Autism Support Team

1. Autism Support Team “Putting the Pieces All Together”

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

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

4. Why Are We Here? • To align with the Problem Solving Model with emphasis on educating teams on the use of research based strategies INTENSIVE 1 – 7 % STRATEGIC 5 - 15 % Levels of Intervention CORE 80 - 90 % School-wide systems to support student achievement. Adapted from Sugai and Horner

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

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

7. Purpose of the AST Provide assistance to the Student SupportTeam 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

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

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

10. Autism Support Team Classroom Level Supports Prior to SST

11. 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) Classroom StrategiesPrior to Request for Intervention Assistance

12. Autism Support Team Process Related to SST

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

14. When SST Data Suggests Characteristics of Autism 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: • Observation of student • Provision of staff training on the use of visual structure • Modification of instructional presentation, curriculum, and physical environment

15. Intervention Plan for Student Success SST Process Continues. . . 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) Team determines process next steps . . .

16. Intervention Plan for Student Success Redesign Interventions Continue Data Analysis SST Continue /Monitor Successful Interventions OR Formal Evaluation Design

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

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

19. Autism Support Team AST Process

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

21. 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 Classroom Strategies Are Needed?

22. 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 Formal Evaluation Is Needed?

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

24. 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

25. 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 AST Setup

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

27. 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 EOP Organizational Responsibilities