Purpose and Introduction: This funding tool has been developed to correspond with the PDF "New Intensity of Services Funding Model Framework" and allows the user to interact electronically with the information to arrive at the appropriate service intensity tier and any service groups for which a student qualifies. All of the information included in the PDF special education funding framework is included within this tool but you must click on the info icons to access the information and descriptions. When school systems use this tool, staff likely will want to review and determine the tier and service group information for more than one student. Therefore, the tool has been designed to include the Student Information section and the functions detailed in the Actions section so that records can be saved and ultimately exported to Excel. In order to save and export records, the Student Information section MUST be completed. Note that exporting to Excel is only exported to the device being used at the time. It will be important to save the Excel documents and transfer into a master spreadsheet if the school system wishes to maintain all data for a particular campus, for example.
Directions if School System Wants to Save Records to Export: You will fill out each section, Tier Intensity and Service Groups per student. When completing this for multiple students, you will enter their basic information at the top in the Student Information section, complete the sections, and then at the very bottom first click "Save Record", this will populate at the bottom under "Saved Records". When you have all students’ information entered, you will "Export to Excel". It's recommended that you "Export to Excel" each time you're done entering a series of students to ensure you keep their information.
If you have questions about how to fill out the Tool or if you have feedback for TEA to consider to help clarify the tool or PDF funding framework, please submit that to TEA using the form linked with the button below. This feedback and any questions received will be used to develop future FAQs, guidance documents, and to add clarification.
Submit Questions and Feedback to TEA
Note for school systems: If you wish to export to Excel, you will need to complete this section.
This Tool can be used to determine the Tier Intensity and Service Groups for a student without filling out this section, but you will not be able to export to Excel without filling out this section.
i You must click on this info icon as you complete the information for each student, as this icon contains the detailed information about that particular domain, factor, or other important details.
Tiers measure the overall special education intensity required for a free appropriate public education (FAPE) across five domains using a 4 point scale (0–3) and a highest factor “wins” domain rule. The default option of NO SUPPORT REQUIRED FOR FAPE is set for each factor, so you will choose from the dropdowns to change the selection only if the student’s individualized education program (IEP) documents that support is required in that area for the student to be provided FAPE. Once you have completed your selections, the results will appear below.
(Complete only if applicable to that student. Otherwise, skip this section).
(none)
Service groups result in additional funds and are based on a student's receipt of related services or whether the student requires a 1:1 provider-to-student ratio for FAPE for at least 50 percent of their instructional day. Related services are calculated on six-week periods. While related services do not have to be stated on the schedule of services or elsewhere in the IEP based on six-week periods, you must convert those minutes to six-week periods for purposes of funding.
A student may be assigned to only one of Service Groups 1, 2, or 3, corresponding to the highest applicable related services level for which the student qualifies.
Service Groups 4–5 measure service delivery conditions and either 4 or 5 may apply in addition to Service Group 1, 2, or 3.
After you have filled out the information for a student, click "Save Record". Once you have entered all the necessary students, click "Export to Excel" in order to save. Ultimately, you will combine the data into one Excel file.
This domain captures the individualized specially designed instruction (SDI) and supports around curriculum and instruction that a student requires to access and make progress in academic content aligned to their enrolled grade level curriculum. It reflects how instruction must be designed, adapted, delivered, and supported beyond universal instruction for the student to receive a free appropriate public education (FAPE).
What individualized SDI and supports in the domain of curriculum and instruction are required and documented for this student to access and progress in mastering curriculum and content at his or her enrolled grade level? For eligible students who are continuing enrollment after meeting graduation requirements, what instruction in academic content is delivered to prepare the student for postsecondary education or training that is not specifically aligned to high school TEKS?
Rate intensity based on what is required beyond what is typical for same age/grade level peers, and whether the supports are essential for access and progress toward the student's goals. For children 3 through 5 years of age (not in kindergarten), curriculum is often early learning standard-driven and play-based, so concentrate on specialized curriculum and instruction supports that replace typical early learning or requires extensive adaptation. Also keep in mind for children 3 through 5 years of age (not in kindergarten) who are served in the pre-K classroom setting, it is possible for a dually certified teacher to serve as both a/the general education and special education teacher. For eligible students who are continuing enrollment after meeting graduation requirements, curriculum and instruction may be functional or vocational. Rate intensity by how individualized, community-based, and essential it is for postsecondary education and training goals.
This domain captures the individualized specially designed instruction (SDI) and supports required around behavioral, emotional, and social well-being, and the regulatory supports required for the student to access instruction, participate safely, and engage in class and school routines that build a positive learning community. It reflects the intensity and structure of behavior intervention, not the presence of disability related behavior alone.
What individualized SDI and supports in the domain of behavior are required and documented for the student to access learning (and the broader community if applicable and required for FAPE) and maintain safety and participation?
Rate intensity based on what is required beyond what is typical for same-age/grade level peers, and whether the supports are essential for access and progress toward the student's goals. For children 3 through 5 years of age (not in kindergarten), many behaviors are developmentally typical and staff support for regulation and routines is universally expected; significant ratings should hinge on frequency, severity, and impact on access, safety, and learning. Also keep in mind for children 3 through 5 years of age (not in kindergarten) who are served in the pre-K classroom setting, it is possible for a dually certified teacher to serve as both a/the general education and special education teacher. For eligible students who are continuing enrollment after meeting graduation requirements, focus likely shifts to behaviors affecting employment/community participation, self-management at work, and independent living.
This domain captures the individualized specially designed instruction (SDI) and supports around communication that are required for the student to understand, express, and exchange information across instructional and non instructional settings. It reflects communication access, not academic performance or behavior.
What individualized SDI and supports are required in the domain of communication for the student to understand others and express needs, ideas, or learning?
Rate intensity based on what is required beyond what is typical for same age/grade level peers, and whether the supports are essential for access and progress toward the student's goals. For children 3 through 5 years of age (not in kindergarten), early communication skills can vary widely, and some delays are expected, so focus on the true foundational supports that are required for FAPE. Also keep in mind for children 3 through 5 years of age (not in kindergarten) who are served in the pre-K classroom setting, it is possible for a dually certified teacher to serve as both a/the general education and special education teacher. For eligible students who are continuing enrollment after meeting graduation requirements, focus likely shifts to communication around self-advocacy, workplace communication, and adult literacy supports.
This domain captures the individualized specially designed instruction (SDI) and supports around independent functioning that are required for the student to manage routines, transitions, organization, self regulation, and functional participation in the school day. It reflects executive functioning, self-management, adaptive behavior, and independence, separate from academic or behavioral intervention.
What individualized SDI and supports are required in the domain of independent functioning for the student to manage themselves independently within school routines and expectations, as well as across settings (if necessary for FAPE)?
Rate intensity based on what is required beyond what is typical for same age/grade level peers, and whether the supports are essential for access and progress toward the student's goals. For children 3 through 5 years of age (not in kindergarten), routines and transitions are adult-supported for most children, so concentrate on supports that are far beyond typical for same age peers. Also keep in mind for children 3 through 5 years of age (not in kindergarten) who are served in the pre-K classroom setting, it is possible for a dually certified teacher to serve as both a/the general education and special education teacher. For eligible students who are continuing enrollment after meeting graduation requirements, focus likely shifts to independence levels in adult routines (time management, transportation, workplace habits, self-direction and motivation, etc.).
This domain captures the individualized specially designed instruction (SDI) and supports around personal care, health, and medically related care that are required for the student to attend school safely and access the educational environment (or community if applicable to the student and required for FAPE). It reflects physical support needs and medical complexity, not instructional or behavioral need. Personal care and health supports do not have to align with definitions for Personal Care Services for Medicaid billing purposes. These supports are provided based on the student's educational need and may not meet the criteria of being medically necessary for Medicaid reimbursement.
What individualized SDI and supports in the domain of personal care and health are required for the student to attend and participate in school safely and across settings (if necessary for FAPE)?
Rate intensity based on what is required beyond what is typical for same age/grade level peers, and whether the supports are essential for access and progress toward the student's goals. For children 3 through 5 years of age (not in kindergarten), most students will need hands-on help from staff, so concentrate on supports that are far beyond typical for same age peers. Also keep in mind for children 3 through 5 years of age (not in kindergarten) who are served in the pre-K classroom setting, it is possible for a dually certified teacher to serve as both a/the general education and special education teacher. For eligible students who are continuing enrollment after meeting graduation requirements, focus likely shifts to those supports that are necessary across community-based settings (work sites, travel, healthcare management).
For purposes of Service Groups 4 and 5, a 1:1 provider-to-student ratio refers to time during which a provider is assigned exclusively to the student to deliver IEP-documented services, and does not include incidental proximity or general supervision.
Overrides are here at the top because these are situations where the Tier will be automatically set based on the types of services a student is receiving or because of a specialized placement, which the student's ARD committee has determined as the student's least restrictive environment (LRE).
Those tiers are set as follows:
Note: It is important even if one of the overrides applies to still score each of the factors and domains to assist with master scheduling, staffing, and reintegration efforts (if applicable).
A UID is a 10-digit number given to each student in a Texas public school. It is sometimes referred to as the TSDS (Texas Student Data System) number. It is used by the state to identify students without using their social security numbers. The UID is different from a local ID number that may be given by your school district (i.e., Student ID or District ID).
Every student who meets eligibility as a child with a disability under the Individuals with Disabilities Education Act (IDEA) must be determined to need specially designed instruction (SDI) in some way. Under previous funding structures, instructional setting (general education or special education classroom, home, hospital, off home campus, etc.) has historically played a significant role in how special education services were understood and funded. This new intensity of services funding model is intentionally designed to shift that focus from centering determinations based on where services are delivered, to instead emphasize the intensity of the SDI and related supports required for a student to access and make progress in their enrolled grade level curriculum. It is important to remember in this new funding model that SDI is typically addressing the actions required of a professional toward a student as a result of the student's disability to ensure that the student has access to and makes progress in their enrolled grade level curriculum, rather than a focus on the student's actions. SDI is individually determined and documented in a student's individualized education program (IEP). As a refresher, remember that SDI means adapting the content, methodology, or delivery of instruction to address the unique needs of the student that result from the student's disability, and to ensure access of the student to their enrolled grade-level general curriculum, so that the student can meet the same educational standards as their peers without disabilities. Designing and implementing SDI varies in intensity, which is what will drive the new intensity of services funding model for special education.
When an admission, review, and dismissal (ARD) committee is developing an IEP for a student, SDI is typically determined once the committee thoroughly develops, reviews, and documents a student's present levels of academic achievement and functional performance (PLAAFP) and thoroughly discusses and determines measurable annual IEP goals that will drive that student's access to and mastery of their enrolled grade level curriculum, postsecondary transition plans, and/or functional needs forward. The SDI is then determined to note the staff level supports that are required for a student to make progress on their goals and improve their academic achievement and functional performance, which then leads to the determination of how the student's progress will be monitored and measured to ensure that meaningful student level data can be obtained.
To determine the tiers of intensity in the new intensity of services funding model, there will be 5 domains for which an intensity level of support must be determined based on ARD committee decisions documented in a student's IEP. These domains are: Curriculum and Instruction Supports, Behavior Supports, Communication Supports, Independent Functioning Supports, and Personal Care/Health Supports. Each domain represents a distinct area of support. Domains will be scored independently based on IEP documentation, even when supports overlap in practice.
When supports overlap in practice, it is critical for the domain itself be considered in determining the rating. For example, when provider-to-student ratios are in place and documented in a student's IEP and that ratio results in support in various domains (behavior, curriculum and instruction, independent functioning, etc.), think about why that ratio is required for FAPE. If the supports are primarily required for independent functioning and supports for behavior and curriculum and instruction are supplemental and a positive consequence of the independent functioning support ratio required for FAPE, then do not check the same ratio ratings in the behavior and curriculum and instruction domains. If, however, the ratio is required to meet FAPE in multiple domains, then the same ratio ratings may be checked.
Each domain will be defined at a high level, and then each domain will have 4 factors that must be considered before determining the level of support that is required using the student's IEP as the anchor for those determinations. Those factors are: the type, nature, and frequency of services provided; whether any specialized role or provider is required for that domain; whether any specific ratio is required for that domain; and whether any equipment or technology is required for that domain. For each factor, a review of the student's IEP will result in a rating of 0, 1, 2, or 3 as those are described below.
In order for a student to qualify for special education (i.e., have the need for SDI based on their disability), a student with an IEP must receive at least one direct special education service in at least one of the five domains. Direct special education services are those delivered to the student as the recipient of the service and primarily designed to address IEP goals. Indirect special education services support the delivery of direct services and are not provided in isolation, and they are typically supports provided to staff or systems on behalf of the student to design, implement, or sustain the student's programming.
An IEP consisting solely of indirect or consultative services (i.e., no SDI somehow connected to their academic achievement and functional performance), or solely of related services, does not represent the provision of special education and will therefore not be funded through the state special education allotment.
While instructional setting (general education or special education classroom or setting, home, hospital, off-home campus, etc.) can be a determining factor in intensity of services, the below information does not focus on where a child's special education and related services take place; it focuses on the intensity of such services. While some settings will play into the tiered model, those will be considered separately and in addition to the rubric you'll analyze below.
Note: Funding classifications must not determine placement, location, or services provided to a student. ARD Committees make individualized decisions to provide FAPE in the least restrictive environment (LRE) determined appropriate for that student.
Student meets any of the following:
Total related services received by the student are at least 270 minutes and less than 540 minutes per six-week period.
Total related services received by the student are at least 540 minutes per six-week period.
The student requires a 1:1 provider-to-student ratio between 50% and less than 80% of the student's instructional day.
The student requires a 1:1 provider-to-student ratio at least 80% of the student's instructional day.
Factor A: Consider the type, frequency, and nature of the special education services required for the student to receive a FAPE. For this factor, consider the combined minutes and pervasiveness of direct SDI provided to the student in this domain, as documented in the IEP.
| NO DIRECT ACADEMIC/SPED SERVICES REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No direct academic SPED services are required for FAPE; instructional supplementary aids/services, including academic accommodations, require little staff effort/monitoring. |
At least one of the following is true:
For a student receiving dyslexia instruction, the IEP does not require the instruction to be delivered through an evidence-based program or with fidelity as required by a program adopted under TEC §38.003. At least 1 academic goal or at least one functional goal directly tied to academic performance is present.OR Direct SDI related to curriculum and instruction supports is targeted, limited in intensity, and addresses specific, discrete needs. This is typically direct SDI provided most or all days per week and likely results in at least one to five hours cumulatively per week of SDI for each core subject area in which SDI is required. At least 1 academic goal or at least one functional goal directly tied to academic performance is present.
Majority of the following are also true:
Indirect SPED services are supportive and supplemental.Supplementary aids and services, including academic accommodations, require staff planning or preparation with some follow-through but are predictable and with minimal disruption. |
At least one of the following is true:
For a student receiving dyslexia instruction, the IEP requires the instruction to be delivered through an evidence-based program with fidelity as required by a program adopted under TEC §38.003 and results in at least 225 minutes per week of dyslexia instruction. At least 1 academic goal or at least one functional goal directly tied to academic performance is present.OR Direct SDI related to curriculum and instruction supports is necessary to maintain consistent access and progress and is delivered multiple times per week and/or across multiple routines/settings/periods. This is typically direct SDI provided between 1 hour and 5 hours weekly multiple times per week for each core subject area in which direct SDI is required. Multiple academic goals and/or functional goals tied directly to academic performance are present.
Majority of the following are also true:
Indirect SPED services are necessary, provide and sustain SDI implementation, and require planning and staff coordination.Consistent provision/offering of supplementary aids/services; academic accommodations or modifications require active staff involvement and individualized implementation with ongoing monitoring or judgement. |
At least one of the following is true:
For a student receiving dyslexia instruction, the IEP requires the instruction to be intensified beyond the standard evidence-based dyslexia program protocols. Multiple academic goals and/or functional goals tied directly to academic performance are present.OR Direct SDI related to curriculum and instruction supports is intensive, frequent, and often pervasive such that the services substantially structure participation throughout the day. This is typically direct intensive SDI provided daily in all core subject areas. Multiple academic goals and/or functional goals tied directly to academic performance are present.
For a student who requires intensive, frequent, and often pervasive SDI as described above, the majority of the following are also true:
Indirect SPED services drive the design, delivery, and sustainability of the student's instructional programming across settings.Significant modifications to enrolled grade level content/curriculum; access to enrolled grade level content could be through prerequisite skills. The student's schedule and participation are often structured around receiving SDI and accessing instruction through specialized methods. |
Factor B: Are there any required certifications, licensures, or other qualifications for personnel serving the student?
| NO SPECIAL QUALIFICATIONS REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No specialized qualifications for SPED providers required for FAPE |
Majority of the following are true:
Direct SDI can and will be delivered by one or more of the following: SPED teacher; SPED paraprofessional with teacher oversight; or general education teacher with SPED staff support.Typical special education instructional expertise is appropriate. Instructional planning does not require advanced specialization. |
Majority of the following are true:
Direct SDI must be delivered by one or more of the following: SPED teacher or other SPED professional, including provider of dyslexia instruction who is not required to be an advanced level dyslexia practitioner.Staff will utilize targeted competencies beyond general practice as the SDI required by the student requires an increasing level of individualization based on their academic needs resulting from their disability(ies). Requires planned coaching/consultation among special education and general education personnel to maintain fidelity and ensure generalization. This includes a provider of dyslexia instruction consulting with general and special education personnel about the student. |
At least one of the following is true:
Student requires evidence-based dyslexia instruction provided by an advanced level dyslexia practitioner.OR Staff will utilize targeted competencies beyond general practice as the SDI required by the student requires highly individualized instructional design, specialized methodologies, or complex modified curriculum implementation; without this level of expertise, instruction would be ineffective and progress/access would be significantly compromised.
If advanced/specialized expertise is required as described above, the majority of the following are also true:
Specialized and highly trained staff is needed in multiple environments, routines, and settings, and student's instructional program and academic performance are dependent on those staff to function as designed.Professional judgment and specialized knowledge are critical and frequent. |
Factor B: Are there any required certifications, licensures, or other qualifications for personnel serving the student?
| NO SPECIAL QUALIFICATIONS REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No specialized qualifications for SPED providers required for FAPE |
Majority of the following are true:
Direct SDI can and will be delivered by one or more of the following: SPED teacher; SPED paraprofessional with teacher oversight; or general education teacher with SPED staff support.Typical special education instructional expertise is sufficient. Instructional planning does not require advanced specialization. |
Majority of the following are true:
Direct SDI must be delivered by one or more of the following: SPED teacher or other SPED professional, including provider of dyslexia instruction who is not required to be an advanced level dyslexia practitioner.Staff with targeted competencies beyond general practice (specialized training, documented competencies) are required. This includes a provider of dyslexia instruction who is not required to be an advanced level dyslexia practitioner. Requires planned coaching/consultation among special education and general education personnel to maintain fidelity and ensure generalization. This includes a provider of dyslexia instruction consulting with general and special education personnel about the student. |
At least one of the following is true:
Student requires evidence-based dyslexia instruction provided by an advanced level dyslexia practitioner.OR Advanced/specialized expertise (including highly trained SPED teacher or other SPED personnel) is essential for instructional access/progress (highly individualized instructional design, specialized methodologies, or complex modified curriculum implementation); without this level of expertise, instruction would be ineffective and progress/access would be significantly compromised.
If advanced/specialized expertise is required as described above, the majority of the following are also true:
Specialized and highly trained staff is needed in multiple environments, routines, and settings, and student's instructional program and academic performance are dependent on those staff to function as designed.Professional judgment and specialized knowledge are critical and frequent. |
Factor C: Is there an identified or curriculum-required provider-to-student ratio for the student to receive the appropriate services (beyond what is typical for same age/grade level peers, and does it directly enable access and participation rather than general supervision)?
| NO RATIO REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No reduced ratio required for FAPE | Reduced ratio is required but is engaged intermittently during certain instructional blocks, tasks, or settings to provide appropriate SDI. |
At least one of the following is true:
For a student receiving evidence-based dyslexia instruction, the group size is required to be within the program's fidelity requirements.OR A planned reduced ratio is required during specific instructional blocks, tasks, or settings to provide appropriate SDI. Support may be shared, but coverage must be intentional and reliable. Student needs regular small group or targeted support to access instruction or practice skills. |
At least one of the following is true:
For a student receiving evidence-based dyslexia instruction, the group size is required to be smaller than the group size aligned to the program's fidelity requirements.OR A highly restrictive or near-continuous ratio is required to deliver SDI and maintain instructional engagement/access. Instruction cannot be delivered with fidelity without individualized staffing across most of the day. Ratio needs may shape schedule/placement because instruction cannot be delivered effectively in typical group conditions. |
Factor D: Is there any equipment or technology required beyond what we'd expect most peers in the student's age group/grade level to require, and is it essential for participation toward the student's current goals?
| NO EQUIPMENT/TECHNOLOGY REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| Standard materials; no special technology or equipment required for FAPE |
The use of assistive Technology (AT) or specific supplementary or adapted instructional materials, equipment, or technology for academic purposes is documented in the IEP and is used independently and/or requires little or no prep time for implementation. Staff support for use is incidental (set up reminders, occasional troubleshooting).
This might look like: Occasional text-to speech, speech-to-text, spellcheck, and basic graphic organizers; simple visual supports used alongside typical instruction; standard accessibility features used intermittently; could also include more sophisticated or high tech AT or equipment but student uses mostly independently.
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Majority of the following are true:
The use of AT or specific supplementary or adapted instructional materials, equipment, or technology for academic purposes is documented in the IEP and is used with intermittent staff support and/or requires prep time for implementation.Student relies on technology/equipment consistently to access curriculum content, respond, or produce work. Tools require some individualized setup (profiles, settings, adapted digital materials). Staff need predictable training and ongoing support to implement with fidelity.
This might look like: Routine speech-to text or text to speech with individualized settings; regular use of adapted digital curriculum materials (accessible versions, scaffolded passages); specialized software used consistently to access/produce academic work.
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Majority of the following are true:
The use of AT or specific supplementary or adapted instructional materials, equipment, or technology for academic purposes is documented in the IEP and is used with continuous staff support and/or requires extensive preparation/training for implementation.Without the equipment/technology, the student would be unable to access instruction or demonstrate learning in meaningful ways. Tools are highly individualized, integrated across most of the day, and often require ongoing customization/troubleshooting.
This might look like: Integrated access system required for nearly all reading/writing/response tasks; technology that structures curriculum delivery (content primarily accessed through specialized platforms/materials); tools requiring frequent adjustment and consistent implementation across settings.
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Factor A: Consider the type, frequency, and nature of the special education services required for the student in order to receive a FAPE. For this factor, consider the combined minutes and pervasiveness of direct SDI provided to the student in this domain, as documented in the IEP.
| NO DIRECT BEHAVIOR SPED SERVICES REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No direct behavior SPED services are required for FAPE; supplementary aids/services, including behavioral accommodations, require little staff effort/monitoring. |
Majority of the following are true:
Direct SDI related to behavior supports is targeted, limited in intensity, and addresses specific, discrete needs. This is typically direct SDI provided less than 60 minutes weekly. At least 1 functional goal related to behavior is present.Indirect SPED services are supportive and supplemental. Behavioral instruction focuses on specific skills or contexts. Supplementary aids and services, including behavioral accommodations, require staff planning or preparation with some follow-through but are predictable and with minimal disruption.
This might look like: Occasional check-ins or brief skill instruction; targeted instruction around a specific behavior or routine; simple prevention strategies with limited need for ongoing adjustment; behavior support provided only during isolated situations.
|
Majority of the following are true:
Direct SDI related to behavior supports is necessary to maintain consistent access and progress and is delivered multiple times per week and/or across multiple routines/settings/periods. This is typically direct SDI provided between 1 hour and 5 hours weekly multiple times per week. Multiple functional goals related to behavior are present.Indirect SPED services are necessary, provide and sustain SDI implementation, and require planning and staff coordination. Behavioral instruction and services are primarily preventive and focused on positively engaging with the school environment, peers, and staff, and are needed across multiple settings or predictable high-need times. Consistent provision/offering of supplementary aids/services; behavioral accommodations or modifications require active staff involvement and individualized implementation with ongoing monitoring or judgement. Behavioral services are regular and planned, including prevention strategies and explicit teaching of replacement skills; includes instruction and supports to build social, emotional, or self-regulation skills, which may include social skills instruction, counseling services, and/or a BIP. Behavioral supports are proactively implemented and do not routinely require crisis response, emergency intervention, or intensive de-escalation to maintain safety.
This might look like: regular behavioral instruction embedded into the day; consistent implementation of a BIP; scheduled services focused on regulation, coping, or social behavior; predictable staff support to prevent escalation during known high-risk times.
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Majority of the following are true:
Direct SDI related to behavior supports is intensive, frequent, and often pervasive such that the services substantially structure participation throughout the day. Multiple functional goals related to behavior are present, and the student has a BIP.Indirect SPED services drive the design, delivery, and sustainability of the student's behavioral programming across settings. Behavioral instruction and services are daily or near-continuous, whether scheduled as blocks or embedded across most routines. Pervasive, intensive behavioral programming is required to maintain access to instruction and safety, with supports that are frequently reactive, safety-driven, or crisis-oriented. Behavioral intervention, instruction, and supports include regular de-escalation, crisis prevention, or emergency response procedures, and behavioral needs significantly disrupt access to instruction without staff intervention. Behavioral supports dominate the instructional day and require high-frequency data collection, ongoing adjustments, and coordinated implementation across staff and settings.
This might look like: continuous or near continuous behavioral facilitation; intensive, function-based intervention implemented across most activities; frequent staff response and ongoing adjustment of strategies; behavioral services integrated into nearly all routines and settings.
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Factor B: Are there any required certifications, licensures, or other qualifications for personnel serving the student?
| NO SPECIALIZED QUALIFICATIONS REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No specialized qualifications for SPED providers required for FAPE | Behavioral supports can be implemented by typically qualified staff using routine training in classroom behavior supports. Plans are straightforward and do not require advanced behavioral expertise. |
Majority of the following are true:
Adults with targeted behavioral competencies (structured data collection, implementation fidelity, consistent reinforcement systems, functional skill teaching) are required.Requires periodic coaching/consultation to sustain implementation. Direct behavioral and counseling supports provided by school psychologist, board certified behavior analyst (BCBA), behavior specialist, school counselor, social worker, or other mental health professional. Supports address teaching replacement skills/behaviors and are primarily preventive and instructional in nature. |
Majority of the following are true:
Highly specialized behavioral expertise is essential for safe and effective implementation (e.g., intensive function-based intervention requiring advanced judgment, frequent plan redesign, complex coordination).Risk of ineffective support, escalation, exclusion, or regression is high without advanced expertise. Highly specialized and trained personnel must be able react to crisis and emergency response, as well as de-escalation. |
Factor C: Is there an identified or curriculum-required provider-to-student ratio for the student to receive the appropriate services (beyond what is typical for same age span/grade level peers, and does it directly enable access and participation rather than general supervision)?
| NO RATIO REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No reduced ratio required for FAPE. | Reduced ratio is intermittently required. Behavioral supports can usually be implemented through typical classroom routines and shared staff support. Staff support is intermittent and responsive. | A planned reduced ratio is required during specific times/settings to prevent escalation and support skill use (e.g., transitions, unstructured times). Support may be shared but must be reliable; staff presence is regular but not continuous. Student benefits from structured monitoring and consistent intervention in predictable contexts. | A highly restrictive or near-continuous ratio is required to ensure safety and sustain participation. Student needs frequent intervention, immediate response capability, and consistent implementation across most of the day. Ratio requirements often structure placement/schedule due to intensity of need. |
Factor D: Is there any equipment or technology required beyond what we'd expect most peers in the student's age group/grade level to require, and is it essential for participation toward the student's current goals?
| NO EQUIPMENT OR TECHNOLOGY REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| Standard materials; no special technology or equipment required for FAPE. |
Tools, technology, or equipment are intermittently used and/or are simple, low-tech, or commonly available; require minimal training for staff or student; and allow the student to typically regulate behavior without overreliance.
This might look like: visual schedules, behavior charts, choice boards, basic reinforcement systems, noise-canceling headphones.
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Tools, technology, or equipment are used regularly across the day or settings; are intentionally chosen to address behavior needs; require predictable training and monitoring for staff and student; and are needed to support behavior programming.
This might look like: technology supported behavior tracking; self-monitoring apps; calming tools or other environmental behavior regulation equipment provided routinely; consistent use of sensory tools to prevent behavior escalation.
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Tools, technology, or equipment are foundational to the student's ability to regulate behavior, remain safe, and participate in instruction; are highly individualized or complex; and require ongoing staff facilitation, monitoring, or adjustment.
This might look like: specialized technology used continuously to support regulation or safety; integrated systems that structure routines, transitions, and responses; augmentative and alternative communication (AAC) systems required to prevent significant behavioral escalation; monitoring or alert systems tied to behavioral safety plans; equipment that determines staffing patterns or environmental design.
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Factor A: Consider the type, frequency, and nature of the special education services required for the student in order to receive a FAPE. For this factor, consider the combined minutes and pervasiveness of direct SDI provided to the student in this domain, as documented in the IEP.
| NO DIRECT COMMUNICATION SPED SERVICES REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No direct communication SPED services are required for FAPE; supplementary aids/services, including communication accommodations, require little staff effort/monitoring. |
Majority of the following are true:
Direct SDI related to communication supports is targeted, limited in intensity, and addresses specific, discrete needs. This is typically direct SDI provided less than 60 minutes weekly. At least 1 communication goal is present.Indirect SPED services are supportive and supplemental. Supplementary aids and services, including communication accommodations, require staff planning or preparation with some follow-through but are predictable and with minimal disruption. |
Majority of the following are true:
Direct SDI related to communication supports is necessary to maintain consistent access and progress and is delivered multiple times per week and/or across multiple routines/settings/periods. This is typically direct SDI provided between 1 hour and 5 hours weekly multiple times per week. Multiple communication goals are present.Indirect SPED services are necessary, provide and sustain SDI implementation, and require planning and staff coordination. Consistent provision/offering of supplementary aids/services; communication accommodations or modifications require active staff involvement and individualized implementation with ongoing monitoring or judgement. Communication services are regular and necessary to sustain educational access and participation; the student relies on structured, ongoing communication instruction/supports across multiple settings. Student might use augmentative and alternative communication (AAC), and, if so, uses AAC independently or with minimal staff support. |
Majority of the following are true:
Direct SDI related to communication supports is intensive, frequent, and often pervasive such that the services substantially structure participation throughout the day. Multiple communication goals are present.Indirect SPED services drive the design, delivery, and sustainability of the student's communication programming across settings. Services are daily or near-continuous, whether scheduled as blocks or embedded across most routines. Communication services are frequent, pervasive, or integrated throughout the day, and, without them the student cannot meaningfully communicate, participate, or demonstrate learning across the school day. Student might use AAC, and, if so, uses AAC with ongoing or pervasive staff support. Communication needs significantly structure daily participation (how the student responds, initiates, and accesses instruction). |
Factor B: Are there any required certifications, licensures, or other qualifications for personnel serving the student?
| NO SPECIALIZED QUALIFICATIONS REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No specialized qualifications for SPED providers required for FAPE. | Communication supports can be implemented by typically qualified staff using routine training supports. Required training is routine, universal, or easily transferable. | Speech Language Pathology Assistant (SLPA) supervised by a licensed speech language pathologist (SLP) or a licensed SLP is required to implement communication services effectively. |
Majority of the following are true:
Highly specialized expertise or advanced qualifications are required (AAC specialist/sign language interpreter/DB intervener/AT specialist) and/or coordinated multi-provider team documented in IEP and are in addition to licensed SLP or SLPA being supervised by a licensed SLP.Highly individualized systems require expert oversight (e.g., complex AAC systems, intensive language systems planning, specialized communication access supports); without this expertise, services would be ineffective and the student's access/communication would be significantly compromised. |
Factor C: Is there an identified or curriculum-required provider-to-student ratio for the student to receive the appropriate services (beyond what is typical for same age span/grade level peers, and does it directly enable access and participation rather than general supervision)?
| NO RATIO REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No reduced ratio required for FAPE. | Reduced ratio is intermittently required. Communication supports can usually be implemented through typical classroom routines and shared staff support. Staff support is intermittent and responsive. | A planned reduced ratio is required at specific times/activities to support effective communication and participation. Ratio is required during key contexts (group work, transitions, academic responding, social interactions). Support may be shared but must be intentional and reliable. Student may need regular partner facilitation (prompting/modeling) but also has periods of independence. | The student requires a highly restrictive or near continuous ratio (often effectively 1:1 communication partner support) to communicate meaningfully across the day. Ratio needs apply across most or all of the day, not just specific activities; without this ratio, the student cannot reliably express needs, participate, or demonstrate their learning. |
Factor D: Is there any equipment or technology required beyond what we'd expect most peers in the student's age group/grade level to require, and is it essential for participation toward the student's current goals?
| NO EQUIPMENT OR TECHNOLOGY REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| Standard materials; no special technology or equipment required for FAPE. |
Equipment or technology supplements communication, but the student can typically demonstrate functional communication without equipment/technology. Minimal training required for staff or the student.
This might look like: visual supports (pictures, symbols, word banks); communication boards used intermittently; simple voice output devices used in limited situations; captioning or basic amplification used occasionally; communication apps used as optional supports.
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Equipment or technology is routinely required for the student to communicate effectively and access instruction across significant portions of the day. Adults and the student need predictable training and ongoing support.
This might look like: AAC systems used regularly but with emerging independence; speech generating devices programmed for academic and social contexts; communication technology integrated into daily routines; visual or digital communication systems required for transitions, participation, or comprehension; technology used consistently to reduce communication related frustration or breakdowns.
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Equipment or technology is foundational to the student's ability to communicate; without it, the student cannot meaningfully express needs, participate, or demonstrate their learning. Systems are highly individualized and complex. Requires intensive training, ongoing programming, and staff facilitation.
This might look like: high tech AAC systems that are the student's primary means of communication; integrated communication systems used across academic, behavioral, and social contexts; AAC required to prevent significant frustration, withdrawal, or behavioral escalation; technology that structures all expressive and receptive communication; systems requiring consistent partner training and modeling.
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Factor A: Consider the type, frequency, and nature of the special education services required for the student in order to receive a FAPE. For this factor, consider the combined minutes and pervasiveness of direct SDI provided to the student in this domain, as documented in the IEP.
| NO DIRECT INDEPENDENT FUNCTIONING SPED SERVICES REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No direct independent functioning SPED services are required for FAPE; supplementary aids/services, including independent functioning accommodations, require little staff effort/monitoring. |
Majority of the following are true:
Direct SDI related to independent functioning supports is targeted, limited in intensity, and addresses specific, discrete needs. This is typically direct SDI provided less than 60 minutes weekly. At least 1 independent functioning, executive functioning, or self-management goal is present.Indirect SPED services are supportive and supplemental. Supplementary aids and services, including independent functioning accommodations, require staff planning or preparation with some follow-through but are predictable and with minimal disruption. Minimal ongoing monitoring or adjustment is required.
This might look like: occasional check ins to support organization or task initiation; limited instruction in routines or self management strategies; support provided during specific transitions or activities; services that occur less than daily or only at identified points.
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Majority of the following are true:
Direct SDI related to independent functioning supports is necessary to maintain consistent access and progress and is delivered multiple times per week and/or across multiple routines/settings/periods. This is typically direct SDI provided between 1 hour and 5 hours weekly multiple times per week. Multiple independent functioning, executive functioning, or self-management goals are present.Indirect SPED services are necessary, provide and sustain SDI implementation, and require planning and staff coordination. Consistent provision/offering of supplementary aids/services; independent functioning accommodations or modifications require active staff involvement and individualized implementation with ongoing monitoring or judgement. Services are regular and necessary to sustain the student's ability to manage routines, transitions, and participation, but they do not dominate the school day. Supports are targeted to specific routines, times, or skill areas, are predictable and instructional in nature, and are designed to build independence rather than replace it. Student demonstrates partial independence with consistent support.
This might look like: daily instruction in routines, organization, or self management; organizational coaching; calendar support; regular support for transitions, initiation, or task completion; scheduled services embedded across settings or activities; ongoing instruction to generalize independent functioning skills.
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Majority of the following are true:
Direct SDI related to independent functioning supports is intensive, frequent, and often pervasive such that the services substantially structure participation throughout the day. Multiple independent functioning, executive functioning, or self-management goals are present.Indirect SPED services drive the design, delivery, and sustainability of the student's independent functioning programming across settings. Independent functioning services are intensive and frequent, and without them, the student would be unable to manage routines, transitions, or functional participation across the school day. Services are daily or near-continuous, whether scheduled as blocks or embedded across most routines. Services structure the student's day, not just support it. Student requires ongoing staff facilitation for initiation, persistence, and completion.
This might look like: continuous or near continuous facilitation of routines and transitions; intensive instruction embedded in most activities; repeated prompting, modeling, and scaffolding throughout the day; services that define how the student moves, participates, and engages across settings.
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Factor B: Are there any required certifications, licensures, or other qualifications for personnel serving the student?
| NO SPECIALIZED QUALIFICATIONS REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No specialized qualifications for SPED providers required for FAPE. | Independent functioning supports can be implemented by typically qualified staff using routine training supports. Required training is routine, universal, or easily transferable. | Personnel with specific training, documented competencies, or specialized knowledge, but not advanced licensure or rare expertise, are required. Qualifications are student specific and tied to identified needs. |
Highly specialized expertise or advanced qualifications are required, and instruction cannot be delivered effectively without this level of professional skill. These would include, but not be limited to: O&M/TVI/TODHH/DB intervener. Significant professional judgment is required to design and adjust supports. Qualifications may drive staffing, placement, or service delivery decisions. |
Factor C: Is there an identified or curriculum-required provider-to-student ratio for the student to receive the appropriate services (beyond what is typical for same age span/grade level peers, and does it directly enable access and participation rather than general supervision)?
| NO RATIO REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No reduced ratio required for FAPE. | Reduced ratio is intermittently required. Independent functioning supports can typically be shared across students. The student can initiate and complete most routines with minimal staff involvement. | A planned reduced ratio is required at specific times, settings, or activities to maintain functional independence. Support may be shared, but coverage must be intentional and reliable. Staff support is regular but not continuous. | The student requires a highly restrictive or near continuous provider to student ratio to function independently during the school day. A dedicated or near constant staff presence is required. Ratio needs may define placement, schedule, or participation opportunities. |
Factor D: Is there any equipment or technology required beyond what we'd expect most peers in the student's age group/grade level to require, and is it essential for participation toward the student's current goals?
| NO EQUIPMENT OR TECHNOLOGY REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| Standard materials; no special technology or equipment required for FAPE. |
Majority of the following are true:
Equipment or technology is supplemental and helps the student function more efficiently, but the student can manage some routines, transitions, and organization without consistent reliance on it and can demonstrate functional independence with minimal prompting.Minimal training is required for staff or the student.
This might look like: visual schedules or checklists used as reminders; timers for occasional task completion; color coding or folders for organization; simple self monitoring tools used intermittently; break cards used occasionally for self regulation.
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Majority of the following are true:
Equipment or technology is routinely required for the student to manage daily routines, transitions, organization, or self regulation and must be implemented consistently for the student to function independently.Adults and the student need predictable training and ongoing support. Equipment supports and sustains independence but does not fully replace it.
This might look like: consistent use of visual or digital schedules throughout the day; task analysis systems broken into sequenced steps; self monitoring or regulation apps used daily; organizational systems that must be maintained by staff; technology used to support transitions, initiation, or task completion across settings.
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Majority of the following are true:
Equipment or technology is foundational to the student's ability to function independently during the school day. Without it, the student would be unable to initiate, transition, organize, or regulate sufficiently to participate.Ongoing staff facilitation, monitoring, and adjustment are required. Equipment defines how the student moves through the day.
This might look like: integrated systems that structure the entire school day (routines, transitions, tasks); continuous visual or digital supports required for all activities; technology that replaces internal executive functioning (initiation, sequencing, completion); systems requiring constant staff setup, prompting, or monitoring; equipment that determines staffing patterns or environmental structure.
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Factor A: Consider the type, frequency, and nature of the special education services required for the student in order to receive a FAPE. For this factor, consider the combined minutes and pervasiveness of direct specially designed instruction and related services provided to the student in this domain, as documented in the IEP.
| NO DIRECT PERSONAL CARE/HEALTH SPED SERVICES REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No direct personal care/health SPED services are required for FAPE; supplementary aids/services, including personal care/health accommodations, require little staff effort/monitoring. |
Majority of the following are true:
Direct SDI related to personal care/health supports is targeted, limited in intensity, and addresses specific, discrete needs. This is typically direct SDI provided less than 60 minutes weekly. At least 1 functional goal related to personal care/health is present.Indirect SPED services are supportive and supplemental. Personal care/health services can be scheduled around instruction with minimal disruption. Minimal ongoing monitoring or adjustment is required. |
Majority of the following are true:
Direct SDI related to personal care/health supports is necessary to maintain consistent access and progress and is delivered multiple times per week and/or across multiple routines/settings/periods. This is typically direct SDI provided between 1 hour and 5 hours weekly multiple times per week. Multiple functional goals related to personal care/health are present.Indirect SPED services are necessary, provide and sustain SDI implementation, and require planning and staff coordination. Personal care/health services are regular and necessary to sustain the student's safety and access to the school environment but do not dominate the school day. The student requires regular monitoring or assistance. Personal care/health needs are stable but require consistent attention. Personal care/health services occur across multiple parts of the day but allow for periods of independence.
This might look like: Daily assistance with personal care routines; regular health monitoring tied to school participation; scheduled support for feeding, mobility, or positioning; predictable interventions embedded into the school day.
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Majority of the following are true:
Direct SDI related to personal care/health supports is intensive, frequent, and often pervasive such that the services substantially structure participation throughout the day. Multiple functional goals related to personal care/health are present.Indirect SPED services drive the design, delivery, and sustainability of the student's personal care/health programming across settings. Personal care/health services are daily or near-continuous, whether scheduled as blocks or embedded across most routines. Personal care/health services are intensive and frequent, and, without them, the student would be unable to attend school safely or access the educational environment. Student requires ongoing monitoring or hands on assistance with personal care/health needs. Personal care/health services significantly structure the school day. Health or safety risks are present if personal care/health services are reduced or delayed.
This might look like: Continuous or near continuous personal care support; frequent health related interventions throughout the day; services integrated into most activities and transitions; intensive supports that cannot be postponed or clustered.
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Factor B: Are there any required certifications, licensures, or other qualifications for personnel serving the student?
| NO SPECIALIZED QUALIFICATIONS REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No specialized qualifications for SPED providers required for FAPE. | The student's personal care/health supports do not require personnel with specialized certifications or licensure beyond typical school based training. No ongoing clinical judgment or specialized credential is required. | Personnel with specific training, credentials, or documented competencies, but not continuous clinical licensure or advanced specialization, are required. Qualifications are student specific and tied to identified needs. Supports may require periodic clinical oversight or consultation. | Personnel with advanced certifications, licensure, or highly specialized qualifications are required, and instruction cannot be safely provided without this expertise. Continuous or frequent clinical judgment is necessary. Qualifications may drive staffing, scheduling, or placement decisions. |
Factor C: Is there an identified or curriculum-required provider-to-student ratio for the student to receive the appropriate services (beyond what is typical for same age span/grade level peers, and does it directly enable access and participation rather than general supervision)?
| NO RATIO REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| No reduced ratio required for FAPE. | Reduced ratio is intermittently required. No requirement for continuous or dedicated staff presence. Staff availability, rather than ratio, is most often the focus. | A planned reduced ratio is required for portions of the day or for specific activities to ensure safety and access. Support may be shared, but coverage must be intentional and reliable. Staff presence is regular but not continuous. Ratio requirements are tied to specific health, mobility, or personal care needs. | Highly restrictive or near continuous ratio is required (e.g., dedicated or near constant staff support) to attend school safely and access the educational environment. The student cannot function safely without continuous supervision or assistance. Ratio requirements apply across most or all of the school day. Ratio needs may dictate placement, scheduling, or environmental access. |
Factor D: Is there any equipment or technology required beyond what we'd expect most peers in the student's age group/grade level to require, and is it essential for participation toward the student's current goals?
| NO EQUIPMENT OR TECHNOLOGY REQUIRED FOR FAPE | MINIMUM | MODERATE | SIGNIFICANT |
|---|---|---|---|
| Standard materials; no special technology or equipment required for FAPE. |
Majority of the following are true:
Equipment or technology is used intermittently and situationally.Minimal training is required for staff or the student. The student does not require continuous monitoring or physical assistance.
This might look like: occasional use of mobility aids for long distances; simple health or comfort supports (e.g., cushions, basic positioning aids); intermittent use of monitoring tools with minimal follow up; adaptive equipment used for convenience rather than necessity; etc.
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Majority of the following are true:
Equipment or technology is routinely required to ensure the student's safety, health, or physical access and must be implemented consistently (typically daily or across multiple settings) throughout the school day.Predictable staff or student training and monitoring are required. Some staff assistance or oversight is required. Equipment is intentionally selected based on the student's physical or health needs.
This might look like: daily use of mobility equipment that requires staff assistance; health related monitoring equipment requiring routine checks; adaptive toileting, feeding, or positioning equipment used consistently; assistive devices that support endurance, posture, or physical regulation; technology used regularly to monitor health status impacting school access; etc.
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Majority of the following are true:
Equipment or technology is foundational and essential to the student's ability to attend school safely, remain medically stable, or physically access the educational environment; without it, the student would be unable to attend school safely or would face significant health or safety risk.Requires intensive staff training, continuous monitoring, or hands on physical support. Equipment or technology drives staffing, scheduling, and environmental design.
This might look like: complex mobility systems required at all times; continuous health or medical monitoring equipment; specialized feeding, respiratory, or positioning systems; equipment integrated into emergency or safety response plans; technology that determines how and where the student can participate during the day; etc.
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It is important even if one of the overrides applies to still score each of the factors and domains to assist with master scheduling, staffing, and reintegration efforts (if applicable). If you do not score the factors, the excel report will show zeros for all factors.