Section 5: Supplementary Aids and Services Podcast Script Laura LaMore, Consultant, OSE-EIS August 4,

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 2

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 3

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 4

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 5

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 6 Supplementary Aids and Services

7 Determine Necessity

8 Determine if supplementary aids or services are necessary to address the students needs identified in the present level section To facilitate development of aids and services, the team must consider the students unique needs specific to accessing instruction, accommodations to content, environmental adjustments, etc.

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

10 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

11 Note: The phrase as needed lacks sufficient detail and measurability. Use of the phrase as needed will not meet compliance standards. Determine Necessity

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

13 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

14 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 15 Content Requirements

16 Least Restrictive Environment

17 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 18

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