Tips for Teachers
Identifying Supplementary Aids and Services
IEP teams are responsible for determining the supplementary aids and services (SAS) that students require in order to be able to
access and progress in general education classes and other education-related, extracurricular, and non-academic settings. This
responsibility calls upon IEP teams to be knowledgeable of ever-expanding lists of such supports, and it requires teams to monitor
the implementation and effectiveness of the supports they have selected. Additionally, it assumes that teams will reconvene at
regular intervals as needed to replace ineffective supports with supplementary aids and services that may more effectively protect
students’ access to general education environments.
Role of the IEP Team in Selecting SAS
Before recommending services for the student outside of the general education classroom, the IEP team must first consider
supplementary aids, services, program modifications, and supports that can be provided to the student in the general education
classes or settings, or to school personnel working with the student.
Supplementary Aids and Services like all other components of the IEP are collaboratively designed by the IEP team. The general
education teacher, special education teacher, related service provider(s), family, student (if appropriate), and the IEP chair must
work together to identify SAS that will meet the student’s needs and support the student’s access to and participation in general
curriculum. To do this, the team needs to consider:
a.
b.
the student’s current skills, abilities, and areas of difficulty, and
the demands of the environment(s) in which the student will be participating in, including non-instructional and
extracurricular activities.
With a thorough discussion and understanding of these components, the team can select and design supports to meet the student’s
needs and allow the students’ participation in the least restrictive environment.
Sources of Information to Consider
To develop a complete picture of the students and his or her support needs, the IEP team must consider a variety of information.
1. The Present Levels of Academic and Functional Performance (PLAAFP) is a key source. It should contain objective
information (from standardized and teacher-made assessments) about the student’s current skill levels in areas affected by
the student’s disability, as well as information about the student’s strengths, abilities, weaknesses, and needs. In addition, it
should contain teachers’ descriptions of the student’s performance and information regarding what strategies and supports
have (and have not) been effective in the past for the student.
2. Input from the parent (“What is the parental input regarding the student's educational program?”) and student is extremely
important. They can provide critical information about what works and does not work for the student. They can also
identify the student’s preferences and interests that can be useful in planning supports. (“What are the student's strengths,
interest areas, significant personal attributes, and personal accomplishments?”)
3.
The impact that the disability has on the student’s performance can provide important information that is useful in
selecting SAS. This information should be included in the PLAAFP section of the IEP (“How does the student's disability affect
his/her involvement in the general education curriculum?”) For example, students with learning disabilities often have
organizational issues that can be addressed through SAS that will reduce as much as possible the barriers to learning that
disorganization creates for the student.
Selecting supports for a student
All members of the IEP team discuss all the information gathered. Based on this information they now have important information
about the student and his or her needs. They use this information to identify the skills, settings, and/or activities where the student
will need supports in order to be successful. Every area of need noted in the PLAAFP, the impact of the disability statement, parent/
student input, or team discussion should result in the consideration of a SAS to address the student’s needs.
Identifying Supplementary Aids and Services
Description of Supplementary Aids and Services in the IEP
After the IEP Team selects the SAS that meet the identified needs of the student, they need to record them in the IEP so
that they can be implemented effectively. This means that they need to describe HOW, WHEN, and BY WHOM each of
the SAS will be implemented. This description can be found on the IEP in the box below the SAS that says, “clarify
location and manner”.
I.
II.
III.
Describing “HOW” – The description needs to make explicit what each support will look like when implemented.
For example: If the student needs preferential seating, the description should clarify what this means
(seating near the teacher to allow for proximity control, seating away from distractions or from certain
peers, seating close to the board in order to see, etc.)
Describing “WHEN” – The description needs to make explicit under what circumstances the supports are to be
provided. Does the student need this SAS across the day, in all academic and non-academic settings, or only for
certain classes.
For example: A student who has strong math skills but struggles to read and write may need a “reduced
workload” in English, History, and Biology where large amounts of text and writing are involved, but not
in Algebra where most of the work is computation.
Describing “WHO” – The description needs to make explicit who will implement the supports. Although all of the
student’s teachers may be responsible, it is helpful to talk about and document who will be involved in the
provision of each support.
For example: If materials are to be modified, will the special educator be involved in creating
instructional materials, will the general educator make those decisions, or will they do it together?
Supplementary Aids, Services, Program Modifications and Supports
Instructional Support(s)
Nature of Service
Instructional
Support(s) Other: Use of word
bank to reinforce
vocabulary and/or
when extended
writing is
required
Frequency
Anticipated Frequency
Daily
Begin Date
03/09/2012
End Date
Provider(s):
(P)=Primary,
(O)=Other
(P) General
Education Teacher
03/08/2013
Duration: 36 Weeks
(O) Special
Education Classroom
Teacher
Clarify location and manner: General and/or special educators will provide Keisha with a word bank of frequently used and content-related
words and their definitions to use as a resource for researching the correct spelling or words for writing and reinforcing vocabulary words
during reading, math, science, social studies, and written language. Keisha will have the word bank available for classwork and homework,
and teachers will remind her to use if for writing activities.
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