Supports for school personnel examples
By the IEP Atlas editorial teamLast updated
Short answer
Supports for school personnel are training, consultation or coaching the adults receive so they can carry out a student's IEP. A strong example names who receives the support, who provides it, the topic, how often and for how long, and the student need behind it. Example: BCBA coaching for the para on the behavior plan's break routine, 2 sessions of 20 minutes in September.
The IEP must include a statement of the program modifications or supports for school personnel that will be provided so the student can advance toward the goals, take part in the general curriculum and activities, and be educated with other students.[1] Put plainly: if the adults need to learn something to make the IEP work, the IEP should say so.
This is the IEP section most often left blank or filled with "staff will be informed of the IEP." That line describes a legal duty the district already has. It is not a support. The 20 examples below show what the section looks like when it does real work. All are illustrations for fictional students. For how this section sits with the rest of the services page, see IEP services and minutes.
What makes an example strong
| Part | Weak | Strong |
|---|---|---|
| Who receives it | "Staff" | "Science and math teachers and the 7th grade para" |
| Who provides it | Blank | "Speech-language pathologist" |
| Topic | "Autism training" | "Using the student's visual schedule and first-then board" |
| How often and how long | Blank | "1 session of 30 minutes in September, 15-minute check in November" |
| Student need | Not stated | "Student completed 2 of 6 transitions without prompts in August" |
| Check | None | "Provider observes once and records implementation of 5 steps" |
Include frequency and duration, because the IEP must state the anticipated frequency, location and duration of services and modifications.[1]
Training on a device or tool
1. AAC device training. SLP training for the classroom teacher and para on modeling core words on the student's speech-generating device, 2 sessions of 30 minutes in the first month, then 15 minutes monthly. Data: student used the device 3 times a day, all prompted. Strong because: it targets modeling, the skill that drives use. The AAC in the IEP guide covers the rest of the plan.
2. Text-to-speech set-up. AT specialist training for all 4 core teachers on loading class readings into the text-to-speech tool, 1 session of 30 minutes before the first unit. Data: student read 1 of 5 assigned texts independently. Strong because: it names the practical task teachers must do.
3. Hearing technology. Teacher of the deaf training for the student's teachers on the remote microphone, 20 minutes at the start of each semester, plus a weekly equipment check. Data: the microphone was found off in 3 of 5 spot checks. Strong because: the data show why training is needed.
4. Mobility equipment. PT training for the para and PE teacher on safe transfers from wheelchair to gait trainer, 1 session of 30 minutes, then observation of 2 transfers. Data: new staff this year. Strong because: it adds a check that the transfer is done correctly.
5. Positioning. OT training for the para on setting up the slant board and chair insert, 15 minutes in week 1, recheck in week 3. Data: student's writing samples had 50% legible letters without set-up and 80% with it. Strong because: the set-up changes a measured result.
Training on a behavior or health plan
6. Behavior plan steps. BCBA coaching for the teacher and para on the BIP's break routine, 2 sessions of 20 minutes in September, then monthly fidelity check using a 6-step checklist. Data: 14 classroom exits in 10 days. Strong because: it includes fidelity data.
7. De-escalation. School psychologist training for the student's 5 teachers on the 3 de-escalation steps in the crisis plan, 30 minutes before school starts. Data: 2 incidents last year escalated after a teacher raised their voice. Strong because: it is short and specific.
8. Seizure plan. School nurse training for all adults who supervise the student, including bus staff, on the seizure action plan, 30 minutes before the first day and each time staff change. Data: seizures at school about twice a month last year. Strong because: it covers the bus and new staff.
9. Diabetes routines. Nurse training for the teacher and para on recognizing low blood sugar signs and the steps in the health plan, 20 minutes at the start of the year. Data: 3 lows during class last spring. Strong because: it names the exact adults.
10. Feeding. SLP and nurse training for lunch staff on the student's texture and pacing plan, 1 session of 30 minutes, then 2 observed meals. Data: coughing at 4 of 10 observed meals. Strong because: it includes observed practice.
Instructional strategy coaching
11. Explicit vocabulary routine. Special educator coaching for the science teacher on pre-teaching 5 unit words, 15 minutes before each new unit. Data: unit vocabulary scores rose from 3 of 10 to 7 of 10 in the trial unit. Strong because: the trial proved it works.
12. Graphic organizer use. Special educator modeling in social studies for 2 lessons, then a 15-minute debrief with the teacher. Data: student wrote 2 relevant sentences without the organizer, 6 with it.
13. Chunking assignments. Case manager consultation with the math teacher on splitting assignments into 3 parts with a check after each, 20 minutes in September and October. Data: work completion 30% of assignments, rising to 70% in a 2-week trial.
14. Co-teaching planning. Weekly 30-minute planning between the general and special education teachers for co-taught English 9. Data: the student's reading goal requires small-group instruction 2 days a week inside the class. See co-teaching models.
15. Self-monitoring routine. School psychologist training for the teacher on prompting and fading the student's self-monitoring checklist, 1 session of 20 minutes, check-in after 4 weeks. Data: on-task in 40% of intervals during independent work.
Communication and social supports
16. Visual schedule. SLP training for the teacher and para on using the student's visual schedule at each transition, 20 minutes in week 1, observation in week 3. Data: 2 of 6 transitions completed without physical prompts.
17. Peer support set-up. Special educator training for 4 peer partners and the lunch supervisor on starting conversations with the student, 2 sessions of 20 minutes. Data: 0 peer interactions at lunch on 4 of 5 observed days.
18. Stuttering supports. SLP consultation with the student's teachers on wait time and not finishing the student's words, 15 minutes in September. Data: the student reports avoiding speaking in class.
19. Interpreter coordination. Teacher of the deaf meeting with the educational interpreter and teachers on sharing lesson materials 2 days ahead, 20 minutes at the start of each quarter.
20. Transition planning with an outside agency. Transition coordinator meeting with the job site supervisor on the student's work task supports, 30 minutes before the placement starts and monthly after. Data: the student completed 4 of 10 job tasks independently in a trial.
Weak and strong versions side by side
| Weak | Strong | Data behind it |
|---|---|---|
| Staff will be informed of the IEP | Teacher and para trained by the BCBA on the BIP's 6 steps, 2 x 20 min in September, fidelity checked monthly | 14 exits in 10 days |
| Autism training for staff | SLP training on the visual schedule, 20 min in week 1, observed in week 3 | 2 of 6 independent transitions |
| AT support as needed | AT specialist training for 4 teachers on text-to-speech, 30 min before unit 1 | 1 of 5 texts read independently |
| Nurse available | Nurse training on the seizure plan for all supervising adults including bus staff, before day 1 and at staff changes | About 2 seizures a month |
| Consultation with teachers | Special educator coaching on vocabulary pre-teaching, 15 min before each unit | Scores 3 of 10 to 7 of 10 in a trial |
Logging supports for school personnel
Log each training or coaching session like any service: date, minutes, who attended, who provided it and the topic. The free service log works for this; use the group column for attendees and the notes column for the topic and any follow-up. The IEP service log template shows a filled log. For the difference between consultation and staff training, see consultation services on the IEP.
Frequently asked questions
What are supports for school personnel in an IEP?
They are training, consultation or coaching for the adults who work with the student, so they can carry out the IEP. Examples include training on a communication device, coaching on a behavior plan and nurse training on a health plan.
Is 'staff will review the IEP' a support for school personnel?
No. Giving teachers access to the IEP and informing them of their responsibilities is already required. A support teaches the adults something specific they need to do for this student, with a time and a provider.
Do supports for school personnel need minutes?
The IEP should state their frequency and duration, such as two 20-minute sessions in September. Logging each session shows the support happened.
Use it in IEP Atlas
- Service minutes in the IEP glossary
- Related services in the IEP glossary
- Supplementary aids and services in the IEP glossary
- BIP in the IEP glossary
- Service log
Related guides
- IEP services and minutes: how to write the services page
- Medicaid consent for school-based services
- Push-in vs pull-out services
- Specially designed instruction examples by area
- Consultation services on the IEP: what counts and how to log it
- AAC in the IEP: devices, training and goals
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.