Statement
The state educational agency (SEA) develops IEP team guidelines for adoption or adaptation by local educational agencies (LEAs).
Intent
While IDEA does not specify a requirement that the IEP team consider a child’s need for accessible formats of educational materials, the IEP development process is the most appropriate mechanism for ensuring that students with disabilities who need accessible formats receive them in a timely manner. As with assistive technology (AT) devices and services, the IEP team determines the type of accessible format or formats that the student needs. The SEA minimizes duplication of effort across the state by developing IEP team guidelines for LEA adoption or adaptation.
Critical Components
To effectively address Quality Indicator AF3, the following components should be present:
AF3.1 Explanation of Students’ Right to Accessible Formats
An explanation of the right of students with disabilities who need accessible formats to receive them in a timely manner.
AF3.1 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for an explanation of the right of a student with a disability to receive accessible formats in a timely manner has not yet been considered. | The SEA is reviewing the IDEA regulations for language related to SEA and LEA obligations for providing accessible formats for students with disabilities who require them. Initial discussions are taking place regarding how to effectively communicate these obligations to all relevant audiences. | The SEA has developed an explanation of a student’s right to receive accessible formats in a timely manner, aligned with IDEA’s requirements. The explanation is available on the SEA’s website alongside related special education policies, guidelines, and resources. The explanation has been communicated to LEAs. | An explanation of a student’s right to receive accessible formats in a timely manner, clearly aligned with IDEA’s requirements, is integrated with the SEA’s IEP guidance and related training resources. IEP teams consistently reference the explanation in the IEP development process. |
The scoring matrix is part of the Quality Indicator Self-Assessment Tools.
AF3.2 Sample Form Language
Sample or required forms with language that prompts the IEP team to consider the student’s need for accessible formats.
AF3.2 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| The need for IEP and related forms that include prompts related to a student’s need for accessible formats has not yet been considered. | The SEA is reviewing existing IEP and related forms to identify gaps related to the consideration of a student’s need for accessible formats. Input from LEA administrators, educators, and parents is being solicited as the SEA begins drafting revised forms. | The SEA has drafted a final revision of the IEP and related forms with prompts for the IEP team to consider the student’s need for accessible formats. The revisions have been submitted for approval. The revised forms may be under pilot testing in a sample of LEAs. | The SEA has fully implemented sample or required forms with language that consistently prompts IEP teams to consider the student’s need for accessible formats. IEP teams consistently use the forms to drive meaningful discussions about accessible formats as part of the regular IEP documentation process. The SEA ensures that the forms are updated regularly and reflects best practices and the latest guidance on accessible formats. |
AF3.3 IEP Guidelines
Guidelines that describe relevant information to include when documenting a student’s need for and use of one or more accessible formats in the IEP, such as:
- Accessibility features of format(s) needed by the student to interact with the educational materials
- Assistive technology and necessary features for accessing the accessible format(s)
- Instructional strategies for the student to use the accessible format(s) in all environments
- Use of accessible format(s) for participation in all assessments, including the statewide assessment
- Postsecondary goals and transition services
- Training required for the student, staff, and family, including self-advocacy skills
AF3.3 Self-Assessment Scoring Matrix
| Not Started | Emerging | Operationalizing | Scaling & Sustainability |
|---|---|---|---|
| A description of the relevant information to include when documenting a student’s need for and use of one or more accessible formats in the IEP has not yet been considered. | The SEA is identifying how the provision and use of accessible formats relates to each section of the IEP, and the respective information to include. Input from LEA administrators, educators, and parents is being solicited as the SEA begins drafting. | The SEA has issued guidelines that include some relevant information for IEP teams to document, such as accessibility features, related assistive technology, instructional strategies, and the use of accessible formats for participation in assessments. The SEA has communicated these guidelines to LEAs, and IEP teams are beginning to document information about a student’s need and use of accessible formats in IEPs. | The SEA has issued clear, actionable guidelines for IEP teams as they consider a student’s need for accessible formats across sections of the IEP form. IEP teams consistently document information on accessibility features, assistive technology, instructional strategies, use of accessible formats in assessments, postsecondary goals, and required training for the student, staff, and family. The SEA regularly reviews and updates the documentation guidelines, ensuring they remain aligned with best practices and evolving regulations. |