The questions that follow offer guidance to the IEP team regarding: 1) consideration of student needs; 2) documentation of needed services and supports on the IEP and other forms; and 3) follow-up activities to ensure that the identified services and supports are in place in a timely manner.

  1. Has the team indicated that the student needs interventions, supports, and strategies in using grade-level textbooks and other core materials and listed specifics in the statement of the services, aids and modifications?
  2. Has the team determined whether the student needs grade-level textbooks and other core materials in accessible instructional materials (AIM) formats based on the student’s profile and the nature of the educational tasks involving print?
  3. Has the team determined which accessible instructional materials (AIM) formats the student needs based on the student’s profile and the nature of the educational tasks involving print?
    • Yes – complete documentation
    • No – assess student needs relative to curricular access
  4. Have all settings in which AIM are needed been considered (e.g., homework, extracurricular activities) and documented on the IEP?
  5. Does the IEP specify the materials (books and other core curricular materials) to be transformed?
  6. Does the IEP specify the formats found to meet student needs?
  7. Who will inform all instructional team members of their responsibility to provide AIM?
  8. Who will ensure that AIM is provided to the student in a timely manner?
  9. Who will ensure that documentation of student eligibility is forwarded to the appropriate LEA designee and shared with school staff?
  10. Are accommodations of the print disability needed for valid administration of the state-level assessment?
    • Yes – refer to the Student Accommodation Checklist attached to the IEP
    • No
  11. The nature of the student’s print disability qualifies him/her for:

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