SaS Overview Penner

Report
Meredith Penner, M.Ed.
Program & Training Specialist
BCIU #22
 Aids, services and other supports
 Provided in regular education
classes or other related settings
 Enable children with disabilities to
be educated with non-disabled
children to the maximum extent
appropriate
IDEA 2004 Section 602(33)
Collaborative
Personnel and team
collaboration
Instructional
Delivery of instruction,
modified curricular needs,
assessment, grading
Behavioral supports, self
management, peer supports
Social-Behavioral
Physical
Physical environment,
mobility, room arrangement,
seating

A multi-step student specific collaborative process

Identifies potential barriers that exist in the general education if
nothing is changed

Identifies support options to increase student learning &
participation in general education classrooms

Focuses on changing the student, you develop ways of adapting
and modifying the environment.
Implementation
Sequence
Learn About the SAS
Consideration Toolkit
and Process
Compile and organize
information about the
student
Create profile of
general education
setting(s)
Identify potential
barriers to learning and
curriculum access in
the general education
classroom
Identify strategies and
services to eliminate
barriers
Discuss and analyze
appropriate SAS
options and determine
viable alternatives for
implementation
Suggested Personnel
Toolkit Component(s)
Special education
Overview and Preparation for Use
administrators, PaTTAN and
IU Technical Assistance
Personnel serve as resources
to IEP team
All team members
Student Profile
General and special educator SAS Consideration Tool, Step 1
compile information and
share with team
All team members
SAS Consideration Tool, Step 2
All team members; specialists SAS Consideration Tool, Step 3
as needed to supplement
SAS Resource Wheel
team expertise (e.g., AT
specialist, behavior
specialist, PaTTAN/IU
consultants)
All team members and
SAS Consideration Tool, Step 4
consultants
 SaS
should be:
• Available to all students who need them
• Designed to provide meaningful
educational benefit
• Provided in a manner that avoids
stigmatizing students
 Scheduled
team meetings
 Co-teaching
 Friendship facilitation
 Ongoing consultation
 Weekly/daily communication
 Staff training
 Mentor teachers









Using keyboard/portable
device; instruction in
keyboarding skills; use of
scribe
Reading directions aloud
Using special paper or
writing tools
Simplifying directions
Providing visual cues
Increasing individualized
assistance
Presenting instruction
differently
Allowing students to
respond in a different
manner
Modifying curricular goals

Behavioral support plan

Social skill training

Scheduled breaks

Friendship facilitation or
Circle of Friends

Changing the “rules” (e.g.
allowing gum or water bottle
to address sensory needs)
Arrange furniture differently
Allow testing in a separate
room
 Allow extended time or
multiple sessions to complete
tests
 Provide student requested
breaks in pre-set area out of
the classroom
 Allow water bottle or sensory
toy at desk
 Make available an adapted
chair


 Listing
every accommodation available on the
IEP form, hoping “something” will work
 Using
a standard set of accommodations for
each student who has a similar disability label
 Making
modifications without assessing and
discussing thoroughly what the student may
need



Developing an IEP without an analysis of potential
general education environments
Limiting consideration of SAS to those that the team
has experience in implementing
Beginning the IEP development process with a
predetermined placement already in mind, based on
whether the student currently is placed and/or his/her
disability
Examples:
Use of a calculator
Social Skill
Instruction
Adapted
seating
TEXT ON TAPE
Visual prompts to Visual schedule
stay on task
Teacher
Training
Fidget seat
Extra time to
take tests
Ability
Collaboration time
Awareness
for teachers to talk
training
Air conditioned
Classroom
Chunky
crayons
Textured
bulletin
board
Change in
rules or
expectations
Advance notice
for change in
routine
Modified
Curriculum
PRE-TEACHING
Private Duty Nurse
Teacher Aide Assistance
Seating
to allow
visual
access
from the
right
Provide
for
Sensory
Breaks
Parent
General Ed Teacher
Special Ed Supervisor
Special Ed Teacher
Principal
OT and PT
Other Support Staff
 COMPONENT
A- provides an overview
of the SaS consideration process,
describing who is responsible for actions
at each step of the process.
Student Profile: Summary of Strengths,
Needs, and Learning Characteristics
 COMPONENT
B- assists teams in
organizing student specific information in a
format designated to facilitate instructional
planning and problem-solving to support
inclusive practices.
COMPONENT C - the tool that guides IEP
team members through a four-step process and
results in the identification of student-specific,
environmentally-referenced supplementary aids
and services.
Step 1:
Environmental Scan of General
Education Classroom
* To be completed by the general education teacher (with
input from the special education teacher as needed) prior
to the team meeting
Supplementary Aids and Services (SAS) Consideration Tool1
Student:
Date:
Identify classroom(s) used as a reference point for Step 1:
Completed By:
Step 1: Environmental Scan of General
Education Classroom
Step 2: Identify Barriers to Learning
and Participation
Use, as a reference point, the general classroom(s)
this student would attend if he or she did not have a
disability. In collaboration with the general
education teacher(s), 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.
Given what you know about this student,
identify any difficulties you can anticipate
in this setting, based on his/her current
skills, needs, and learning style.
1.1 Instructional Method/
Materials
Printed Materials
 Textbook






Workbook
Trade book
Worksheets
Newspapers/magazines
Other ____________________
Other ____________________
2Coding
Key:
1 = never; 2 = occasionally; 3 = frequently
Frequency
of Use2
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
Step 3: Identify Support Strategies
Identify supplementary aids and services that
could support this student’s participation and
learning in this class. Consider all
possibilities, consulting available resources
and support personnel.
 Self-Check
for Teams
 COMPONENT
D is a self-assessment
tool for teams to use as they move
through the SAS Consideration Toolkit
to ensure fidelity in the development of
an IEP that is focused on maximizing
student participation in the LRE and
meaningful access to the general
education curriculum.
Determine which SaS will be implemented:

Identify the most appropriate
supplementary aids and services needed
to support this student’s learning in
general education settings
 Adults
need supports to do things in
ways that they have not had previous
experience
 Identify
training, technical assistance,
administrative support needs, and other
resources that are needed to deliver
supplementary aids and services in ways
that are new to instructional personnel
Before
During
After
• All team members receive a copy of the 4 SaS Components to review
• Special and General Education teachers complete section 1 of
Component C (Profile of General Education Classroom)
• Special and General Education teachers complete “Sensory, Motor, and
Processing Considerations” (Section B-4)
• Team receives a copy of the completed “Profile of the General
Education Classroom”
• Team completes the “Strengths and Interests” section of Component B
• Team identifies potential barriers within the general education
classroom to curriculum access and instruction
• Team identifies strategies and services to eliminate barriers
• Team identifies viable alternatives for implementation
• Follow up IEP revision meeting to add supports and services as needed
• Action plan is implemented based on consensus of team members
• Team members receive a copy of the action plan

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