittsburgh.

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Presentation on theme: "Supplementary Aids and Services Consideration Toolkit: Overview February 2010 Presenters: Elaine Neugebauer PaTTAN- Pgh/ Marianne Trachock Pittsburgh."— Presentation transcript:

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2 Supplementary Aids and Services Consideration Toolkit: Overview February 2010 Presenters: Elaine Neugebauer PaTTAN- Pgh/ Marianne Trachock Pittsburgh Public Schools

3 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.

4 Training Objectives Participants will be able to: Cite the foundation for use of Supplementary Aids and Services (SaS) in general education classrooms by referencing legal and policy documents;Cite the foundation for use of Supplementary Aids and Services (SaS) in general education classrooms by referencing legal and policy documents; Describe the use of supplementary aids and services to support students with disabilities as active learners and participants in the general education environmentDescribe the use of supplementary aids and services to support students with disabilities as active learners and participants in the general education environment Discuss the purpose and role of the Supplementary Aids and Services Consideration ToolkitDiscuss the purpose and role of the Supplementary Aids and Services Consideration Toolkit Identify potential SaS to support inclusive practicesIdentify potential SaS to support inclusive practices

5 Part 1: Legal/Conceptual Foundations for the Use of Supplementary Aids and Services 4

6 5 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]

7 6 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)

8 7 Related Services Specially Designed Instruction Supplementary Aids and Services The Service Piece…

9 8 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 [§ ]

10 9 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; [§ (4)].

11 10 General Education Curriculum Student Needs, Goals and Objectives Access to the General Education Curriculum The Curriculum Piece …

12 11 Additional Resources Inclusion Basic Education Circular (BEC) SaS Fact Sheet

13 Part 2: Defining and the Use of Supplementary Aids and Services 12

14 13 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

15 14 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

16 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. 15

17 16 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.

18 SaS: Social –Behavioral Examples Modifications of rules and expectations Peer supports (e.g., facilitating friendships) Individualized behavioral support plan Social skills training Counseling supports 17

19 18 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)

20 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. 19 IEP Questions

21 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? 20 IEP Questions

22 21 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

23 22 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!!!

24 23 Part 3: The Purpose and Role of the Supplementary Aids and Services Consideration Toolkit

25 What is the SaS Consideration Toolkit? A multi-step student specific process completed by the IEP team members A multi-step student specific process completed by the IEP team members Merges information about the student and the general education setting Merges information about the student and the general education setting Identifies support options for student learning and participation in general education classroom. Identifies support options for student learning and participation in general education classroom. 24

26 25 Our Thinking About the Design Must begin with an understanding of the instructional context of the general education classroom Must begin with an understanding of the instructional context of the general education classroom Universal design for learning work Universal design for learning work Organize types of supplementary aids and services Organize types of supplementary aids and services Ecological Inventory approach/discrepancy analysis (environmental scan) Ecological Inventory approach/discrepancy analysis (environmental scan) Identification of and elimination of curriculum barriers (CAST) Identification of and elimination of curriculum barriers (CAST) Instructional, social, physical, and collaborative domains from the literature (Etscheidt & Bartlett, 1999) Instructional, social, physical, and collaborative domains from the literature (Etscheidt & Bartlett, 1999)

27 26 Starting with the End in Mind SaS Toolkit structures consideration of GE classroom option as starting point of team’s discussion of placement--bridging a gap between policy and practice. SaS Toolkit structures consideration of GE classroom option as starting point of team’s discussion of placement--bridging a gap between policy and practice. Intended outcome is a list of environmentally-referenced SaS that enhance participation and learning for a student with a disability in the general education classroom. Intended outcome is a list of environmentally-referenced SaS that enhance participation and learning for a student with a disability in the general education classroom.

28 Why use the SaS Toolkit? SaS Consideration Toolkit utilized by teams during : planning and placement decision-making planning and placement decision-making problem-solving for supports within a new general education curricular area; problem-solving for supports within a new general education curricular area; comprehensive planning for transition to a new school building, grade or vocational setting. comprehensive planning for transition to a new school building, grade or vocational setting. 27

29 28 A Multi-Step Process Compile Information About Student; Identify Student Strengths and Needs Compile Information About Student; Identify Student Strengths and Needs Develop Profile of General Education Classroom(s) Develop Profile of General Education Classroom(s) Identify Potential Barriers to Curricular Access and Instruction Identify Potential Barriers to Curricular Access and Instruction Identify Strategies and Services to Eliminate Barriers Identify Strategies and Services to Eliminate Barriers Identify Viable Alternatives for Implementation Identify Viable Alternatives for Implementation

30 29 Components of the Toolkit A: Introduction and Preparation for Use. This document provides an overview of the SaS consideration process, describing who does what at each step. A: Introduction and Preparation for Use. This document provides an overview of the SaS consideration process, describing who does what at each step. B: Student Profile: Summary of Strengths, Needs, and Learning Characteristics. Teams have much information about a student. This tool helps them organize student-specific information in a format designed to facilitate instructional planning and problem-solving to support inclusive placements. B: Student Profile: Summary of Strengths, Needs, and Learning Characteristics. Teams have much information about a student. This tool helps them organize student-specific information in a format designed to facilitate instructional planning and problem-solving to support inclusive placements.

31 30 Components of the Toolkit C: The Supplementary Aids and Services Consideration Tool. C: The Supplementary Aids and Services Consideration Tool. This tool outlines a four-step process that results in the identification of student-specific, environmentally-referenced supplementary aids and services.

32 Components of the Toolkit D: Supplementary Aids and Services Self-Check. As teams move through the SaS consideration process, this self- assessment tool is a means of ensuring that all steps of the process have been completed. D: Supplementary Aids and Services Self-Check. As teams move through the SaS consideration process, this self- assessment tool is a means of ensuring that all steps of the process have been completed. 31

33 32 Recommended Implementation Sequence Highlighted graphic is second page of each toolkit component, identifying: Highlighted graphic is second page of each toolkit component, identifying: Task Suggested personnel Which component/ section Flip Chart Resource Document

34 Supplementary Aids and Services Consideration Toolkit—Component C 4-Step Process 33

35 Step 1: Component C Develop Profile of General Education Classroom(s) Instructional Method and Materials Instructional Method and Materials Instructional Delivery and Social Routines Instructional Delivery and Social Routines Setting Characteristics Setting Characteristics 34

36 35 Supplementary Aids and Services (SAS) Consideration Tool 1 Completed By:Identify classroom(s) used as a reference point for Step 1: Date:Student: 2 Coding Key: 1 = never; 2 = occasionally; 3 = frequently Printed Materials  Textbook  Workbook  Trade book  Worksheets  Newspapers/magazines  Other ____________________ Frequency of Use 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).

37 Step 2: Component C Identify Potential Barriers to Curricular Access and Instruction: student skills, student skills, learning characteristics and learning characteristics and priority needs priority needs in the context of general education classroom. * Completed by all team members 36

38 37 Supplementary Aids and Services (SAS) Consideration Tool 1 Completed By:Identify classroom(s) used as a reference point for Step 1: Date:Student: 2 Coding Key: 1 = never; 2 = occasionally; 3 = frequently Printed Materials  Textbook  Workbook  Trade book  Worksheets  Newspapers/magazines  Other ____________________ Frequency of Use 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).

39 Step 3: Component C Identify Strategies and Service to Eliminate Barrier Support strategies should maximize participation and reduce instructional barriers Support strategies should maximize participation and reduce instructional barriers Use student strengths to address barriers Use student strengths to address barriers *Completed by all team members 38

40 39 Supplementary Aids and Services (SAS) Consideration Tool 1 Completed By:Identify classroom(s) used as a reference point for Step 1: Date:Student: 2 Coding Key: 1 = never; 2 = occasionally; 3 = frequently Printed Materials  Textbook  Workbook  Trade book  Worksheets  Newspapers/magazines  Other ____________________ Frequency of Use 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 Sevices to Eliminate Barriers Step 2: Identify Barriers to Curricular Access and Instruction Step 1:Environmental Scan of General Education Classroom

41 Step 4: Component C Identify Viable Alternatives for Implementation What does the student need to be successful? What does the student need to be successful? What do the adults need in order to be able to support the student? What do the adults need in order to be able to support the student? How will we get there? How will we get there? * Completed by all team members 40

42 Part 4: Identifying Potential SaS As Guided by the SaS Consideration Toolkit 41

43 Identifying Potential SaS Activity Chad : Chad : Review the scenario Review the scenario Review the Environmental Scan Review the Environmental Scan Identify Barriers to Learning and Participation Identify Barriers to Learning and Participation Brainstorm Support Strategies – accept ALL ideas Brainstorm Support Strategies – accept ALL ideas 42

44 Student Scenario Chad Facts about the classroom 6 th grade science Textbook written at 6 th grade level Published chapter tests and periodic teacher designed quizzes used Students take turns reading orally Short answers to text questions must be written and turned in during class or as homework Expectation to memorize 15 scientific terms and their definitions per unit. Small group activities/labs done weekly Oral report on related topics of own choice Teacher frequently uses board, lecture, handouts, demonstrations and occasionally videos to share information Class rules are posted and enforced Facts about Chad Reads and writes independently at 2 nd grade level (nonfiction) Resists activities involving handwriting Likes being in a leadership role Relates well with younger children Walks out of classroom when frustrated Enjoys computer video games Never completes homework Expresses fear of testing Intolerant of misbehavior of others Responds well to visual cues High interest with science topics Likes to put things together and take apart Follows posted class rules 43

45 44 Supplementary Aids and Services (SAS) Consideration Tool 1 Completed By:Identify classroom(s) Science Classroom Date: Student: Chad 2 Coding Key: 1 = never; 2 = occasionally; 3 = frequently Printed Materials  Textbook  Workbook  Trade book  Worksheets  Newspapers/magazines  Other Charts and Posters  Other ____________________ Frequency of Use 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 Barriers Step 2: Identify Potential Barriers to Curricular Access and Instruction Step 1:Develop Profile of General Education Classroom(s)

46 Points to Remember SaS Fact Sheet and Consideration Toolkit help structure thinking regarding SaS considerations SaS Fact Sheet and Consideration Toolkit help structure thinking regarding SaS considerations SaS are designed to provide meaningful educational benefit SaS are designed to provide meaningful educational benefit SaS are provided in a manner that avoids stigmatizing students SaS are provided in a manner that avoids stigmatizing students 45

47 46 References Cited Center for Applied Special Technology (CAST). Center for Applied Special Technology (CAST). Etscheidt, S. K., & Bartlett, L. (1999). The IDEA Amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65(2), Etscheidt, S. K., & Bartlett, L. (1999). The IDEA Amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65(2),

48 47 Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Pennsylvania Training and Technical Assistance Network PaTTAN Contact Information Pittsburgh: Elaine


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