Tips for Teachers
Implementing Supplementary Aids and Services
When students with IEPs are taught in the general education setting, a variety of supports are used to help them access curriculum
content, participate in learning activities, and demonstrate their learning. Understanding supplementary aids and services (SAS) and
developing a system for implementing them efficiently and consistently helps teachers meet the needs of all of their students.
By clearly and thoroughly describing the supplementary aids and services (SAS) in the IEP, the IEP team lays the foundation for
effective implementation in the classroom. With an understanding of what is needed and when, teachers are better equipped to
develop a plan for putting them in place. The keys to successful implementation of SAS are communication, organization, and
planning.
Communication to all stakeholders
1.
Every staff member (resource/special area teachers, general education teachers, related services providers, etc.) who works
with the student needs a copy of the IEP. The staff members need to:

Review the individual SAS/PMS for each student in Section III: Special Considerations and Accommodations of the
IEP to identify the supports that need to be provided for the student

Review “how”, “when, and by “whom" the SAS/PMS is implemented

Ask the IEP team for clarification regarding SAS/PMS identified on the IEP regarding type as well as, location and
manner of implementation if needed.
2.
Older students (middle and high) should also understand what supports are included in their IEPs so that they can ask for
and/or remind teachers when they need support and what type of support they need.
Organize the information about your students’ supplementary aids and services
Many teachers find it useful to put all their supplementary aids and services in one matrix so they can see at a glance when planning
instruction what kinds of supports will be needed. If you teach multiple groups of students over the course of the day, you may
want to develop a matrix for each class (e.g., Period 1 Algebra; Period 2 Statistics, etc). Using initials instead of full names protects
students’ privacy if others have access to your plan book.
L. W.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
behavior contract
alternative ways to
demonstrate
learning
peer buddy or
partner work
X
X
oral exams
X
X
chunking of text
X
word banks
X
reminders to stay
on task
X
copy of student/
teacher notes
T. R.
X
word processor
X
spell checker
J. S.
have student
paraphrase
information
frequent and
immediate
feedback
check for
understanding
allow use of
manipulatives
graphic/
organizational aids
Supplementary Aids and Services Matrix
X
In some cases supports that are identified for students on their IEP are supports that a teacher may already be planning to provide
for the entire class. For example, when the teacher gives a writing assignment, he/she may give the entire class access to graphic
organizers and a computer (word processor) to complete the assignment. These are supports already built into the lesson and will
benefit all students. When planning any lesson these overall strategies and supports should be identified as well as additional
supports that may be needed to eliminate barriers that some students with IEPs may still encounter.

Identify all areas where a deficit/support need will impact participation and learning. Where will supports be needed?
Collaborative Planning for Implementation
Implementing Supplementary Aids and Services
Understanding each student’s needs, SAS/PMS and how they allow students to fully participate and progress in general education
requires thoughtful planning that includes identifying expectations for all students and possible barriers for some students.
Collaboration between general educators, special educators, and related service providers is the key to ensuring students’ success.
General educators have expertise with general curriculum (content) and can communicate what students should be able to “know”
and “do” in order to demonstrate key concepts. Special educators and related service providers have expertise with how the
student’s disability impacts the way they access information, learn key concepts, and demonstrate their learning.

Identify learning outcomes for all students (e.g. students will be able to write a summary of a selection that was read).

Identify learning strategies and classroom practices that are in place to support all students. (e.g. all students have access to
graphic organizers when completing writing assignments).

Determine if there will be barriers for some students in achieving the outcome. Where will additional supports be needed for
students with IEPs? Remember that difficulties with reading or written output don’t only impact English-Language Arts, but
also affect the student’s ability to access content and demonstrate learning in Science, Social Studies/History, and even
math.

Incorporate SAS/PMS that address the barrier(s) (e.g. given a word bank, the student will be able to write a summary of a
selection that was read).
Collaborative Planning Tool
Step 1: Identify what
students will learn/do.
Step 2: Identify which strategies
will be used so that all students
will learn.
Step 3: Identify potential barriers
to curricular access and instruction
Step 4: Identify SAS to eliminate
barriers
Skill/Topic: Summarizing
what was read
Check for Understanding
Vocabulary (J.S., T.R., L.W.)
Review Vocabulary (J.S., T.R.,
L.W.)
Frequent and Immediate
Feedback
Spelling/Grammar (J.S., T.R., L.W.)
Objective: Students will be
able to write a paragraph to
summarize the selection that
was read.
Graphic Organizers to organize
thoughts/written summary
Word Bank (T.R., L.W.)
Organizing thoughts in complete
sentences (L.W.)
Spell Checker (J.S., T.R.)
Focus/Completion of task (L.W.)
Word Processor (J.S., T.R., L.W.)
References (Dictionary,
Thesaurus
Paraphrase ideas (L.W.)
Reminders to stay on task (L.W.)
More information and references:
Supplementary Aids and Services, September, 2010; http://nichcy.org
Effective Supplementary Aids And Services : Selecting, Documenting, and Implementing – A Guide For
Teachers
http://mcieinclusiveschools.org
BCPS SAS Project
SY 2012-13