Domain deep dive · 3
Domain 3: Communication Supports
The specially designed instruction and supports a student needs to understand, express, and exchange information across settings — communication access, not academic performance or behavior. Boundaries first — built for when you have a student in front of you, rating this one domain.
What this domain covers
The specially designed instruction (SDI) and supports a student needs to understand, express, and exchange information across settings — communication access, not academic performance or behavior.
Includes speech/language therapy, AAC (augmentative and alternative communication — devices or systems used to communicate), assistive listening, interpreters, and communication-partner support. glossary
This domain is communication access only. Avoid miscategorizing:
- Academic instructional methods → Domain 1
- Behavior plans, unless communication is the primary driver → Domain 2
- Executive function → Domain 4
- Physical/medical needs → Domain 5
If a student receives speech therapy as their only instructional service (no other direct SDI), they are automatically Tier 1, regardless of how you rate this domain. You still rate the domain — the scores feed staffing and scheduling. how scores become a tier
The four factors, in this domain
Rate each 0–3; the domain takes the highest.
- A — How much communication SDI
- B — Who delivers it (credential ladder runs through the SLP)
- C — Ratio (communication-partner support)
- D — Equipment (AAC and communication tech)
The decision boundaries
Factor A — how much communication service.
| Level | Boundary |
|---|---|
| 1 | Targeted, discrete; <60 min/week; at least one communication goal |
| 2 | Regular service relied on across settings; if AAC, used mostly independently |
| 3 | Pervasive; structures how the student responds/initiates all day; if AAC, needs ongoing staff support |
Factor B — who delivers. Typically-qualified staff with routine training (1) → SLPA (speech-language pathology assistant) supervised by, or a licensed SLP (2) → AAC specialist, sign-language interpreter, deaf-blind intervener, or AT specialist in addition to the SLP (3).
Factor C — ratio. Intermittent partner support (1) → planned partner facilitation at key times (group work, transitions) (2) → effectively 1:1 communication partner across the day (3).
Factor D — equipment. Picture supports, occasional communication board (1) → AAC used regularly with emerging independence (2) → high-tech AAC as the primary means of communication, foundational to all expression (3).
The domain score
Highest factor wins. A student with moderate speech service (A=2) who requires a high-tech AAC system as their primary communication (D=3) scores the domain 3.
Traps specific to this domain
- Speech-only override ≠ skip the domain. Rate it anyway.
- AAC independence level is the Factor A hinge between 2 and 3 — independent use vs. pervasive staff support.
- Behavior driven by communication breakdown is rated here when communication is the primary driver, in Behavior when it isn't. Don't double-count. what is a domain
- Ages 3–5: some communication delay is expected; rate only the foundational supports required for FAPE.