AU Supplement Tips Strategies 1-11 (2).doc
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Navarro College *
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Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
1. Extended educational
programming
When to discuss in ARD
Meeting: Discussion of
current IEPs
●
Only consider
extended school day
if the student is not making reasonable progress with the current program in place.
What could be done outside of the regular school day hours (before school, after school, Saturday) to help.
●
If reasonable progress is not being made, address this during the school day before extending the school day (what
interventions can be tried during the day? Differentiated teaching, Gen Ed tutoring, decrease ratio, related services, increase
Sp Ed instruction)
●
To consider
extended school year
services, documentation must demonstrate that the student will experience a loss of
critical skills that cannot be recouped within a six-week period or a reasonable amount of time (following any extended break
such as summer vacation or Christmas break). Critical skill areas include muscular control, mobility, behavior, self-help,
communication, social interaction.
●
For 1
st
semester ARDs, note that the student’s needs are being met during the school day. After reviewing IEPs and data,
amend the ARD and the AU Supplement in March-April if the student is demonstrating a need for ESY.
●
Before requesting summer services, review data from the previous summer (if applicable) and then contact your Special
Education Coordinator at 219-0400.
●
Can be considered for students who need additional support in the maintenance of skills in the areas of communication,
behavior, self-help, and socialization.
●
Need documentation/data to show need for or lack of need for extended educational programming.
Suggested wordings:
If not needed
:
An analysis of the IEP goals and objectives reveals that progress is being made on_______________ objectives.
Thus, there is no need for extended educational programming services at this time. The IEP can be met through the regular
school day; the current services and duration of services are sufficient for the student to make progress.
or
At this time, ___________ is making adequate progress in all critical areas. He has not shown any significant regression after
school breaks. His family has plans for the summer that support his continued development in the critical areas.
If needed:
An analysis of data and the IEP goals and objectives indicates that the student regressed and was not able to recoup
the following IEP skills__________, _________, _________ during a six-week period or reasonable amount of time following an
extended break.
or
Considering _____________’s current functioning levels, these critical areas are likely to result in a loss of skills:_______,
_______, _______
(could be used to address the need for maintenance).
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
2. Daily schedule
reflecting minimal
unstructured time and
active engagement in
learning activities
When to discuss in ARD
Meeting: Discussion of
staff information and
schedule of services
●
IEP goals and objectives must be addressed throughout the day and across settings. The student should be engaged in
meaningful activities with a minimum of downtime/transition time.
●
The schedule must begin the minute the student arrives and the end the minute he/she leaves
●
Time increments should be small, especially with younger students and those with short attention spans.
●
The schedule should be student specific vs. teacher or classroom specific.
What to write:
If not needed:
A daily schedule reflecting minimal unstructured time is not needed. ______________ can follow the
regular schedule of the day with natural environmental cues. However, additional support will be provided at the following
times (e.g., transitions, lunch, etc.)
(optional)
If needed:
A daily schedule reflecting minimal unstructured time is needed. An example of the schedule is attached.
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Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
3. In-home and
Community-Based
training or viable
alternatives
When to discuss in ARD
Meeting: Discussion of
current IEPs;
Staff/parent information
●
Consider two types of acquisition skills when addressing In-home and Community-Based training (IHT).
1.
Is there a need to facilitate acquisition of skills/behavior previously learned in another environment? For example, the student
demonstrates a skill at school but not in the home and/or community setting.
2.
Is there a need to facilitate the acquisition of critical skills/behaviors that can only be acquired if they are taught simultaneously
in multiple environments? (e.g., communication, self-help, behavior, socialization)
If the answer to either of the above is yes, then requesting an IHT Needs Assessment should be considered, if not already done.
Please note that the need for IHT should be addressed in the psychological evaluation, thus negating the need to request an
additional IHT Needs Assessment. If it is not addressed or if a need arises during the year, then an IHT Needs Assessment should
be requested.
The IHT evaluation is conducted before the IEP meeting.
Note: IHT is more likely to be appropriate for younger students who are developing communication and adaptive skills.
Academic
skills
are
not
to be addressed as a part of IHT.
Always consider
viable alternatives
to IHT. For example: visuals for the home, schedule for the home, communication notebook,
parent observation at school, video of teacher working with the student, conferences regarding home concerns, and
community-based instruction, etc.
IEPs should be attached to the request for In-Home and Community-Based training (Special Education Evaluation Request Form or
Special Education Services Request Form).
For students currently receiving IHT, the IHT trainers will submit a summary report of the trainings provided and include
recommendations in regards to the need for IHT for the next year.
This
must
be submitted prior to the next annual ARD/IEP
meeting. In other words, do not request an in-home training needs assessment each year.
What to write:
If not needed:
In-Home and Community-Based Training is not needed. Progress on IEP goals and objectives is consistent across
environments.
If needed
:
Based on evaluation data, In-Home and Community-Based Training is needed to address objectives in the area(s)
of______________________ (communication, behavior, and self-help).
or
Based on the recommendations of current In-Home trainers, the student continues to qualify for In-Home and Community-Based
training. _(number)_ sessions of _(length)_______will be implemented prior to the next annual ARD/IEP meeting.
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Note: Staff members from the campus and professional staff serving the campus can provide IHT and should be considered as the
first source of IHT providers.
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
4. Positive behavior
support strategies
When to discuss in ARD
Meeting: Discussion of
staff/parent information;
FBA/BIP
This strategy will typically always be needed. Based on the current Functional Behavior Assessment (FBA) and staff
data collection/documentation, would the student benefit from any of the following strategies?
●
Antecedent manipulation
●
Teaching of replacement behaviors
●
Reinforcement strategies
●
Visual supports
●
Scripted Stories/Social Narratives/ comic strip conversations, etc.
●
Structured environment and predictable routines
Note: The Behavior Intervention Plan (BIP) should focus on desired and replacement behaviors. Interventions
should focus on reinforcement and other proactive strategies instead of punishment and/or disciplinary
consequences.
What to write:
List the specific interventions that are included in the BIP. Make sure that the listed strategies are
actually being implemented. Include edibles, discrete trials, reinforcement, etc. You
should
indicate that the
campus implements Positive Behavior Interventions and Supports (PBIS) through school-wide procedures and
classroom procedures (CHAMPs) that the student can participate in.
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Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
5. Futures Planning
When to discuss in ARD
Meeting: Discussion of
staff/parent information;
transition
This strategy should always be addressed. Based on individual considerations, what skills does the student need to
be successful in post-secondary environments?
●
Prevocational?
●
Self-help/functional?
●
Social?
●
Independent living skills?
Futures Planning can be discussed at any age. Discussions and planning, however, ideally should start immediately
once autism is determined to be present. The younger the better. At age 13 years Transition Planning should be
implemented if it has not already been done.) (Transition Planning can be discussed at any age). Transition packets
are available.
Remember:
The student will be an adult longer than he/she will be a child.
What to write:
Parents have expressed the desire for ______ to live independently and have a full time job. Or
Parents have expressed the desire for _______ to attend Texas Tech University and study Meteorology.
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
6. Parent/family training
and support
When to discuss in ARD
Meeting: Discussion of
current IEPs; Staff/
parent information
This strategy should typically be needed, especially for parents of those students just identified as having an Autism
Spectrum Disorder (i.e., LISD provides information about workshops to all parents of students with autism and
invites all parents to LISD scheduled parent training sessions).
What the ARD/IEP needs to determine is the type of parent training and support that is needed and how frequently
it is needed.
●
What skills do the student’s parents and family need to help the student be successful in the home/community
setting? Would the parents benefit from training opportunities?
●
What resources do the parents/ family need information about?
A Special Education Services Request Form is submitted when requesting Parent/Family training and support.
Before
the ARD/IEP meeting, the need for individual parent training sessions with an Autism Specialist or LSSP
should be discussed with a Special Education Coordinator even if this need is stated specifically in evaluation
recommendations.
Note: Campus staff members and professionals providing service to the student can provide the parent training, and
should be the first source of contact. Viable alternatives can also be utilized. For example, a parent could observe
effective interventions being utilized in the classroom and during speech therapy.
What to write:
Parent/family training and support is needed in the area of ______________ based on evaluation and/or an analysis
of the IEP. This will consist of providing information regarding local resources and/or demonstrating strategies being
used at school which could also be used at home. Parents have access to the LISD Autism Library and Special
Education web page. The web page will contain reminders of monthly parent meetings at Lubbock ISD, monthly
S.P.A.N meetings, Region 17 ESC workshops related to autism and links to appropriate on-line resources related to
Autism Spectrum Disorders.
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Note: Ask parents if LISD can provide notifications via electronic means.
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Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
7. Suitable
staff-to-student ratio
When to discuss in ARD
Meeting: Discussion of
teacher information and
schedule of services
Is there sufficient staff for specific settings (e.g., lunch in the cafeteria)?
Is the student in the acquisition phase of a skill and need more direct intensive instruction relative to later phases?
Note: When determining staff-to-student ratios, an ARD/IEP committee should consider the setting, the student’s
communication abilities and present level of learning in each area of instruction.
Level of Learning
Description
Possible Ratio
1. Acquisition
Beginning of learning process;
introduction of new skills;
significant assistance provided
1:1
2. Fluency
Assistance begins to decrease;
trying to establish a normative
rate
1:6
2:6
3. Maintenance
Response occurs in absence of
teaching; adding reinforcement
no longer necessary
1:20-30
4. Generalization
Response occurs with
different people, using
different materials, in a
variety of locations, and
using different directions
1:200-2,130
What to write:
If not needed:
Given ________’s level of learning and adequate progress in the IEP and in the general school setting, no
specified staff-to-student ratio is required at this time.
If needed:
Range of staff-to-student ratio will be 1:1 to 1:200-2,130 depending on level of learning (i.e., acquisition,
fluency, maintenance, or generalization) for the specific objective being addressed.
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
9. Social skills supports
and strategies
When to discuss in ARD
Meeting: Discussion of
teacher and parent
information; IEPs;
FBA/BIP
This strategy should
always
be needed. What types of social skills supports should teachers consider for students with
autism?
Social Skills Objectives should be part of the student’s IEP
.
●
Trained peer facilitators?
●
Specific Social Skills Training?
●
Video modeling?
●
Social Narratives/Scripted Stories?
●
Role Playing?
●
Reverse inclusion?
●
Other supports?
Should the supports be provided in the classroom, in a group setting outside of the classroom, in a one-on-one training
session, etc.? Does the student have opportunities for socialization outside of school or should supports be provided?
Should peers be included?
Note: Campus staff and professionals providing services to the student can provide the social skills supports and
strategies and should be the first consideration when addressing social skills supports and strategies.
Requests for social skills supports from non-campus staff (i.e., an Autism Specialist/Facilitator) are submitted on a Special
Education Services Request Form, after consultation with a Special Education Coordinator.
What to write:
If needed:
The following social skills have been identified as areas of need: ______________. These skills are reflected
in the goals and objectives. The strategies/supports used to address these needs will include:
___________________________.
(e.g., social narratives/scripted stories, role playing, incidental teaching, trained peer
facilitators, etc.)
In addition to the social skills supports provided throughout the school day by campus staff, additional social skills
support may be provided from an autism facilitator provided by CO. Consult with a Special Education Coordinator before
recommending this.
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Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
10. Professional
educator/ staff support
When to discuss in ARD
Meeting: Discussion of
FBA/BIP
This strategy should
always
be identified as needed.
What training do staff members need to correctly implement the strategies in the student’s IEP?
All training/support staff members receive about the disability of Autism or specific strategies for the student they are
working with should be documented. In addition, staff members should note every time support service staff (OT,
PT, LSSP, Behavior Specialist, Speech Therapist, etc.) consult with them about the student in their classroom.
What to write:
If needed:
Teachers, paraprofessionals, and other campus staff will have access to staff development related to
autism as provided by the district, Region 17 ESC, and/or on-line Autism/Behavior modules. Campus staff will also
have access to support personnel.
Tips for Completing the Autism Supplement
2020-21
Jenkins-LCU
2020
Strategy Areas
Tips
11. Teaching strategies
based on peer reviewed
and/or research-based
practices for students
with Autism Spectrum
Disorders(ASD)
When to discuss in ARD
Meeting: Discussion of
FBA/BIP; IEPs
Teaching strategies should be based on peer reviewed and/or research-based practices for students with ASD.
Examples of such strategies include discrete-trial training, visual supports, structured learning, augmentative
communication, social skills training, positive reinforcement, prompting and prompt fading, shaping and scripted
stories/social narratives.
Do not
list a strategy if it is not being used or is not needed.
While it is the responsibility of the ARD/IEP committee to make decisions regarding the appropriateness of strategies
based on the unique needs of an individual student, there is no one-size-fits-all approach to providing services to
students with autism.
What to write:
If not needed:
The student is served in the general education class and making adequate progress in the IEP. The
instructional strategies and accommodations used in that setting are sufficient for the student to make progress at this
time.
If needed:
The following strategies will be used to implement the IEP: ________________.
For example: discrete trial, functional routines, shaping, chaining, task analysis, prompting and prompt fading, pivotal
response training, structured teaching, Saxon Phonics, Voyager Reading, PCI, Language!, Read Well !, etc.
What action must the ARD committee take if the committee determines services are not needed in one or more of the eleven strategy areas?
The ARD/IEP committee must include in the IEP a statement indicating that the services are not needed and the basis upon which the determination
was made. The statement may address the services collectively or individually. An ARD/IEP committee may wish to include specific examples of a
student’s current level of competency when addressing services.