Autism Support Team
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Transcript of Autism Support Team
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Autism Support Team Autism Support Team
“Putting the Pieces All Together” “Putting the Pieces All Together”
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Why Are We Here?Why Are We Here?
To create a process that aligns with the NHCS Student To create a process that aligns with the NHCS Student Support and Intervention processSupport 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
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Why Are We Here?Why Are We Here?
To provide educational support to address the growing To provide educational support to address the growing populationpopulation
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To align with the Problem Solving Model with emphasis on To align with the Problem Solving Model with emphasis on educating teams on the use of research based strategies educating teams on the use of research based strategies
Why Are We Here?Why Are We Here?
Levels
of
Inte
rventi
on
INTENSIVEINTENSIVE 1 – 7 %
STRATEGICSTRATEGIC 5 - 15 %
CORECORE 80 - 90 %
Adapted from Sugai and Horner
School-wide systems to support student achievement.
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To create building level expertiseTo create building level expertise
Why Are We Here?Why Are We Here?
Psychologists / Administrators
Psychologists / Administrators
OT / PT / SLP Service Providers
OT / PT / SLP Service Providers
Educational StaffEducational Staff
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Why Are We Here?Why Are We Here?
To afford all students a Free and To afford all students a Free and Appropriate Public Education (FAPEAppropriate Public Education (FAPE))
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Purpose of the ASTPurpose 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
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Who are the AST Members?Who are the AST Members?
Psychologist Liaison Occupational
Therapist Physical Therapist Speech Language
Pathologist TEACCH
Representative Autism Liaison
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Levels of Support
SST Strategies
SST Strategies Using Building
Level Experts
AST
Classroom Strategies
Leve
ls o
f In
terv
enti
on
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Autism Support Team Autism Support Team
Classroom Level
Supports Prior to SST
Classroom Level
Supports Prior to SST
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Classroom StrategiesClassroom StrategiesPrior to Request for Intervention Prior to Request for Intervention
AssistanceAssistance
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)
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Autism Support Team Autism Support Team
Process Related to SST
Process Related to SST
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Request for Intervention Assistance
SST Process Begins. . . SST Process Begins. . .
Review teacher concernsReview teacher concerns
Review past classroom interventionsReview past classroom interventions
Develop additional interventions Develop additional interventions and document on Intervention and document on Intervention PlanPlan
Involve school psychologistInvolve school psychologist
Involve building level expertsInvolve building level experts
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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.
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:For example:
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Intervention Plan for Student SuccessIntervention Plan for Student Success
Team reviews data to determine need for Team reviews data to determine need for further analysis of student behaviorfurther analysis of student behavior
If data suggests, school psychologist If data suggests, school psychologist completes a specific screening toolcompletes a specific screening tool (documented on data collection section of IPSS)(documented on data collection section of IPSS)
Team determines process next steps . . . Team determines process next steps . . .
SST Process Continues. . . SST Process Continues. . .
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Intervention Plan for Student SuccessIntervention Plan for Student Success
SSTSST
Continue /Monitor Continue /Monitor Successful Successful InterventionsInterventions
Redesign Interventions Redesign Interventions
Continue Continue
Data AnalysisData Analysis
FormalFormalEvaluationEvaluation DesignDesign
OROR
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Request for Formal Presentation to Autism Support Team
Request for Formal Presentation to Autism Support Team
I think it is time to call AST.
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Who Can Request a Formal Presentation to AST?
Who Can Request a Formal Presentation to AST?
PsychologistsPsychologists
OT / PT / SLP Service Providers
OT / PT / SLP Service Providers
SST ChairSST Chair
LiaisonLiaison
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Autism Support Team Autism Support Team
AST
Process AST
Process
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Purpose of Request:
Date of Request: Person Submitting Request:
Classroom Strategies Observation
Assessment Disability Determination Input
Development of: ___ Individual Accommodation Plan ___ Individual Education Plan
New Hanover County Schools REQUEST FOR AUTISM SUPPORT TEAM (AST) ASSISTANCE
Request for Autism Support Team Assistance
Student Name: _____________________
School: ___________________ Grade: ______ Date of Birth: _________
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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
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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
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How Can AST Help When IEP/IAP Development Is Needed?
Give input regarding Disability Determination
Give input in developing goals/objectives and/or accommodations
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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
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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
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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 email
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 email 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
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EOP Organizational Responsibilities
As a groupcreate format for agenda create format for AST notebook create log-in procedure
Maintain tools on G driveMaintain notebooks for their region Inform designated AST member when
problems arise