What gets in the way for this student?

Pick the barriers named in present levels. Supports that answer them show first. Clear them to browse all options.

Search supports

Filters

UDL principle

Tier

1 universal · 2 targeted · 3 most intensive

Not on the menu? Write your own. The same checks apply.

Student initials

Grade

Barriers

Saved in this browser only. Initials, never full names.

Finish each support in five parts

A support is ready when anyone reading the IEP knows what happens, when, how often, where, in which language and who does it.

Plan health

Testing check

Tick what's on the IEP's testing page. Each one should also be used in class.

Coverage across the day

UDL balance

Plan checks

Main output

Teacher one-pager

Why it matters. The DCPS IEP at a Glance leaves these supports out. Every adult who provides one must be told what they're responsible for (34 CFR 300.323(d)).

Given a copy

The day, block by block

Amber means no supports there. Check that's intended.

IEP text, by where it goes

Each block matches one place in the DCPS IEP in Special Programs.

LRE paragraph · optional

For "supplemental supports and services previously attempted in a general education setting"

Include

Before the meeting

DC reminders for every plan.

Send drafts and data to the family at least 5 business days ahead.
Share the family copy in their language.
Changing a support later? Amend the IEP and send Prior Written Notice.

0 supports
in plan

Next you'll add when, how often, where and who.

Quick guide

Five parts of every support

What + when (the trigger) + how often + where and in which language + who provides it. OSEP: the amount must be clear to everyone. A trigger like "before each independent writing task" is often the clearest frequency. Aide time is always exact minutes, never a range.

Weak vs. strong

Preferential seating.	Seated within 3 feet of the teacher, away from the door, during whole-group instruction in the Spanish and English rooms. Gen ed teachers implement; case manager checks weekly.
Use visuals.	Picture schedule (3–5 icons, first/then) at the desk, reviewed with an adult at arrival and after lunch daily. Labels in Spanish and English.
Extra time as needed.	Up to 1.5 times the time on classroom assessments and independent written tasks in reading, writing and math.
Para support.	Dedicated aide in gen ed during literacy and math (150 min/day) from [start] to [end]. Fade plan reviewed every 45–60 days.

Pitfalls

"As needed" or "when appropriate." Name the trigger.
Copying last year's supports forward without re-justifying them.
Forgetting lunch, recess, specials and field trips.
Testing accommodations the child never uses in class.
Assistive tech without student and staff training.
No language of delivery in a dual-language school.
Changing supports informally. Amend and send Prior Written Notice.

Wording checker

Paste a support from an existing IEP.

Support text to check

DC reminders

Removal from general education only if it can't work there even with supports (34 CFR 300.114).
Dedicated aides: last resort, exact minutes, begin/end dates, a fade plan and review every 45–60 days (OSSE, Aug. 2025).
Send drafts and data to families at least 5 business days before the meeting.
English learners with disabilities get both language and disability services.

Sources: 34 CFR 300.42 · 300.323(d) · OSSE LRE Toolkit · CPIR