Special Consideration - Tips

Communication must be addressed annually

Special communication needs not defined Yes must be documented (use sign language, augmentative devices to communicate, significant articulation disorder, etc.)

Assistive Technology must be addressed and documented annually

Device(s) and service(s) that are needed to increase, maintain or improve functional capabilities of a student with a disability Yes or No must be documented Communicate with ACT Team annually

Assistive Technology on the IEP Special Considerations: Assistive Technology

Assistive Technology Device may include access to a computer, or use of software that is already available in your building. It is not necessary to refer to the ACT Team if equipment is available in the school and is effective for the student. Assistive Technology should be reflected on the IEP, as a Device, even when is provided by the school. Assistive Technolgy Services refers to direct student support, training, equipment maintenance and other support provided to students and staff. These services are provided as recommended by the ACT Team (or Vision Services). Assistive Technology Services on the IEP refers to services provided by the ACT Team (or Vision).

Assistive Technology on the IEP Supplemental Aids and Services

If you checked Device you should have also checked Supplemental Services. If the ACT Team (or Vision) has recommended Services

This Supplemental Service reflects daily/weekly use of this equipment as it is supported by the General and/or Special This Supplemental Service line Education Staff who work with reflects periodic support that student. provided, as needed. The Service Nature should be Service Nature should be Other Aid Modification/ Support. The Assistive Technology. Complete the text box by The Primary Service Provider indicating the AT used. should be ACT Team Staff. The service provider should reflect No secondary providers should school staff, not ACT Team staff be indicated.

you should have checked the services that were recommended Supplemental and/or Related.

Assistive Technology on the IEP Related Services

If the ACT Team has recommended Related Services these services refer to direct student observation and support. these services are provided to students who require monitoring/collaboration to ensure successful use of AT. these services may also be provided to keep a pulse on students who will likely move through various levels of AT as their skills change. The Service Nature should be Assistive Technolgy. The Service Provider should be ACT Team Staff (or Vision). The Frequency is most often Yearly.

Assistive Technology on the IEP Other Tidbits

Assistive Technology should be listed on the IEP in generic terms. That is, it should be indicated by description (ex: portable word processor), rather than name (ex: Neo/Dana/AlphaSmart). If a student has Supplemental Services provided by the ACT Team, complete an ACT Team Follow-Up form to request an observation. All Referrals and Follow-up forms should be sent, via email or courier to Patti Lertora at Rock Creek (patricia.lertora@fcps.org) If a student has Related Services provided by the ACT Team, simply contact the ACT Team Leader assigned to your school to request an observation, if one is needed before we contact you to arrange a related services visit. There is no need to complete a Follow-Up form.

Assistive Technology on the IEP Other Tidbits

If you would like to request training on an AT device or software provided by the ACT Team, Sarah Rankin is the primary trainer for the ACT Team. Contact her at sarah.rankin@fcps.org or x86752 to make arrangements. The ACT Team has grown. We welcome Lynne Kaulback, our newest ACT Team Leader, and Nicholas Pingatore. Nick has a dual role of installing software and providing training support. The ACT Team has a website full of great information, useful web links, cheat sheets and other useful tidbits. Check us out at http://sites.fcps.org/fcpsACT/ or Go to FCPSTeach (www.fcpsteach.org)Click on the linkabove the Leadership Icon

Special Consideration - Tips

Blind or Visually Impaired: Contact teacher of the Visually Impaired Deaf or Hearing Impairment: Contact teacher of the Visually Impaired Behavioral Intervention Plan: Document the plan exists, monitor for timeliness, document behaviors being addressed Limited English Proficiency: Document how language needs relate to the IEP

Instructional and Testing Accommodations

Accommodations Tips

Accommodations are practices and procedures that provide equitable access during instruction and assessments for students with disabilities. It is important to note that accommodations do not reduce learning expectations. They provide access.

Supplementary Aids, Services, Program Modifications, and Supports

Supplementary Aids - Tips

Duration is typically 36 weeks, unless the nature is specifically less. ex: disability training with staff may be over 2 weeks if there are two presentations per year. Primary provider is the one who provides the service; often instructional assistant, or special education teacher, nurse, social worker, speech/language pathologist, OT/PT, etc. Clearly describe the location and MANNER in which the service is delivered. One justification statement due to characteristics of the student for the entire section.