Services & Assistive Technology

This is where the IEP Team documents exactly what will be done to help the student achieve their goals — not just what's needed, but how often, for how long, and where.

• IDEA — special education and related services definitions

• Alabama Administrative Code, Chapter 290-8-9

• Academic goals are based on the Alabama Course of Study, the Differentiated Instructional Guides, or the Alternate Achievement Standards (AAS); preschool goals are based on the Alabama Standards for Early Learning and Development (ASELD)

Special Education must be completed for every student with an IEP. It means adapting the content, methodology, or delivery of instruction to address the student's unique needs — accommodations alone do not meet this requirement, and it must be described in enough detail for every team member to understand it. Services must be based on peer-reviewed research.

For each service, document: service type, anticipated frequency, amount of time, beginning/ending dates, and location. Location may differ by service and helps determine the correct Least Restrictive Environment code.

Related Services (OT, PT, speech-language, counseling, school health services, etc.) are needed/not needed determinations — when needed, write them in the same level of detail as special education services.

Supplementary Aids and Services are classroom-level supports (peer helpers, note-taking, behavior plans) that keep a student in the general education setting — this section should not include testing accommodations.

Accommodations Needed for Assessments must be completed for every student taking classroom, district, or state assessments. Only accommodations on the state's IEP Accommodations Checklist are allowed on state assessments, and whatever is used for state testing must also be provided routinely for classroom assessments throughout the year.

Assistive Technology covers any device or service that increases, maintains, or improves the student's functional capabilities — it does not include a surgically implanted medical device.

Program Modifications and Support for Personnel should be individualized training or support for staff implementing the IEP — not standard professional development offered to all teachers.

• Accommodations for classroom/district testing not matching what's provided for state assessments

• Special education services described too vaguely for another provider to implement

• Location or frequency left blank for a listed service

• Testing accommodations mistakenly logged under Supplementary Aids and Services instead of their own section