Specially Designed Instruction:

• Type of instruction (break down tasks - model, prompt, provide immediate feedback)
• Group size (large/small group, individual)
• Types of services (direct, consultative)
• Conditions (given/with grade level materials...)
• Do NOT put specific names of systems/products - describe what they are or do
• Ex: In the large group general education co-taught classroom, student will be provided with highlighted notes, will use graphic organizers, and use grade-level materials with verbal prompts and immediate feedback during class lectures or independent work
• Ex: Individual or small group instruction to model, re-teach and practice skills taught in the general education classroom using graphic organizers, a calculator and multiplication table
• Amount of time: list only the amount of time spent working on that goal, NOT the whole time you have the student in class

Related Services:

• Ensure that all related service providers complete this section
  • Ex: Speech/Language Services specifically targeting receptive and expressive language skills, individually, in a small group setting an/or in the classroom utilizing modeling, corrective feedback, and repeated practice.

Assistive Technology:

• This section relates to an assistive technology service - a device or service that directly assists a student to increase, maintain, or improve functional capabilities (does not need to be electronic)
• Do not state a brand name (use "tablet" rather than "iPad")
• For hearing impaired students
  • Ex: School provided FM system to access spoken instruction and other auditory information in the classroom
• AT could also be an accommodation if student, parents, and teachers know how to use it- bubble seat, pencil grip, slant board

Accommodations

• Must include all accommodations from section 12
• Include any additional that are classroom appropriate but not allowable on testing page (section 12)
  • be sure to differentiate between classroom accommodations vs. state test accommodations
• Confirm that the accommodations are aligned with disability area(s); ex - if only SLD Math, would not need accommodation of "read aloud"
• Confirm they are truly accommodations - they should NOT change the content or mastery level of an assignment
• Make sure this section is individualized and not the same for all students

Modifications

• If students are taking a regular state assessment (not alternate assessment), there should not be a lot of modifications listed
• Verify what is listed in this section is truly a modification - they DO change the level of mastery; ex - having one answer choice eliminated on all multiple choice questions changes the assessment and the mastery level of expectation, so it is a modification

Support of School Personnel

• Examples: Consultation for sensory needs, CPI, CPR, Instruction on Autism

Services to Support Medical Needs

• Meds taken at school that requires training?
  • Ex: Epi-pen, seizure meds
• Health Care Plan in place?