EVERY STUDENT BELONGS. EVERY STUDENT ACHIEVES.
Level 3: Excellence | Level 2: Implementation | Level 1: Initiation
Advance support is prepared prior to instruction for student(s) who require specific scaffolds, accommodations or modifications. As these supports are available in advance of instruction, no staff support is needed during the lesson. The student with an IEP will have access to materials, technology and other resources before it is actually needed. Successful implementation is characterized by the following practices.
Level 3: Excellence
- The special education teacher, in consult with the general education teacher, periodically monitors the student’s use of advance supports to determine if adjustments should be made.
- The special education teacher, in consult with the general education teacher, periodically reviews the student’s need for additional instruction in the use of advance supports or determines if the general education teacher would benefit from consultation regarding the most effective application of the supports.
- The special education and general education teachers confer regularly to decide if the advance supports continue to be needed by the student or if it would be appropriate to fade them should they no longer be needed.
- The special education and general education teachers confer regularly to decide if there is a need to increase or decrease the level of support.
- Every decision for advance support is based on student needs and strengths.
- Advance supports are never chosen as the best means of providing assistance if any student requires personal support instead, either through in-class support or specialized support.
Level 2: Implementation
- Instruction is provided to the student to maximize his or her appropriate use of the various accommodations and/or modifications when needed, which increases student success and independence.
- Advance supports are ready when instruction begins, thus the student has immediate access to needed adjustments to the learning task.
- Advance support in our school is beneficial to other students in the classroom who may need supports such as chapter outlines, graphic organizers, vocabulary banks, text-to-speech technology, adjusted test formats, adjusted reading levels, learning contracts and many others.
Level 1: Initiation
- The IEP team, including parents and school personnel, establishes advance support services.
- Specific accommodations and/or modifications are identified as required for the individual student in the IEP.
- Decisions regarding the most effective and specific advance supports must be made when the general and special education teachers plan together.
- Instruction is delivered in the general education classroom with the scaffolds, accommodations and/or curricular modifications prepared and available prior to instruction so that the general education teacher can integrate them seamlessly into the lesson.
- The use of instructional technology or adaptive technology is considered and made available to the student when appropriate.
- The special education teacher, in consult with the general education teacher, should determine if the student would benefit from advance supports as early in the school year or semester as possible.
- The general education teacher and advance support provider have a regularly scheduled time for lesson planning and problem solving.