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.
- 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?
- 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?
- 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
- Have all settings in which AIM are needed been considered (e.g., homework, extracurricular activities) and documented on the IEP?
- Does the IEP specify the materials (books and other core curricular materials) to be transformed?
- Does the IEP specify the formats found to meet student needs?
- Who will inform all instructional team members of their responsibility to provide AIM?
- Who will ensure that AIM is provided to the student in a timely manner?
- Who will ensure that documentation of student eligibility is forwarded to the appropriate LEA designee and shared with school staff?
- 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
- The nature of the student’s print disability qualifies him/her for:
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