Supplementary Aids and Services

 To accomplish the IEP goals and objectives, the teacher aide may provide the following supports and services in the regular &/or special education class:

Reading Goals and Objectives - " Utilizing teacher - selected words and their corresponding sounds, while working individually with the student and/or small groups, the teacher aide will reinforce the following phonemic awareness skills":
1. Phoneme isolation, or the individual sounds in selected words. For example, "What is the first sound in van?" - /v/.
2. Phoneme identity, or recognizing the same sounds in different words. For example, "What sound is the same in fix, fall, and fun?" - the first sound /f/, is the same.
3. Phoneme categorization, recognizing the word in a set of three or four words that has the "odd" sound. For example, "Which word, "bus, bun, or rug doesn't belong? - Rug does not belong. It doesn't begin with /b/.
4. Phoneme blending, or combining separately spoken phonemes to form a word, which they can write and read. For example, "What word is /b/ /i//g/? - /b/ /i/ /g/ is big, which the student(s) would say, write and read.
5. Phoneme segmentation, or breaking a word into its separate sounds. For example, "How many sounds are in grab?" - /g/ /r/ /a/ /b/. Four sounds. Next the teacher aide would ask the students to write each sound and say them aloud.
6. Phoneme deletion, or recognizing the word that remains when a phoneme is removed from another word. For example, "What is smile without the /s/?" - Smile without the /s/ is mile.
7. Phoneme addition, or making a new word by adding a phoneme to an existing word. For example, "What word do you have if you add /s/ to the beginning of park?" - "Spark"
8. Phoneme substitution, or substituting one phoneme for another to make a new word. For example, "If you change the /g/ in the word "bug" to /n/. What's the new word?" - "Bun".

Increase On-task Goals and Objectives - "Working individually with the student and/or small groups, the teacher aide will provide the student with the following supports and services":

1. "Prepare the student for lesson with clear, direct statement of expectations and ensure that the student has needed materials"
2. "Review key words with the student"
3. "Check that the student has the correct text, place and materials"
4. "Request the student to verbally repeat teacher instructions, before beginning assigned written work"
5. "Check the student's seatwork and provide ongoing feedback"
6. "Supervise the student on the computer as an extension of the lesson with practice of the taught skill"

7. "Provide encouragement and reinforcement for on-task student behavior"
8. "Provide reminders and redirections for off-task student behavior" and
9. Ensure that student follows established classroom procedures for:
Smooth transitions between activities;
Routine housekeeping chores; and
Instructional tasks
 

Decrease Physically Aggressive Behavior During Reading - "Working individually with the student and/or small groups, the teacher aide will provide the student with the following supports and services":
 

1. "With the assistance of a teacher's aide, the student will identify the factors that support his/her ability to behave appropriately in the classroom;
2. "With the assistance of a teacher's aide, the student will identify his "feelings fingerprints," the signs that he is experiencing
stress or frustration that may lead to aggressive behaviors";
3. "With the assistance of a teacher's aide, the student will use his own words to describe his "feelings fingerprints" as they occur and will implement a planned series of steps to avoid aggressive behavior in the classroom (e.g., Identify feelings fingerprints; identify a goal; brainstorm possible behaviors to reach that goal, and the likely consequences of those behaviors;
pick a behavior; try it; analyze the results);
4. "With the assistance of a teacher's aide, the student will participate in his/her own functional behavior assessment to identify the antecedents of his aggressive behavior and its subsequent consequences";
5. "After the student engages in aggressive behavior, the student will explain to the teacher aide why it was inappropriate, what the consequences are, and alternative behaviors that he/she could have used";
6. "The teacher aide will provide positive reinforcement for the student's appropriate behavior";
7. "With the assistance of a teacher's aide, the student's self monitoring and self-reinforcing of appropriate behaviors will increase self-discipline and decrease aggressive behaviors";
8. "Under the direct supervision of the teacher, the teacher aide will: :
Give attention, verbal cues, or non-verbal cue (e.g., thumbs up) for desired behavior;
Provide opportunities for student movement throughout the day;
Work out a contract or agreement to enable child to acquire desired things without giving into tantrums;
Help to restructure student's activity patterns to avoid settings and situations, which lead to acting out behavior;
Use proximity as a tool, move close to the child before she becomes agitated;
Gently touch the child to help her stay on task unless otherwise specified in the IEP;
Give direct verbal cue, quietly explain what is expected;
Offer a choice when possible;
Move the child into a different or smaller group &/or work with student individually when possible problems could occur;
Have student verbally identify negative consequences for acting out misbehaviors and alternative ways to deal with frustration/conflict;
Use passive physical restraint only as a last resort and only to the extent and for the amount of time needed to avoid harm to the student and/or others or damage to properties. In order to utilize physical restraint, the teacher and aide should receive training in its use, and the circumstances for its use should be specified on the IEP.

 

Related Services - If the IEP team identifies a teacher aide as a related service, it's clear that the teacher aide must work under the direct supervision of the teacher, nurse, case manager, school-based mental health professional, and/or other certificated staff. For example, a nurse's aide can assist the student with toileting and/or health needs. The goals and objectives the student will accomplish with the assistance of the teacher aide must be stated in concrete and observable terms, the services they will provide to the student to achieve these goals, the place these services will be provided, and the timeframe to accomplish these goals/objectives. These goals/objectivities and corresponding supplementary aids and services can be integrated into the related services section of the IEP.
 

Behavioral Intervention Plan (BIP) - If the IEP aide is to assist in implementing the BIP, the BIP needs to delineate the decreased challenging behavior and increased pro social replacement behavior the student will achieve, with the assistance of the teacher aide, and what strategies the teacher aide will utilize to accomplish this. These goals/objectivities and corresponding supplementary aids and services can be integrated into the BIP section of the IEP.