Autism Support Team “Putting the Pieces All Together”

Why Are We Here?  To create a process that aligns with the NHCS Student Support and Intervention process Student Support Team  Intervention Plan for Student Success (with review timelines)  Design and Conduct a Formal Evaluation  Individualized Education Program (IEP) Does SST require the assistance of the AST? YES

Why Are We Here? To provide educational support to address the growing population  To provide educational support to address the growing population

 To align with the Problem Solving Model with emphasis on educating teams on the use of research based strategies Why Are We Here? Why Are We Here? Levels of Intervention INTENSIVE 1 – 7 % STRATEGIC % CORE CORE % Adapted from Sugai and Horner School-wide systems to support student achievement.

To create building level expertise  To create building level expertise Why Are We Here? Why Are We Here? Psychologists / Administrators OT / PT / SLP Service Providers Educational Staff

Why Are We Here?  To afford all students a Free and Appropriate Public Education (FAPE )

Purpose of the AST Provide assistance to the Student Support Team in the following areas: Assist with Intervention Plan for Student Success Assist with the Formal Evaluation/Reevaluation Design Assist with the Development of an IEP/IAP

Who are the AST Members? Psychologist Liaison Occupational Therapist Physical Therapist Speech Language Pathologist TEACCH Representative Autism Liaison

Levels of Support SST Strategies Using Building Level Experts AST Classroom Strategies Levels of Intervention

Autism Support Team Classroom Level Supports Prior to SST

Classroom Strategies Prior to Request for Intervention Assistance Teacher Utilizes Ideas for Classroom Strategies from the following:  Resource Notebook  Strategies for Differentiated Instruction  Suggested Websites  On-site Training Opportunities per request  Consultation with building level supports (psychologist, and/or related services)

Autism Support Team Process Related to SST

Request for Intervention Assistance SST Process Begins... Review teacher concerns Review past classroom interventions Develop additional interventions and document on Intervention Plan Involve school psychologist Involve building level experts

When SST Data Suggests Characteristics of Autism Modification of instructional presentation, curriculum, and physical environment Provision of staff training on the use of visual structure Observation of student SST should use building level experts for the development/documentation of more specific interventions focused at strengthening the intensity, duration and/or frequency of interventions over a specified period of time. For example:

Intervention Plan for Student Success Team reviews data to determine need for further analysis of student behavior If data suggests, school psychologist completes a specific screening tool (documented on data collection section of IPSS) (documented on data collection section of IPSS) Team determines process next steps... SST Process Continues...

Intervention Plan for Student Success SST Continue /Monitor Successful Successful Interventions Interventions Redesign Interventions Continue Data Analysis FormalEvaluation Design Design OR OR

Request for Formal Presentation to Autism Support Team I think it is time to call AST.

Who Can Request a Formal Presentation to AST? Psychologists OT / PT / SLP Service Providers SST Chair Liaison

Autism Support Team AST Process AST Process

Request for Autism Support Team Assistance Student Name: _____________________ School: ___________________ Grade: ______ Date of Birth: _________

How Can AST Help When Classroom Strategies Are Needed? Determine issues related to deficits in communication, socialization, and behavior Suggest more focused intervention strategies for the classroom  Modification of instructional presentation, curriculum, and physical environment  Provision of staff training on the use of visual structure Observation by an AST member

How Can AST Help When Formal Evaluation Is Needed? Guide SST in the appropriate design for formal evaluation/reevaluation Conduct formal evaluation  Observation  Autism Screener/Questionnaire  ADOS Assessment  Collaboration with Psychologists and/or Related Services Staff

How Can AST Help When IEP/IAP Development Is Needed? Give input regarding Disability Determination Give input in developing goals/objectives and/or accommodations

How Can the Information from AST Be Shared with SST? SST representative at AST reports back to SST AST member, upon request, attends SST meeting

AST Setup There will be 4 regional teams comprised of staff members serving that region Two cases will be presented per meeting Members will rotate meeting responsibilities of time keeper, note taker and meeting facilitator Agenda: 12:30 - 1:00 Team prep 1:00 - 2:00 Case 1 2:00 - 3:00 Case 2 Regional Meeting Dates Northern Region will meet the first Friday of the month Southern Region will meet the third Friday of the month Western Region will meet the fourth Friday of the month Eastern Region will meet the first Thursday of the month Regional EOP will attend meetings and complete follow-up activities such as providing SST member with copy of page 4 of the AST Request

Nuts and Bolts of the Process 1. Designated SST member completes request document, indicating purpose 2. SST member submits document with any additional data to regional EOP 3. EOP continues the process by … 1. Sending AST members agenda via 2. Logging in receipt of document 3. Scheduling for AST presentation 4. Distributing copies of document to team members 5. If no meeting is scheduled, EOP will notify team members via by Wednesday prior to the meeting date 4. Knowledgeable SST member(s) present to AST 5. SST member takes information back to the school team 6. If SST member requests, designated AST member attends school level meeting with SST member

EOP Organizational Responsibilities As a group  create format for agenda  create format for AST notebook  create log-in procedure Maintain tools on G drive Maintain notebooks for their region Inform designated AST member when problems arise